scholarly journals Video-based focus group for chemistry knowledge construction by secondary preservice teachers

2016 ◽  
Author(s):  
Iñigo Rodríguez-Arteche ◽  
M. Mercedes Martínez-Aznar
Keyword(s):  
Preservice Teachers ◽  
Focus Group ◽  
Cognitive Conflict ◽  
Alternative Conceptions ◽  
Cooperative Groups ◽  
Master's Students ◽  
Problem Resolution ◽  
Emotional Aspects ◽  
Physical And Chemical ◽  
Chemical Contents

The present work analyzes the relavance of using video for promoting reflection about chemical contents and their learning, in the context of the Spanish Master’s in Secondary Education. The used video clips were edited from the recordings of two cooperative groups of Master’s students who were solving an open-ended problem about chemistry. This problem was stated as follows: «What might happen when two substances are placed into contact with each other?» These clips contained some alternative conceptions in chemistry, together with some theoretical and practical difficulties arisen in the solving process. Later, the video was shown in the framework of a focus group, where a free debate between the participants was stimulated. The transcriptions of this session gave rise to a group of categories of analysis related to different stages of problem resolution, and emotional aspects as well. These results make us conclude that using video is an appropriate way of promoting learning about physical and chemical changes through cognitive conflict. Moreover, the necessity of considering emotional, individual and group aspects in conceptual change is supported.

scholarly journals Master's Students' Challenges, Achievements, and Professional Development

2014 ◽  
Author(s):  
Janet Richards
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Focus Groups ◽  
Social Participation ◽  
Data Sources ◽  
Master's Students ◽  
Comparison Methods ◽  
Embedded Case Study ◽  
E Mail

Few inquiries have investigated master's students in education as they mentor preservice teachers. In this embedded case study I explored the professional development of 15 master's students as they mentored 35 preservice teachers for eight weeks in a summer literacy camp. Data sources were e-mail exchanges, written reports, and transcriptions from focus groups and in-class conversations. I analyzed the data through constant comparison methods and discovered that the mentors were initially frustrated with their mentoring responsibilities and had little empathy for the preservice teachers. By the end of the camp, they recognized the benefits of mentoring and gained confidence as mentors. Learning occurred for both the mentors and the preservice teachers. Implications include the power of social participation in authentic contexts.

Engaging in Feedback: Students as Recipients and Providers of Feedback in an In-class Activity

2021 ◽  
Vol 18 (1-2) ◽  
pp. 60-68
Author(s):  
Sama'a AlMubarak
Keyword(s):  
Action Research ◽  
Focus Group ◽  
Peer Feedback ◽  
Feedback Process ◽  
Master's Students ◽  
Practice Opportunities ◽  
Professional Context ◽  
Positive Impacts

Despite the positive impacts of providing and receiving peer-feedback, students remain ill-prepared to engage in feedback processes. I report on an action research that was employed to addresses students’ reluctance to providing peer-feedback. The aim was to promote a learning atmosphere that values feedback by having students as active participants in the feedback process. As part of an in-class peer-feedback activity, students provided feedback to their peers’ final assignment by identifying areas of strengths and for improvement. Based on observations and a focus group, students positively experienced the peer-feedback activity. They reported utilizing the feedback in improving their work, extended the feedback application to other contexts and were able to practice and engage actively in the process of feedback. Keen attention and further efforts are necessary to be taken towards actively and strategically integrating peer-feedback within curricula. Recognizing peer feedback as a preparation for practice learning while creating multiple practice opportunities would maximize the transferability of peer-feedback as a skill to the professional context. Keywords: peer-feedback, master’s students, qualitative, students’ experiences, practice learning  

scholarly journals Listening and learning: myths and misperceptions about postgraduate students and library support

2019 ◽  
Vol 47 (4) ◽  
pp. 594-608 ◽  
Author(s):  
Shiobhan Alice Smith ◽  
Antje Lubcke ◽  
Dean Alexander ◽  
Kate Thompson ◽  
Christy Ballard ◽  
...  
Keyword(s):  
Focus Group ◽  
Support Services ◽  
Master's Students ◽  
Student Preferences ◽  
Content Type ◽  
Postgraduate Students ◽  
Seeking Help ◽  
Library Support ◽  
The University

Purpose The University of Otago Library conducted a review of its postgraduate support program in 2018. The purpose of this paper is to report on the findings of a questionnaire and follow up focus group undertaken as part of the review. It highlights postgraduate student preferences for learning about support services, their ideas on marketing these services effectively and the kind of engagement that works best for them. Design/methodology/approach A questionnaire was developed and deployed in July 2018. It contained 20 questions and was emailed to 2,430 enrolled Otago doctorate and master’s students by the University of Otago (GRS). A total of 564 responded, 391 completing all questions. A follow-up focus group was held in August 2018. Quantitative data were collected and analyzed using Qualtrics software and qualitative data were coded and analyzed using NVivo software. Findings Respondents highlighted the difficulty they have learning what support services are available to them. In some cases, they also feel a stigma when seeking help because of their status as postgraduate students. They suggest practical ways libraries can better reach out to them. The findings confirm previous literature about the need for libraries to improve marketing of their services to postgraduate students, communicate via supervisors and departments where possible and provide a variety of engagement options. Originality/value Before (re)developing postgraduate programs, libraries can gain valuable insights and test assumptions by surveying students.

Professionalism and occupational therapy: An exploration of faculty and students’ perspectives

2012 ◽  
Vol 79 (5) ◽  
pp. 275-284 ◽  
Author(s):  
Allison J. Robinson ◽  
Chelsea J. Tanchuk ◽  
Theresa M. Sullivan
Keyword(s):  
Focus Group ◽  
Occupational Therapy ◽  
Developmental Process ◽  
Specific Nature ◽  
Master's Students ◽  
Clear Explanation ◽  
Student Focus ◽  
Open Coding ◽  
Context Specific ◽  
Concrete Concepts

Background. Professionalism is a complex, multifaceted concept embedded within the curricula of occupational therapy programs and professional documents; yet there is no clear explanation in the literature. Purpose. To explore occupational therapy faculty and students’ perspectives of the meaning of professionalism. Methods This interpretivist qualitative study used convenience sampling to recruit eight second-year occupational therapy master's students and five occupational therapy faculty members to participate in two separate focus groups. Open-coding and constant comparative methods were used to identify themes. Findings. Data analysis yielded the following student focus group themes: uncertainty about professional expectations; searching for answers through concrete concepts; and the context-specific nature of professionalism. Faculty focus group themes were professional responsibility; professional awareness; and the context-specific nature of professionalism. Understanding and enacting professionalism may be a developmental process. Implications. Further exploration of the meaning of professionalism from a variety of other occupational therapy stakeholders is needed.

scholarly journals Validation of e-Government Information Delivery Attributes: The Adoption of the Focus Group Method

2021 ◽  
Vol 27 (10) ◽  
pp. 1069-1095
Author(s):  
José Monteiro ◽  
Maria Bernando ◽  
Mafalda Ferreira ◽  
Tânia Rocha
Keyword(s):  
Focus Group ◽  
Information Delivery ◽  
Group Method ◽  
Large Set ◽  
Government Information ◽  
The Public ◽  
Emotional Aspects ◽  
Government Websites ◽  
Group Interviews ◽  
Focus Group Method

In democratic countries, government websites became an important channel for interaction with the public administration in the last few years. Nevertheless, several issues have an impact on the way users access to content and information. Lack of accessibility and usability or, in the broad sense, lack of concern with user needs, can still be found in many government websites. To address the problem, a previous literature review on e-government information delivery attributes was performed. Based on this review, a large set of attributes related to quality was obtained to evaluate these dimensions in the context of e-government. The purpose of this study is to better understand which of these attributes are the most valued, in the users’ perspective, for evaluating content delivered by government websites. A qualitative approach was adopted, using Focus Group interviews as a strategy to obtain data and Thematic Analysis to analyze such data. The main results highlighted the attributes related to content delivery, interaction, and emotional aspects. User Experience, accessibility, and usability were prioritized by Focus Group participants.

Teaching Practicums Abroad

2016 ◽  
pp. 540-577 ◽  
Author(s):  
Karin Vogt
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Focus Group ◽  
Data Collection ◽  
Student Teachers ◽  
Target Language ◽  
Group Discussions ◽  
European Student ◽  
The United Kingdom ◽  
Data Collection And Analysis

European student teachers have the opportunity to complete a work placement at a partner school in a target language country. The focus of this study was on 35 undergraduate preservice teachers who completed a teaching practicum placement in the United Kingdom (UK) and Ireland between 2010-2014. Data from five years of reflective reports were content analysed and complemented with focus group discussions after the students' stay abroad. This chapter briefly outlines the structure of the teaching practicums, delineates data collection and analysis methods, and discusses the results in order to gauge the potential of such experiences for students' intercultural learning and overall professional development. Results indicated an interconnection of categories with the ‘professionalization' of preservice teachers featuring most prominently.

scholarly journals User Evaluation of Neonatology Ward Design

2016 ◽  
Vol 10 (2) ◽  
pp. 23-48 ◽  
Author(s):  
Juan Luis Higuera Trujillo ◽  
Antoni Montañana i Aviñó ◽  
Carmen Llinares Millán
Keyword(s):  
Focus Group ◽  
Semantic Differential ◽  
Design Guidelines ◽  
User Evaluation ◽  
Emotional Factors ◽  
Conceptual Structures ◽  
Positive Assessment ◽  
Emotional Aspects ◽  
User Friendly ◽  
Health Care Centers

Objective: The object of this article is to identify the set of affective and emotional factors behind users’ assessments of a space in a neonatology unit and to propose design guidelines based on these. Background: The importance of the neonatology service and the variety of users place great demands on the space at all levels. Despite the repercussions, the emotional aspects of the environment have received less attention. Methods: To avoid incurring limitations in the user mental scheme, this study uses two complementary methodologies: focus group and semantic differential. The (qualitative) focus group methodology provides exploratory information and concepts. The (quantitative) semantic differential methodology then uses these concepts to extract the conceptual structures that users employ in their assessment of the space. Of the total 175 subjects, 31 took part in focus groups and 144 in semantic differential. Results: Five independent concepts were identified: privacy, functionality and professional nature, spaciousness, lighting, and cleanliness. In relation to the importance of the overall positive assessment of the space, the perception of privacy and sensations of dominance and pleasure are fundamental. Six relevant design aspects were also identified: provide spacious surroundings, facilitate sufficient separation between the different posts or cots, use different colors from those usually found in health-care centers, as some aversion was found to white and especially green, design areas with childhood themes, use warm artificial light, and choose user-friendly equipment. Conclusions: Results provide design recommendations of interest and show the possibilities offered by combining both systems to analyze user response.

scholarly journals GRADUATED THESIS AS A CHALLENGE FOR MASTER'S STUDENTS: THE CASE OF R. GLIER KYIV MUNICIPAL ACADEMY OF MUSIC

2021 ◽  
Vol 11 (2) ◽  
pp. 223-227
Author(s):  
OLHA ZHORNOVA ◽  
OLENA ZHORNOVA ◽  
OLENA VASYLIUK ◽  
TETIANA KRYVOSHEIA ◽  
VOLODYMYR HUMENIUK
Keyword(s):  
Focus Group ◽  
Research Method ◽  
Master's Students ◽  
Positive Effect

This study examines the practice of writing graduated theses by students who have participated in music competitions. The research method was a focus group. The reasons for this practice are described. It is proved the student cannot comply with the prescribed procedure for writing graduated these. It is concluded that it is time to legitimize this practice. The basis for legitimizing one recognizes its existence, its acceptance by both students and leaders, the positive effect of its use. Measures to legitimize this practice are proposed.

scholarly journals From the Editors

2016 ◽  
Vol 11 (3) ◽  
Author(s):  
Huseyin Uzunboylu ◽  
Cigdem Hursen
Keyword(s):  
Preservice Teachers ◽  
Collaborative Learning ◽  
Alternative Conceptions ◽  
Survey Method ◽  
Metacognitive Skill ◽  
Structured Interviews ◽  
Spring Semester ◽  
Skill Levels ◽  
Problem Solving Skills ◽  
Educational Sciences

Dear ColleaguesIt is an honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Also our major aim is to increase the quality of the journal day by day. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 5 full length articles written by authors from USA, Turkey, Cyprus.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Senar Temel explored the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. On the other hand, Ahmet Arnavut and Fezile Özdamlı, investigate the articles about technology-assisted collaborative learning published in Science Direct database between the years of 2010 and 2014. According to the results of the studies obtained from Science Direct database, there are many research related with technology-assisted collaborative learning. Also, Emine Gozcu and Cagda Kıvanc Caganaga aim to find out how games are important and effective when used in EFL classrooms. Two different kinds of qualitative research methods; semi-structured interviews and observation were conducted in this study. In addition to these, Senol Sen was aimed to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different metacognitive skill levels on motivation. Finally Isıl Koc and Robert E. Yager aim of this study was to investigate the extent to which preservice teachers held alternative conceptions in elementary science concepts. Eighty-six preservice elementary teachers participated in this study. I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.Best regards,Editor-in-ChiefProf. Dr. Huseyin UzunboyluExecutive EditorAssoc. Prof. Dr. Cigdem Hursen

scholarly journals Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 59-81
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Bonding ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Alternative Conceptions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Chemistry Instruction

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

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