PROBLEM-BASED AND LECTURE-BASED LEARNING: A QUASI-EXPERIMENTAL STUDY WITH NATURAL SCIENCES STUDENTS
|
|
- Arline Arnold
- 7 years ago
- Views:
Transcription
1 PROBLEM-BASED AND LECTURE-BASED LEARNING: A QUASI-EXPERIMENTAL STUDY WITH NATURAL SCIENCES STUDENTS Clara Vasconcelos 1 and Joana Torres 1 1 Geology Centre/ Faculty of Sciences, University of Porto, Porto Portugal Abstract: Problem-based learning consists of a student-centred learning methodology that develops diverse skills, critical thinking, scientific reasoning and knowledge, decision-making, assessment and self-evaluation. The present research aimed to compare problem-based learning and lecture-based learning regarding the acquisition of scientific knowledge. The study followed a quasi-experimental research methodology with a non-random selection of participants. The study was undertaken with natural science students during the first trimester of the 2012/2013 school year. Results show that, in cognitive terms, students showed improvements that, although more positive in the experimental group of problem-based learning, did not prove to be more significant than those achieved with the lecture-based learning. However, the relevance of the study consisted on the demonstration that the introduction of a new methodology in the teaching of natural sciences (in this particular case the problem-based learning) did not cause any decline in academic success (it was as successful as the lecture-based learning) but rather potentiated the development of other competences directed to the scientific processes and research capabilities. Keywords: problem-based learning; lecture-based learning; quasi-experimental study; natural science students INTRODUCTION The introduction of new teaching methodologies in the classroom has always been a matter of controversy (Carrio et al., 2011), especially due to the inevitable fears of failure. The concern with the length of programs and preparing students for national exams often overlaps any attempts to improve learning by changing the teaching process. Competences development is often overlapped by the acquisition of knowledge, in order to ensure school achievements in standardized exams. Nevertheless, the lack of competences development reveals itself in the long term, particularly through the inability to mobilize knowledge and apply it to new situations. As such, ensuring school success in natural sciences goes far beyond the quantitative results achieved in national tests and calls for the learning of other skills, for instance, scientific reasoning, self-regulation and autonomy in the learning process (Almeida & Vasconcelos, 2012). The data herein presented comprises 115 students from middle-school, and stems from a project that researches the contribution of problem-based learning in science education for citizenship. The main goal of this study was to explore whether or not problembased learning (PBL) could guarantee cognitive gains in natural science students, especially when compared with lecture-based learning (LBL). Ultimately, the study intended to verify whether the PBL was at least as effective as LBL in helping students
2 to achieve the knowledge required to fulfill the natural science syllabus learning objectives. RATIONALE Problem-based learning is recognized as an inquiry approach because it prompts student s curiosity to solve problems, but also since questioning and research are at the core of the development of the process of learning. Furthermore, an inquiry approach also relates to activities in which students develop knowledge and the understanding of scientific ideas, as well as catch on how scientists study the natural world (NRC, 2008). PBL consists of a student-centred learning methodology that starts off by addressing a real-world problem, and whose resolution is deemed to be personally, socially and environmentally important. After creating an invitational scenario that presents the problem (Torres et al., 2013), the teacher has to foster students during the investigation helping them to became a more self-directed learner (Barrel, 2007).This methodology requires a shift in the educational paradigm, as students become active constructers of their knowledge and the role of the teacher shifts from presenter of information to facilitator of a problem-solving process (Allen et al., 2011). This methodology is characterized by students working in small groups so as to improve knowledge construction and to develop different competences (Wong & Day, 2009). Although it is difficult to implement collaborative work, this methodology also presents advantages since it allows both students to share points of view and teachers to better guide the development of the different tasks. The more or less well-structured problems (scenarios) act as a stimulus for the students learning processes (Wong & Day, 2009). This PBL scenario should motivate students to raise issues and look for solutions through inquiry activities. Although the PBL process calls on students to become self-directed learners, teachers must guide them by monitoring discussion, asking questions and fostering participation (Allen et al., 2011). One of the barriers that arise in the use of PBL is the lack of teachers qualified to play the role of facilitators and mediate the process (Hmelo-Silver, 2004). Moreover, most students evaluations do not contemplate teamwork or the collaboration developed with PBL (Savin-Baden, 2004), rather considering only the more conceptual issues. This methodology aims to develop communication skills, critical thinking, scientific reasoning and knowledge, decision-making, assessment and self-evaluation. These competences are considered to be essential for a lifelong learning process (Vasconcelos, 2012). However, whenever a new teaching methodology is implemented within science classrooms, many doubts and criticisms arise from school directors, some teachers, students and even parents. Several studies have already provided some experimental evidence that backs the assumption that the PBL methodology does not affect the students factual knowledge acquisition when compared with more traditional LBL (Carrió et al., 2011). Other studies suggest that PBL is significant to the development of generic and scientific skills since students are faced with complex problems and have to look for solutions creatively (Carrió et al., 2011) and also because PBL develops skills that are often ignored in middle science classrooms (Hmelo-Silver, 2004; Wong & Day, 2009). Even in medical education, where PBL has been largely applied and investigated, design-based research is still needed to enrich our understanding of the nature of PBL (Dolmans et al, 2005).
3 Within this framework, our claim follows the majority of studies related to this learning method (and to how students learn by using it) when unanimously presenting some cautionary notes, and suggesting that careful research is needed so as to understand if and how its potentials might be achieved. METHODS The study followed a quasi-experimental research methodology with a non-random selection of participants. Two groups were defined (an experimental and a control group) and a cognitive test, specifically built for this purpose, was applied in both phases of the intervention (pre-test and post-test). The aim was to investigate whether the PBL promoted larger cognitive gains that the LBL had done. The sample integrated students of natural sciences from two classes of two public schools in the north of Portugal. The convenience sample was constituted by 115 students: 64 integrated the experimental group and had a 12.1 age average, and 51 integrated the control group and had a 12.5 age average. The teacher of the experimental group was familiar with the PBL methodology and knew how to play the tutor role during the research intervention. The sample was mostly female: the experimental group consisted of 30 boys and 34 girls and the control group integrated 21 boys and 30 girls. The intervention programme was aligned with the Portuguese natural science curriculum. One problematic scenario was presented related to fossils and their significance for the reconstruction of earth history. Later on, questioning was promoted and the students sought for the solution with the help of teacher mediation. The research involved practical work (fossilization modelling) that was carried out by the students, and potentiated learning processes, research capabilities and scientific reasoning. Students were assisted in the process of learning cognitive knowledge enclosed in the curriculum, focussing on memorization, understanding and mobilization of knowledge to new problem situations. Accordingly, after the research students were challenged with an activity that demanded for the application of the knowledge and the skills that had been developed, thereby allowing for the re-conceptualisations and the consolidation of the learning objectives. The cognitive test was applied before the teachers intervention (pre-test) and after the implementation of the geological scenarios (post-test). The application of each test lasted 45 minutes. Students were made aware of its non-assessment character as well of the need to carefully think on the answers. The scenario was applied during the first trimester of the 2012/2013 school year and the intervention took place during three 45 minutes classes. Students were given the necessary sources for research. As recommended by PBL, students worked collaboratively, in groups of 4 to 5 elements, and were mediated by the tutor. RESULTS The sample was analysed before the implementation of the intervention, through the calculation of the averages obtained in the cognitive pre-test and the significance of differences between the value of the control group and the experimental group. The objective was to perceive whether the academic results of the students, evaluated in
4 cognitive terms by the cognitive test, would be similar in both groups. They are listed in Table 1. The averages obtained by the cognitive pre-test were higher in the experimental group (20.1 versus 15.7) with a higher standard deviation in the control group (9.88 versus 9, 59). The Mann-Whitney test showed a statistically significant difference in these groups very early in the intervention (U = , p <0.05), and the experimental group presented the best performance. Nonetheless, there were several reasons encouraging us to proceed with the study: (i) the difficulty in getting teachers and students to voluntarily participate in educational studies, and the possibility that relevant data could emerge in the questionnaires to be applied after the intervention; (ii) the fact that the research team had an ethically commitment to help teachers to learn and to apply the methodology of PBL; (iii) the fact that the literature emphasizes the cognitive gains resulting from PBL, and as such the experimental group could significantly exceed the value obtained on the pre-test average in relation to the control group. Table 1 Cognitive pre-test results. pre-test experimental group control group average 20,1 15,7 standard deviation 9,59 9,88 minimum 0,00 0,00 maximum 43,00 47 After the intervention, the Cognitive Test was applied again, in the natural sciences class. Results are shown in Table 2. Table 2 Cognitive post-test results. post-test experimental group control group average 41,2 33,3 standard deviation 19,11 15,69 minimum 15,00 8,00 maximum 84,00 69,00
5 The post-test average is higher in the experimental group, although both groups show poor ratings. The Mann-Whitney test resulted in a statistically significant difference between these groups after application of geological scenarios (U = , p <0.05), showing that the cognitive improvements after the intervention again define groups with distinct levels of success, the experimental group achieving the best outcome. The Wilcoxon test was used to verify whether the average difference of the pre and post cognitive test, for each of the groups, was statistically significant. The experimental group showed an improvement of the average in the cognitive test, increasing from 20.1 to The difference that was obtained was statistically significant (Z = , p <0.05). For the control group, the average obtained at the cognitive pre-test was 15.7 and at the post-test was The difference that was obtained was also statistically significant (Z = , p <0.05). DISCUSSION AND CONCLUSION Considering the main objective of this study, which consisted in analysing the benefits of using PBL, we notice that students showed improvements in cognitive terms. Although these were more positive in the experimental group of PBL, they did not prove to be more significant than the results achieved with the LBL. The relevance of the results arises, nonetheless, since we found that students also have academic success with PBL. This work has proven that the introduction of this new teaching methodology (in the midst of an educational system characterized by a predominantly traditional one), did not cause a drop in knowledge acquisition. Notice that this concern is cause for criticism, confusion and conflict between teachers whenever one wants to implement new teaching methodologies. The present study has demonstrated that such concerns are groundless students not only maintained (or increased slightly) the cognitive gains as they had the opportunity to research and perform tasks that benefit the development of scientific reasoning. Such an opportunity would never have been offered by LBL, since lectures and the reading of textbooks appeals only to mechanical memorization and the rhetorical reproduction of school contents. Despite the methodological advantages of PBL, the weak acquaintance of students with the process hindered the classroom dynamics, thus demanding for a wider and more frequent resort to PBL in science classes, so as to reassert its educational potential. Other studies can and should also be developed so as to verify if PBL promotes knowledge retainment to a larger extend than more traditional methodologies, both in PBL targeted students and in students subjected to the LBL. As a result, more evidence will back and sustain the advantages of favouring of PBL. ACKNOWLEDGEMENTS This research was carried out within the scope of the Research Project Science Education for Citizenship Through Problem-Based Learning (PTDC/CPECED/108197/2008), funded by FCT within the scope of the Thematic Operational Program for Competitiveness Factors (COMPETE) of the European Union Community Support Framework III co-funded by the European Regional Development Fund (ERDF/FEDER).
6 REFERENCES Allen, D. E., Donham, R. S. & Bernhardt, S. A. (2011). Problem-based learning. New Directions for Teaching and Learning, 128, Barrel, J. (2007). Problem-Based Learning: An inquiry approach. Thousand Oaks: Corwin Press. Carrió, M., Larramona, P., Baños, J.E. & Pérez. J. (2011). The effectiveness of the hybrid problem-based learning approach in the teaching of biology: a comparison with lecture-based learning. Journal of Biological Education, 45 (4), Dolmans, Diana H J M; De Grave, Willem; Wolfhagen Ineke H A P & Vleuten Cees, P M van der (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39 (7), Hmelo-Silver, C. E. (2004). Problem-Based Leaning: What and How do Students Learn? Educational Psychology Review, 16 (3), National Research Council (2008). Inquiry and the National Science Education Standars: A guide for teaching and learning. Washington: National Academic Press. Savin-Baden, M. (2004). Understanding the impact of assessment on students in Problem-Based Learning. Innovations in Education and Teaching International, 41 (2), Torres, J., Preto, C. & Vasconcelos, C. (2013). PBL Environmental Scenarios: An Analysis of Science Students and Teachers Questioning. Journal of Science Education, 14 (2), Vasconcelos, C. (2012). Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program. Research in Science Education, 42 (2), Vasconcelos, C. & Almeida, A. (2012). Aprendizagem Baseada na Resolução de Problemas: Propostas de trabalho para Ciências Naturais, Biologia e Geologia. Porto: Porto Editora. Wong, K. K. H. & Day, J. R. (2009). A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science. Research in Science Education, 39,
PORTUGUESE SCIENCE TEACHERS VIEWS ABOUTNATURE OF SCIENCE AND SCIENTIFIC MODELS
IX CONGRESO INTERNACIONAL SOBRE INVESTIGACIÓN EN DIDÁCTICA DE LAS CIENCIAS Girona, 9-12 de septiembre de 2013 COMUNICACIÓN PORTUGUESE SCIENCE TEACHERS VIEWS ABOUTNATURE OF SCIENCE AND SCIENTIFIC MODELS
More informationBOILING AND PEELING OF EGGS
Sample Lesson Plan for Teachers under the Ark of Inquiry Project Ark of Inquiry: Inquiry Awards for Youth over Europe is a project on teacher training, oriented towards raising science awareness, particularly
More informationcurriculum for excellence building the curriculum 2 active learning a guide to developing professional practice
building the curriculum 2 active learning a guide to developing professional practice > SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS building the curriculum
More informationDOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
More informationPROJECT BASED INTRODUCTION TO LEARNING
INTRODUCTION TO PROJECT BASED LEARNING BEGIN WITH THE END IN MIND CRAFT THE DRIVING QUESTION PLAN THE ASSESSMENT MAP THE PROJECT MANAGE THE PROCESS INTRODUCTION TO PROJECT BASED LEARNING INTRODUCTION TO
More informationHow to Teach Serbian History Students about School Failure and Cultural Diversity
How to Teach Serbian History Students about School Failure and Cultural Diversity Lidija Radulović and Vera Rajović Abstract History teaching in Serbia has a clearly identified political role. Paramount
More informationFact Sheet: Youth and Education
Fact Sheet: Youth and Education 11% of the world s youth (15-24 years old) are non-literate. Data from 2005-2008 indicates that in developing countries, the percentage of nonliterate youth is 13%, with
More informationCritical Inquiry in Educational Research and Professional Practice
DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.
More informationRESTRICTED. Professional Accreditation Handbook (Engineering Degrees)
RESTRICTED Professional Accreditation Handbook (Engineering Degrees) Revised by authority of the Accreditation Board as of February 2013 CONTENTS 1. PROFESSIONAL ACCREDITATION 1.1 Introduction...4 1.2
More informationStrengthening the Role of Part-Time Faculty in Community Colleges
Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:
More informationOverview of Gifted and Talented Programs: A Handbook for Parents
Overview of Gifted and Talented Programs: A Handbook for Parents NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203 203 West Hillside Road Naperville, IL 60540-6589 630.420.6300 Table of Contents District Mission...
More informationPoster presentation School Physical Education: From the eyes of students
Commissioned by PE Section, Curriculum Development Institute, Education Bureau Hosted by Department of Health and Physical Education, The Hong Kong Institute of Education Summer School for PE Teachers
More informationPROBLEM-BASED LEARNING AND THE USE OF NEW LEARNING- TEACHING METHODOLOGY
PROBLEM-BASED LEARNING AND THE USE OF NEW LEARNING- TEACHING METHODOLOGY A. Avalos, L. Martín, E. Pérez-Urria, B. Pintos Facultad de Biología. Universidad Complutense Madrid / Spain avagar@bio.ucm.es,
More informationInternational Journal of Sociology and Social Policy 98
International Journal of Sociology and Social Policy 98 Ethiopia: From Bottom to Top in Higher Education - Gender Role Problems by Yelfign Worku Biographical Note Yelfign Worku, Head of Gender and Education
More informationEXPERIENCE OF PROBLEM-BASED LEARNING IN NURSING EDUCATION AT KAOHSIUNG MEDICAL UNIVERSITY
EXPERIENCE OF PROBLEM-BASED LEARNING IN NURSING EDUCATION AT KAOHSIUNG MEDICAL UNIVERSITY Fan-Hao Chou and Chi-Chun Chin College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan. Nursing education
More informationAs of 2010, an estimated 61 million students of primary school age 9% of the world total - are out of school vi.
YOUTH AND EDUCATION HIGHLIGHTS 10.6% of the world s youth (15-24 years old) are non-literate i. Data from 2011 indicates that in developing countries, the percentage of non-literate youth is 12.1%, with
More informationScience teachers pedagogical studies in Finland
1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from
More informationICT in pre-service teacher education in Portugal: trends and needs emerging from a survey
Interactive Educational Multimedia, Number 11 (October 2005), pp. 153-167 http://www.ub.es/multimedia/iem ICT in pre-service teacher education in Portugal: trends and needs emerging from a survey João
More informationI can not live without books.
Handbook1 Richland Academy School of Excellence Middle School Parent Handbook 2012 2013 School Year I can not live without books. - Thomas Jefferson Handbook2 Language Arts Reading We will work on reading
More informationINTEGRATION OF CRITICAL THINKING PRINCIPLES INTO THE CURRICULUM OF SECONDARY SCHOOLS: LITHUANIA S CASE
INTEGRATION OF CRITICAL THINKING PRINCIPLES INTO THE CURRICULUM OF SECONDARY SCHOOLS: LITHUANIA S CASE Research report Author Daiva Penkauskienė June 2010 Supported by a grant of from Foundation Open Society
More informationBoosting Entrepreneurship in Adult Education
European Conference 7 March 2008, Nicosia Key Topics Entrepreneurship as key competence for growth, employment and personal fulfilment Promoting entrepreneurship through education European reality PECAE
More informationSummer 2015. Marilyn Krause, Melissa Sikes, guest presenters. 590 University Ave Suite 2 Fairbanks, AK 99709
University of Alaska Fairbanks School of Natural Resources and Agricultural Sciences Department of High Latitude Agriculture Natural Resource Management (NRM) 595 Enhancing Agriculture Literacy for Regular
More informationChapter 5. Socialization
Chapter 5 Socialization I. Social Experience: The Key to Our Humanity. A. Socialization is the lifelong social experience by which individuals develop their human potential and learn culture. B. Social
More informationThe Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation
The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation Executive Summary Professor Steven Higgins, ZhiMin Xiao and Maria Katsipataki School of Education, Durham
More informationChapter 2 Quantitative, Qualitative, and Mixed Research
1 Chapter 2 Quantitative, Qualitative, and Mixed Research This chapter is our introduction to the three research methodology paradigms. A paradigm is a perspective based on a set of assumptions, concepts,
More informationIndiana University Request for a New Certificate Program. Proposed Title of Certificate Program: Certificate in Instructional Systems Technology
Campus: Indiana University-Bloomington Proposed Title of Certificate Program: Certificate in Instructional Systems Technology Projected Date of Implementation: Fall 2003 I. TYPE OF CERTIFICATE: REGULAR
More informationJournal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.36, 2015
Analysis of the Reasons of Teaching Controversial Issues on Public Policy to the Senior High School Students Suryanto*; Elis Irmayanti Faculty of Teacher Training and Education University of Nusantara
More informationFive High Order Thinking Skills
Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,
More informationEXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
More informationANOTHER GENERATION OF GENERAL EDUCATION
ANOTHER GENERATION OF GENERAL EDUCATION Peter K. Bol Charles H. Carswell Professor of East Asian Languages and Civilizations I was asked to set forth some personal reflections rather than to summarize
More informationBuilding bridges between medical education research and practice
Building bridges between medical education research and practice Diana Dolmans, Helsinki, Finland, March 27, 2014 2nd Scientific Meeting of the Association for Medical Education Contents Why do we need
More informationCASE STUDY 1 for PORTUGAL POST-GRADUATION IN EDUCATION AT THE UNIVERSITY OF PORTO: LINKING RESEARCH AND PRACTICE
CASE STUDY 1 for PORTUGAL POST-GRADUATION IN EDUCATION AT THE UNIVERSITY OF PORTO: LINKING RESEARCH AND PRACTICE Pedro Teixeira and Isabel Menezes University of Porto March, 2012 1 1. Summary This case-study
More informationTEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING
TEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING Anna Trifonova and Mario Barajas Universitat de Barcelona - Facultat de Pedagogia - DOE Abstract: Pathway project (FP7/2007-2013,
More informationM.A. EDUCATIONAL PSYCHOLOGY
M.A. EDUCATIONAL PSYCHOLOGY EDCI 663 Advanced Graduate Writing This course is designed to introduce graduate students to various forms of writing required in graduate studies. It also introduces them to
More informationUnited Nations Educational, Scientific and Cultural Organization Executive Board
ex United Nations Educational, Scientific and Cultural Organization Executive Board Hundred and fifty-fourth Session 154 EX/9 PARIS, 6 March 1998 Original: English Item 3.4.1 of the provisional agenda
More informationTask Force on Undergraduate Education Across the University. What the University Should Do Fall 2010
Task Force on Undergraduate Education Across the University What the University Should Do Fall 2010 In the interest of promoting higher education in the most important sense at Washington University, a
More informationMODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN
MODIFIED TRAINING PROGRAMME FOR TRAINERS AND TEACHERS OF OCCUPATIONAL THERAPY IN TAJIKISTAN These materials have been prepared within the framework of the project Technical Assistance to the Sector Policy
More informationAdvances in Theory and Practice of Teacher Professional Development Research Program of ELAN Institute for Teacher Training and Professional
Advances in Theory and Practice of Teacher Professional Development Research Program of ELAN Institute for Teacher Training and Professional Development Summary of ELAN Research Program ELAN is the University
More informationIPP Learning Outcomes Report
Page 1 IPP Learning Outcomes Report Program: Department: Applied Behavior Analysis Certificate Program Psychology Number of students enrolled in the program in fall, 2011: Data unavailable Students become
More informationREGULATIONS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY (PsyD)
REGULATIONS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY (PsyD) (See also General Regulations) The degree of Doctor of Psychology is a postgraduate degree awarded for the satisfactory completion of a prescribed
More informationStudent Intelligence and Academic Achievement in Albanian Universities. Case of Vlora University
Student Intelligence and Academic Achievement in Albanian Universities. Case of Vlora University Ilirjan LIPI 1 Abstract: This study involves students of economic faculty that were attending bachelor in
More informationMA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL
Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging
More informationIllinois Professional Teaching Standards
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
More informationIntegrated Middle School Science (IMSS) Partnership
Next Generation Science Standards Literacy in the Science Classroom Dawn O Connor, Science Director Integrated Middle School Science Alameda County Office of Education Christine Lee, Researcher Integrated
More informationTEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system
TEACHING SCIENCES IN THE FINNISH COMPULSORY SCHOOL (PHYSICS, CHEMISTRY, BIOLOGY AND GEOGRAPHY) Brief description of the Finnish Educational system The Educational policy of education in Finland stresses
More informationPROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS
PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS Hiya Almazroa Pringcess Noura Bint Abdulrahman University, Saudi Arabia Abstract: Professional development is a significant mechanism for maintaining
More informationHow To Improve Your Knowledge Of Psychology
I. Introduction History Assessment Report Applied Psychology Program 2011-2012 The Department of Humanities and Social Sciences added the Bachelor of Science in Applied Psychology in 1997. The program
More informationIllinois Mathematics and Science Academy
Illinois Mathematics and Science Academy A Pioneering Educational Community Name Ms. O Leary-Driscoll Phone 5363 e-mail soleary@imsa.edu Comprehensive Course Syllabus for Bioinformatics Fall 2015 Instructors
More informationCourse Description \ Bachelor of Primary Education Education Core
Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress
More informationResource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales
Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements
More informationStudy Guide for the Physical Education: Content and Design Test
Study Guide for the Physical Education: Content and Design Test A PUBLICATION OF ETS Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logo, GRE, and LISTENING. LEARNING.
More informationPrettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018
Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to
More informationThe effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts
The effects of beliefs about language learning and learning strategy use of junior high school EFL learners in remote districts ABSTRACT Ching-yi Chang Leader University, Taiwan Ming-chang Shen Leader
More informationEDTC Program Assessment Framework
EDTC Program Assessment Framework The University of Delaware s Master of Education in Educational Technology (EDTC) program aligns with both of the international standards bodies that inform the design
More informationIn an experimental study there are two types of variables: Independent variable (I will abbreviate this as the IV)
1 Experimental Design Part I Richard S. Balkin, Ph. D, LPC-S, NCC 2 Overview Experimental design is the blueprint for quantitative research and serves as the foundation of what makes quantitative research
More informationINTRODUCTION TO CONCEPT MAPPING. Joseph D. Novak Professor of Education and Professor of Biological Sciences Cornell University
INTRODUCTION TO CONCEPT MAPPING Joseph D. Novak Professor of Education and Professor of Biological Sciences Cornell University Visiting Professor The University of West Florida ERDC/Building 78 11000 University
More informationBCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning
Gifted and Talented Education Service Delivery Plan BCSD EXCEL Program: Experiential Curriculum for the Enrichment of Learning BOONE COMMUNITY SCHOOL DISTRICT 2015-16 2 TABLE OF CONTENTS Mission and Vision..
More informationEnhancing Critical Thinking and Daily-Life Application in a Psychology Course: A Case Album Approach
Enhancing Critical Thinking and Daily-Life Application in a Psychology Course: A Case Album Approach J.P. Leung, Darius K.S. Chan and Catherine S.K. Tang The Chinese University of Hong Kong A b s t r a
More informationGeneral Approaches to evaluating student learning Qatar University, 2010
General Approaches to evaluating student learning Qatar University, 2010 1 N U H A D Y A Z B I K D U M I T, R N, M A, P H D A M E R I C A N U N I V E R S I T Y O F B E I R U T Evaluation Types: Levels
More informationItalian Language & Culture Courses for Foreigners. ITALY Language Training
Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,
More informationResearch and Digital Game- based Play: A Review of Martha Madison
Research and Digital Game- based Play: A Review of Martha Madison White Paper Compiled by Anne Snyder, Ph.D. Second Avenue Learning is a certified women- owned business, specializing in the creation of
More informationEvaluation Guide 2013 FCT INVESTIGATOR GRANTS. 01 August 2013
Evaluation Guide 2013 FCT INVESTIGATOR GRANTS 01 August 2013 1. INTRODUCTION This document outlines the reviewing process of the call for FCT Investigator grants, inputs and outputs, and defines the responsibilities
More information2012/2013 Programme Specification Data. Engineering
2012/2013 Programme Specification Data Programme Name Programme Number Programme Award QAA Subject Benchmark Statements MEng Computer Networking P11715 MEng Engineering Programme Aims The general aims
More informationOVERCOMING THE BARRIERS TO INTRODUCE LESSON STUDY IN SOUTH AFRICA
OVERCOMING THE BARRIERS TO INTRODUCE LESSON STUDY IN SOUTH AFRICA Ronél Paulsen University of South Africa paulsr@unisa.ac.za Abstract In this paper I will be looking at the introduction of Outcomes Based
More informationGuidelines for Integrative Core Curriculum Themes and Perspectives Designations
Guidelines for Integrative Core Curriculum Themes and Perspectives Designations The purpose of this document is to provide guidelines for faculty wishing to have new or existing courses carry Themes and
More informationTHE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS. INSTRUCTOR: TBA EXTENSION: XXX OFFICE: XXX EMAIL: XXX OFFICE HRS: XXX OTHER: (Hybrid)
1 COURSE NUMBER: NUR325 COURSE TITLE: Transcultural Nursing CREDITS: 3 Credits TERM: Fall/ Spring FORMAT: Hybrid (7-week Hybrid) PREREQUISITES: All Pre-nursing courses Co-Requisites: XXX THE LINCOLN UNIVERSITY
More informationRWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY AND SCIENTIFIC RESEARCH (MINDEC) PRIMARY AND SECONDARY SCHOOL CURRICULUM DEVELOPMENT POLICY
RWANDA MINISTRY OF EDUCATION, SCIENCE, TECHNOLOGY PRIMARY AND SECONDARY SCHOOL CURRICULUM DEVELOPMENT POLICY Preamble MINEDUC believes that the curriculum is the heart of any educational system and that
More informationEffects of Outdoor Education Programs for Children in California
Effects of Outdoor Education Programs for Children in California Executive Summary Submitted by: Submitted to: The California Department of Education 1430 N Street Sacramento, CA 95814 January 31, 2005
More informationREVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012
REVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012 AUTHORS Cheri J. Simonds Jacquelyn Buckrop Mark Redmond Deborah Hefferin Quianthy
More informationFacing the Challenges of Inclusive Education
LA 054 Facing the Challenges of Inclusive Education Lucía Piccione Urquiza 2659 Cordoba 5001 ARGENTINA lpiccione@arnet.com.ar The 1983 World Program of Action Concerning Disabled Persons states under Article
More informationTeachers Perception for Adoption of Instructional Technology in Schools
nd International Seminar on Quality and Affordable Education (ISQAE 01) Teachers Perception for Adoption of Instructional Technology in Schools Nurul Huda Mas od,* Mohd Emran Ngadiman, Seth Sulaiman Faculty
More informationTHE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize
More informationSelf-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4
Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system
More informationAnalysis of Experience of Designing the Professional Master Study Programme Career Counselling in Latvia Ilze MIKELSONE *
Analysis of Experience of Designing the Professional Master Study Programme Career Counselling in Latvia Ilze MIKELSONE * Abstract A person s creativity is a natural, enduring process having a structure
More informationEvaluation in Online STEM Courses
Evaluation in Online STEM Courses Lawrence O. Flowers, PhD Assistant Professor of Microbiology James E. Raynor, Jr., PhD Associate Professor of Cellular and Molecular Biology Erin N. White, PhD Assistant
More informationBloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :
Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty
More informationCase Based Scenarios: Evidence Based Teaching Learning Strategy in Nursing Education Pharmacology Course
International Journal of Nursing December 2014, Vol. 1, No. 2, pp. 147-154 ISSN 2373-7662 (Print) 2373-7670 (Online) Copyright The Author(s). 2014. All Rights Reserved. Published by American Research Institute
More informationDESCRIPTOR OF THE STUDY FIELD OF PUBLIC ADMINISTRATION CHAPTER I GENERAL PROVISIONS
DESCRIPTOR OF THE STUDY FIELD OF PUBLIC ADMINISTRATION CHAPTER I GENERAL PROVISIONS 1. The Descriptor of the Study Field of Public Administration (hereinafter referred to as the Descriptor ) shall govern
More informationGUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
More informationConference of Asian Science Education Science Education from an Asian Perspective February 20-23, 2008 Kaohsiung, Taiwan
Conference of Asian Science Education Science Education from an Asian Perspective February 20-23, 2008 Kaohsiung, Taiwan USE OF INQUIRY-BASED APPROACH IN THE PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS
More informationCommission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)
(CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationConditions of Studies Economics - Business Administration (B.A.) for the bachelor study programme of Business Administration (B.A.
Study Regulations* for the bachelor study programme of Business Administration (B.A.) at SRH Hochschule Berlin according to the decision of the senate 17 of the basic statutes 27. May 2010 1 * Whenever
More informationMASTER OF SCIENCE IN EDUCATION PROGRAM
DIVISION OF GRADUATE STUDIES Raymond Carty, Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the areas of
More informationGuidance - Workload Allocation Planning
Guidance - Workload Allocation Planning Note This document should be read in conjunction with the Framework - Workload Allocation Planning, the clauses relating to workload, annual leave and research and
More informationPortfolio and Oral Examination. Candidate Guidelines
North Dakota State University Educational Leadership Program Portfolio and Oral Examination Candidate Guidelines 1 Introduction The portfolio and the oral examination are the culminating activities for
More informationPlanning a Class Session
Planning a Class Session A Guide for New Teachers by Diane M. Enerson Kathryn M. Plank R. Neill Johnson The Pennsylvania State University 301 Rider Building II University Park, PA 16802 www.schreyerinstitute.psu.edu
More informationProgramme Specification
Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen
More informationG u i d e l i n e s f o r K12 Global C l i m a t e Change Education
G u i d e l i n e s f o r K12 Global C l i m a t e Change Education Adapted by: by the National Wildlife Federation from the Environmental Education Guidelines for Excellence of the North American Association
More informationThe Importance of Learning Aidsitude in Employees
Bonfring International Journal of Data Mining, Vol. 2, No.4, December 2012 6 Investigation of Managers Perception about Employees Learning Aptitude Muhammad Faisal Aziz Abstract--- Corporate sector is
More informationBACHELOR S DEGREE PROGRAM NURSING SCIENCE MEDICAL UNIVERSITY OF GRAZ
BACHELOR S DEGREE PROGRAM NURSING SCIENCE MEDICAL UNIVERSITY OF GRAZ Bachelor s Degree Program for Nursing Sience Table of Contents Introduction... 3 The Degree Program... 4 Admission Requirements and
More informationCourse Specification MSc Accounting 2016-17 (MSACT)
LEEDS BECKETT UNIVERSITY Course Specification MSc Accounting 2016-17 (MSACT) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are
More informationWanngam Marakrong Khon Kaen University, Thailand <ao_uki@hotmail.com> Chokchai Yuenyong Khon Kaen University, Thailand <ychok@kku.ac.
ENHANCING THAI STUDENTS SCIENTIFIC LITERACY IN LEARNING ABOUT WORLD PHENOMENON AND SPACE TECHNOLOGY THROUGH YUENYONG (2006) SCIENCE TECHNOLOGY AND SOCIETY (STS) APPROACH Wanngam Marakrong Khon Kaen University,
More informationCONCEPT NOTE. High-Level Thematic Debate
CONCEPT NOTE High-Level Thematic Debate Advancing Gender Equality and Empowerment of Women and Girls for a Transformative Post-2015 Development Agenda 6 March 2015 Introduction The UN and the international
More informationPennsylvania Core Competencies for Instructors Self Assessment Checklist
RATIONALE This document contains core competencies that are essential for all effective professional development strategies. The competencies address content, skills, knowledge and attitudes that lay the
More informationMaster of Arts in English Language Learning for Grade PreK 12 Teachers
Master of Arts in English Language Learning for Grade PreK 12 Teachers The Master of Arts in English Language Learning (PreK 12) is a competency-based degree program that prepares already licensed teachers
More informationPlease see current textbook prices at www.rcgc.bncollege.com
PSY203: EDUCATIONAL PSYCHOLOGY SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: PSY101 General Psychology This course focuses on the learning process in children and adolescents, especially
More informationDIRECT INSTRUCTION IN REMEDIAL MATH INSTRUCTIONS
VOLUME 9E, 2000 DIRECT INSTRUCTION IN REMEDIAL MATH INSTRUCTIONS Feng S. Din William Patterson University ABSTRACT The study investigated whether direct instruction, applied as a main instructional strategy,
More informationMorris College Teacher Education Curriculum Changes Elementary Education
EDU 200 Introduction to Education (3) Introduction to Education provides an introduction to the nature of education and its place in our society. An overview of the historical background of systems of
More informationDeledda International Language Policy
Deledda International Language Policy At DIS, we believe that language is crucial for all members of the school community to develop a global mindset, allowing access to a greater range of experiences
More information