Integrating scientific with histologic and embryologic competencies

Objective: Given the relevance of scientific training in undergraduates whatever their future professional practice and viewing that consistent bibliographic usually limit scientific training to a component of the medical curriculum, this approach intends to go a step further seizing each discipline of the medical curriculum for developing progressively scientific competencies. In this context, a strategy, integrating scientific and disciplinary competencies (in this case, Histology and Embryology), is presented Material and Method: The strategy was applied for fifteen years to 2000 ± 500 students per year while they were studying Histology and Embryology, one of the first-year disciplines. It included planning steps carried out by Ph.D. professors as well as the implementing and evaluating ones in charge of these professors and properly trained teachers Results: Averages of percentages of enrolled students who did not start the course, who dropped out before being able to take the final disciplinary evaluation, who could take it and who were promoted to the second year during fifteen years are registered. Likewise, an average of 80% of them satisfied with this strategy and the positive impact on the corresponding competencies of Biology, another first-year discipline, are also recorded. Conclusions: This strategy, implemented between 1986 and 2001, proved viable and fruitfully relevant until a curricular transformation limited its continuation without generating its equivalent replacement. Beyond the elapsed time since then and the reasons hindering its full accomplishment, this long-standing approach is rescued so that it may eventually be considered and improved by those who may value it profitably for their curricula.

Potentials of Internet-Based Qualification Systems for Teachers in Federal Education Systems

Making an internet-based system of qualification available for teachers at general education schools within a federally organized education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and––simultaneously connected with these competencies––subject-didactic ones as well as providing support for curricular implementation. There also needs to be a broad portfolio of modules leading to specialist and didactic qualifications which can take heterogeneous curricular requirements into account. Based on pedagogical as well as systematic requirements, the chapter formulates the essential cornerstones of such a qualification-based online training system, using the example of the economic (general) education. In addition, the necessary development steps for the future are outlined, especially regarding the use of adaptive teaching and learning methods.

Developing an assessment framework of multidimensional scientific competencies

The study aimed to develop and validate an assessment framework of multidimensional scientific competencies for seventh-grade students in the northeastern region of Thailand. A total of 289 samples with three different scientific competency levels were randomly selected to participate as testtakers. The design-based research encompassing four phases of the construct modelling approach, namely construct maps, item design, outcome space, and Wright map. Multidimensional Random Coefficient Multinomial Logit model was employed to examine the quality of the created assessment framework of multidimensional scientific competencies. The results showed that scientific competence is comprised of three dimensions, namely explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. Each dimension can be further categorized into four levels. The assessment framework consists of 16 items. The results revealed that there is validity evidence regarding internal structure based on the comparison of the model fit and Wright map. Moreover, results also indicated that the reliability evidence and item fit are compliance with the quality of the assessment framework as revealed in the analysis of standard error of measurement and infit and outfit of the items. It can be concluded that the assessment framework is currently prevalent to assess the scientific competencies of seventh-grade students.

Potential of Internet-Based Qualification Systems for Teachers in Federal Education Systems

Making an internet-based system of qualification available for teachers at general education schools within a federally organized education system poses a variety of challenges. Based on findings of pedagogical professional research, further and advanced teacher training needs to impart specialist scientific competencies and––simultaneously connected with these competencies––subject-didactic ones as well as providing support for curricular implementation. There also needs to be a broad portfolio of modules leading to specialist and didactic qualifications that can take heterogeneous curricular requirements into account. Based on pedagogical as well as systematic requirements, the article formulates the essential cornerstones of such a qualification-based online training system, using the example of the Economic (General) Education. In addition, the necessary development steps for the future are outlined, especially regarding the use of adaptive teaching and learning methods.