ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching Science to Students with Learning and Other Disabilities: A Review of Topics and Subtopics Appearing in Experimental Research 1991-2015
Author: Vavougios, Dionisios
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Learning Disabilities,Journal Articles,Constructivism (Learning),Experiential Learning,Inquiry,Hands on Science,Interdisciplinary Approach,Cognitive Processes,Interpersonal Competence,Group Activities,Peer Teaching,Textbooks,Reading Strategies,Readability,Student Evaluation,Teacher Education,Researchers,Teachers,Cooperation,Educational Policy,Educational Administration,Curriculum,Inclusion,Disabilities,Literature Reviews

This article reviews 24 years of research focused on science education for students with learning and other disabilities. Our results are based on 53 articles from 2 relevant databases. We hereby present and discuss the results of the most popular topics investigated, which include: constructivism, exploratory learning, hands-on activities, cross-curricular projects, multiple means of representation, cognitive and social skills, group and peer learning, coursebooks, reading strategies, readability and students' assessment. Our results suggest that topics like teacher education, teacher/researcher co-operation, education policy, school administration and curriculum structure are scatteredly investigated. These experimental approaches and interventions may provide insight into teacher training in higher education and can explain controversial concepts regarding the question of &quot;full inclusion, selective inclusion or excellency.&quot;
Becoming a Specialist Nurse in Psychiatric Mental Health Care
Author: Södergren, Ulrika
Date: 2017-00-00
Type: Journal Articles
Subjects: Nurses,Specialists,Writing (Composition),Competence,Theory Practice Relationship,Self Management,Self Efficacy,Mental Health,Student Attitudes,Foreign Countries,Nursing Education,Qualitative Research

Background: Specialist nurse students are upon graduation certified to have increased their professional competence to an advanced level. But how do specialist nurse students themselves experience and understand their professional competence and its development upon graduation? This is what this study aims at describing. Method: This study has a phenomenographic approach. Data consists of student written narratives. Results: The participants understood their professional competence developed in various degrees as a transformation in me and a transition in my encounter with the patient. Being able to integrate theory in practice was crucial for this competence to develop. Conclusion: The specialist programme needs to support students in developing an alliance with the patient and promote patients' self-management, self-efficacy and promote students' possibility to integrate theoretical knowledge into practice. The result becomes an important input in the formulation of the assessment criteria for professional competence.
Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine
Author: Pan, Sanqiang
Date: 2017-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Medical Education,Questionnaires,Tests,College Students,Human Body,Anatomy,Control Groups,Experimental Groups,Scores,Teaching Methods,Critical Thinking,Thinking Skills,Diseases,Skill Development,Foreign Countries,Program Effectiveness,Conventional Instruction

The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students' study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge.
An Interprofessional Education Project to Address Veterans' Healthcare Needs
Author: Peterson, Jane
Date: 2017-00-00
Type: Journal Articles
Subjects: Veterans,Access to Health Care,Military Personnel,Allied Health Occupations Education,Consciousness Raising,Experiential Learning,Primary Health Care,Behavior Problems,Drug Therapy,Clinics,Statistical Analysis,Surveys,Qualitative Research,Reflection,Focus Groups,Readiness,Pretests Posttests,Program Effectiveness,Teamwork,Knowledge Level,Mental Health,Physical Health,College Students

Background/Objective: The number of veterans and their families seeking healthcare and support within civilian communities is increasing worldwide. There is a need for healthcare providers to provide sensitive, comprehensive care for veterans with both physical and behavioral health conditions. Many civilian providers are unfamiliar with veterans' issues and need training on military culture and combat experiences in order to provide compassionate, high quality care. An interprofessional (IPE) course to increase health professional students' understanding of military culture and the associated health problems of veterans was implemented and evaluated. Methods: An 8-week IPE immersion course was offered for students with clinical experience at a Veterans' Health primary care clinic and a didactic component. The class content included military culture, behavioral and physical health disorders common among veterans, and the related behavioral and pharmacological treatments. Faculty-led discussions with students in IPE teams used veteran-focused case studies and standardized patients to prepare students to work in IPE teams in the clinical care of veterans. Results: This educational project was evaluated using quantitative surveys and qualitative reflection questions and focus groups. Students scored high for readiness for interprofessional learning pre-course. Post-course students reported valuing the team approach to veterans care and students engaged in high levels of communication and collaboration within the team. Students' knowledge scores increased related to understanding of military culture and their patient advocate role. Conclusions: Students learned about military culture and the provision of humanistic, high quality care for military veterans in this clinical and didactic immersion IPE course.
Bombs Away: Visual Thinking and Students' Engagement in Design Studios Contexts
Author: Chamorro-Koc, Marianella
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Design,Visualization,Freehand Drawing,Teaching Methods,Concept Formation,Thinking Skills,Reflection,Learner Engagement,College Students,Surveys,Feedback (Response),Learning Activities,Comparative Analysis,Instructional Program Divisions,Instructional Effectiveness

In design studio, sketching or visual thinking is part of processes that assist students to achieve final design solutions. At Queensland University of Technology's (QUT's) First and Third Year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify &quot;Concept Bombs&quot; as instrumental in the development of students' visual thinking and reflective design process, and also as a vehicle to foster positive student engagement. In First year studios our Concept Bombs' consist of 20 minute individual design tasks focusing on rapid development of initial concept designs and free-hand sketching. In Third Year studios we adopt a variety of formats and different timing, combining individual and team-based tasks. Our experience and surveys tell us that students value intensive studio activities especially when combined with timely assessment and feedback. While conventional longer-duration design projects are essential for allowing students to engage with the full depth and complexity of the design process, short and intensive design activities introduce variety to the learning experience and enhance student engagement. This paper presents a comparative analysis of First and Third Year students' Concept Bomb sketches to describe the types of design knowledge embedded in them, a discussion of limitations and opportunities of this pedagogical technique, as well as considerations for future development of studio based tasks of this kind as design pedagogies in the midst of current university education trends.
Practicing Design Judgement through Intention-Focused Course Curricula
Author: Fernaeus, Ylva
Date: 2015-00-00
Type: Journal Articles
Subjects: Design,Intention,Teaching Methods,Advanced Courses,Reflection,Task Analysis,Group Discussion,Graduate Study,Graduate Students,Sustainability,Video Technology,Business,Models,Student Attitudes,Feedback (Response)

This paper elaborates on how design judgement can be practiced in design education, as explored in several iterations of an advanced course in interaction design. The students were probed to address four separate design tasks based on distinct high-level intentions, i.e. to 1) take societal responsibility, 2) to generate profit, 3) to explore a new concept, and 4) to trigger reflection and debate. This structure, we found, served as a valuable tool in our context for bringing important topics to discussion in class and for actively practicing design judgement. We discuss what we see as the main qualities of this approach in relation to more conventional course structures in this area, with a focus directed more towards aspects of methodology, specific interaction techniques, and design principles more generally.
Preconditions for Success and Barriers to Implementation: The Importance of Collaborative and Reflective Dispositions to Foster Professional Growth during a Coteaching Clinical Experience
Author: Guise, Megan
Date: 2016-00-00
Type: Journal Articles
Subjects: Success,Barriers,Teacher Education,Teacher Education Programs,Case Studies,Program Implementation,Clinical Experience,Professional Development,Team Teaching,Preservice Teachers,Semi Structured Interviews,Qualitative Research,Observation,Statistical Analysis

Drawing on the work of Badiali and Titus (2010) and Bacharach, Heck, and Dahlberg (2010), we define coteaching as the following: both cooperating teacher and teacher candidate are engaged in student learning at all times through daily coplanning, coinstructing, and coassessing. We argue that collaborative planning (e.g., sharing ideas, developing instructional materials for feedback, sharing resources), instructing (i.e., the development of specific roles using a coinstructional strategy), and assessing (collaborative evaluation, grading, and reflection on both formative and summative assessments) are the keys to successful coteaching.
What's D&amp;T For? Gathering and Comparing the Values of Design and Technology Academics and Trainee Teachers
Author: Hardy, Alison
Date: 2015-00-00
Type: Journal Articles
Subjects: Design,Technology,Values,Preservice Teachers,College Faculty,Attitude Measures,Comparative Analysis,Foreign Countries,Educational History,Stakeholders,Interviews,Grounded Theory

Some who read and research about Design &amp; Technology (D&amp;T) would say that the concept of value is key to understanding and defining D&amp;T. Closer inspection reveals though that there are two ways in which values are defined in D&amp;T: how values are taught and learnt about in D&amp;T to use them to make judgments in D&amp;T lessons, and also how values are developed in pupils as a result of studying D&amp;T. Layton's seminal keynote speech is the notable exception to these two classifications. In 1992 he shared a new perspective of values and D&amp;T: how different stakeholders value the school subject D&amp;T (1992a). The work presented here builds on Layton's &quot;new&quot; perspective and compares how two D&amp;T stakeholder groups value D&amp;T. The opinions of trainee D&amp;T teachers and D&amp;T academics, both directly affected by these changes were analysed using a grounded theory coded method. This resulted in a series of twenty-two values that facilitated comparison of the two group's values. Further analysis revealed there were many similarities between the two groups, and only a few differences. However these differences showed the trainees did not believe D&amp;T can be about the process of designing or identifying the needs of others, both values central to the original purpose of D&amp;T in England and recognised by the academics. One implication for this, as schools take more ownership of teacher training, is that the value of D&amp;T is likely to move further away from the D&amp;T academics' influence and be based upon the &quot;spontaneous&quot; (Dow 2014, p.151) values developed through classroom practice with little reference to external opinion. Future work could widen the scope of the research, incorporating the values of other stakeholder groups into the values series and hence become a new tool to support the development of design and technology education, which hopefully will benefit others as they reflect on why they teach, research or use D&amp;T.
Learning from Students: Reflections from Personal Magazines in Basic Design Course
Author: Gelmez, Koray
Date: 2015-00-00
Type: Journal Articles
Subjects: Reflection,Writing (Composition),Writing Assignments,Questionnaires,Foreign Countries,Diaries,Design,Student Attitudes,Teaching Methods,Journal Writing,Content Analysis,College Students,Skill Development

Reflective writing is an efficient way of getting feedback from students. Paper-based or web-based course evaluation questionnaires alone may lack of collecting specific and detailed information, especially for the fields like design education. This study focuses on reflections captured from students via two different media--personal magazine and online questionnaire--in 2012 Spring Semester conducted in Basic Design II in the Department of Industrial Product Design at Istanbul Technical University (ITU), Turkey. Throughout the semester, each student was encouraged to write a diary weekly and expected to submit a photocopied page of it to reflect freely their impressions about the course and their experiences, written or visual, or both. At the end of the semester, students were expected to submit their diaries in the form of personal magazines. This data is valuable to see the development of the student in terms of design awareness and perceptions about the course specifically. Moreover, a specific web-based questionnaire is prepared and delivered to students in order to see the general tendencies about the course. Based on these data, we explore how we can learn and benefit from students' reflections for Basic Design course mechanism and design education.
Crafting Maths: Exploring Mathematics Learning through Crafts
Author: Kokko, Sirpa
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Mathematics,Mathematics Education,Interdisciplinary Approach,Design,Problem Based Learning,Student Centered Learning,Interviews,Student Projects,Student Attitudes,Attitude Change,Relevance (Education),Handicrafts,Technical Education,Case Studies,Observation

This article introduces a project in a Finnish secondary school where mathematics education was combined with crafts instruction. The idea was to provide the students with an interdisciplinary real-world learning context in which they worked collaboratively on an open-ended design task. The approach was problem-based and student-centred in a way that Neumann (2013) describes to be in and with students. The teacher's role was to allow the students to self-generate their learning and to work in partnership with them. The students were given a rather open-ended, ill-defined design task that required them to take risks, find information and collaborate. The student interviews (N = 17) after the project revealed that their attitude to mathematics had become more positive. They began to understand the connections between these school subjects in an authentic learning environment. They learned to solve problems and combine theoretical and practical knowledge. Their understanding of the importance of mathematics in real-world situations increased. The project demonstrates how to arrange teaching and learning in a more holistic way instead of in a traditional subject-based approach. This kind of interdisciplinary approach demands good cooperation from both the students and the teachers. For interdisciplinary education to be further developed, support is needed for the teachers to collaborate and learn new teaching approaches.
Complexity in Design-Driven Innovation: A Case Study of Knowledge Transfer Flow in Subsea Seismic Sensor Technology and Design Education
Author: Pavel, Nenad
Date: 2015-00-00
Type: Journal Articles
Subjects: Innovation,Difficulty Level,Case Studies,Technology Transfer,Design,Seismology,Equipment,Technology Education,Undergraduate Students,Networks,Foreign Countries

To the extent previously claimed, concept exploration is not the key to product innovation. However, companies that are design-focused are twice as innovative as those that are not. To study design-driven innovation and its occurrence in design education, two case studies are conducted. The first is an example of design practice which includes observation and cooperation process maps in an offshore project. The second is an example of product design education which includes observations of teamwork, team member interviews and archival studies. While the first case study demonstrates how a company innovates through a design-driven process with complex knowledge transference and systematic planning and improvisation, the second case study shows students managing their design processes through concept generation in a less complex trial and error process. Knowledge exploration as a part of design activity was analyzed through the criteria of network paradoxes. A pedagogic concept has been synthesized and validated internally based on the case study, and externally based on other design practices and design research. The pedagogic concept synthesized was Knowledge Transfer Flow [KTF]. The KTF concept can help to orient design students within the information-saturated design processes integrated within complex innovation systems.
&quot;It&apos;s Dangerous to Be a Scholar-Activist These Days&quot;: Becoming a Teacher Educator amidst the Hydra of Teacher Education
Author: Dunn, Alyssa Hadley
Date: 2016-00-00
Type: Journal Articles
Subjects: Scholarship,Activism,Teacher Educators,Teacher Education,Preservice Teachers,Qualitative Research,Case Studies,Social Justice,Beginning Teachers,Teacher Education Programs,Universities,Teaching Methods,Doctoral Programs,Graduate Students,Semi Structured Interviews

In this qualitative case study of novice teacher educators in the southeastern United States, the author investigated the following research questions: (1) What are the experiences of new teacher educators for social justice, as they relate to their doctoral preparation; and (2) What is the relationship between new teacher educator development and the current landscape of teacher education? The author contextualizes this inquiry within the literature on the preparation of teacher educators and a theoretical framework of teacher educator development. The author utilized a qualitative case study design to analyze the experiences of novice teacher educators from two universities in the southeastern United States. This research on new teacher educators for social justice has implications for teacher educator preparation, future research, and future policy in teacher education. It points to the critical importance of remaining committed to university and departmental missions about social justice. For students who want to be activist-scholars, they need to see their professors also engaged in such commitments. Like previous research on the preparation of teacher educators, the research highlights the need for additional scholarship in this field. This is a field ripe for new scholarly possibilities, especially given the increased focus on teacher preparation regulations by the federal government. This study also holds implications for teacher education policy and reform. While many of the reforms in teacher education are relatively new, forthcoming scholarship is likely to find that such reforms jeopardize how teachers are prepared to enact social justice, culturally relevant pedagogy, and other critical teaching methods in their classroom. Overall, this research and implications from it highlight the importance of better understanding how teacher educators are prepared, how to support their social justice commitments, and how to help them make sense of the changing landscape of teacher education.
Technical Objects between Categorisation and Learning: An Exploratory Case Study in French Middle School
Author: Impedovo, M. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Middle School Students,Foreign Countries,Questionnaires,French,Technology Education,Technological Literacy,Early Adolescents,Student Surveys

In this article we present exploratory research carried out in order to understand how students (from 12 to 14 years old) relate to technical objects. It uses technical objects that are part of everyday life and mediated reality. A questionnaire was administered to 57 students in French classes. The questionnaire was composed of three parts: 1) the detection of technical characteristics of objects; 2) the ability to create relationships between objects; and 3) the direct use of technical objects and personal interest in sciences and technology. The results show the complexity of the relationship with technical objects and the need for an educational mediated intervention of design and technology education.
Exploring Biomimicry in the Students' Design Process
Author: Boga-Akyol, Miray
Date: 2016-00-00
Type: Journal Articles
Subjects: Design,Imitation,Natural Resources,Industry,Resistance (Psychology),Barriers,Sciences,Social Sciences,Workshops,College Students,Logical Thinking,Sustainability

Since the very early days of history, human beings &quot;designed&quot; things by looking at nature. In our days, the use of nature in design has become more systematic and detailed. Although as old as humanity itself, use of nature especially in the field of design still offers novelty and often brings success in solving problems in a sustainable way. When it comes to industrial design education specifically, it seems to be a promising method to mimic the nature in designing new products; however different dynamics effect and sometimes prevent students to use natural analogy in their projects. It is observed that industrial design students are not eager to use biomimicry which is a type of natural analogy in their design projects although they learn about it in different courses as a creativity method. The study therefore aimed to find out about two issues related to the matter: a) trying to find out and understand the reasons behind this reluctance against the use of nature, b) if they were presented a methodology, in what ways this reluctance would be overcome and they would go beyond taking nature as not only a formal source of inspiration.