hands-on activities

动手活动
  • 文章类型: Journal Article
    目标:动手学习环境可以挑战学习者在牙科教育中的幸福感,鉴于他们对学生不熟悉。随着今天的学习者越来越意识到他们的幸福需求,重要的是探索他们经历的挑战的深度和复杂性,并为他们提供必要的支持策略。这项研究旨在确定在两个时间点:2012年和2022年,早期牙科学生的认知超负荷的挑战和来源。我们还旨在描述学生对未来计划修订考虑的建议,以支持学生的福祉。
    方法:本研究采用定性和定量两种方法。定性,我们使用了解释性描述方法,并在2023年对一年级牙科学生进行了焦点小组.定量地,我们利用一年级牙科学生对2012/2013年进行的研究习惯调查的回答。
    结果:焦点小组和调查数据中出现了认知负荷的五个主要问题和来源:学习曲线的陡度,不一致的反馈,寻求支持的耻辱,结构和组织挑战,缺乏资源。学生们还提出了一些支持他们福祉的建议,包括时间,讲师支持,非分级练习,额外资源,重新组织课程。
    结论:本研究采用健康视角来考察学生向动手学习活动的转变。这些发现被用来提出TIPSS支持框架(时间,教师能力建设,同伴学习和其他资源,安全的学习空间,和螺旋课程)。所提出的模型可以作为未来研究的原型,以探索其在其他牙科计划中的适用性和有效性。
    OBJECTIVE: Hands-on learning environments can challenge learners\' wellbeing in dental education, given their unfamiliarity with students. As today\'s learners are more aware about their wellbeing needs, it is important to explore the depth and complexity of the challenges they experience and provide them with the necessary support strategies. This study aims to identify the challenges and sources of cognitive overload of early years\' dental students across two time-points: 2012 and 2022. We also aim to describe the students\' recommendations for future program revision considerations to support students\' wellbeing.
    METHODS: This study employs both qualitative and quantitative methods. Qualitatively, we utilized an Interpretive Description approach and conducted focus groups with first-year dental students in 2023. Quantitively, we utilized first-year dental students\' responses to the Study Habits survey administered in 2012/2013.
    RESULTS: Five main concerns and sources of cognitive load emerged from the focus groups and survey data: steepness of the learning curve, inconsistent feedback, stigma around asking for support, structural and organizational challenges, and lack of resources. Students also identified several suggestions to support their wellbeing, including time, instructor support, non-graded exercises, additional resources, and re-organizing the curriculum.
    CONCLUSIONS: This study adopts a wellbeing lens to examine students\' transition into hands-on learning activities. These findings were utilized to propose the TIPSS Support Framework (Time, Instructor Capacity Building, Peer Learning and Other Resources, Safe Learning Spaces, and Spiraling Curriculum). The proposed model can serve as a prototype for future studies to explore its applicability and effectiveness in other dental programs.
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  • 文章类型: Journal Article
    众所周知,情感在教学过程中起着关键作用,应特别考虑认知和情感因素。在与职前教师打交道时,这一事实变得更加重要,因为他们对科学的情感将被投射到他们未来作为幼儿教师的实践中。还指出了教学方法的影响,在这种教学方法中,教学过程基于学生对科学的情感。在这行,本研究旨在监测和解释职前教师在解决物理内容学习时的情绪,即力量,来自两种不同的教学方法,随着学生的实验程度和含义的增加。所考虑的教学方法包括解决理论问题的方法和以基于探究的实践活动形式设计的实用方法。考虑了118名学生的样本量,并采用了问卷进行了现场情绪监测。当考虑从教学方法1(课堂方法)到教学方法2(基于探究的动手方法)的过渡时,检测到消极情绪从30%下降到12%,积极情绪从85%上升到91%。通过主成分分析(PCA)对整个数据集进行分析。PCA揭示了情绪的重要性,而且他们的激活/停用字符。从这个角度实现了一种认知情绪的方法。事实证明,基于探究的动手活动的实施会增加学生之间的安全性和信任度,与接受更多理论干预后发生的情绪相比。
    It is well established that emotions play a key role in the teaching-learning process and cognitive and affective factors should receive especial consideration. This fact becomes even more important when dealing with pre-service teachers, since their emotions towards science will be projected into their future practice as early-childhood teachers. It has been also stated the influence of the instructional approach in which the teaching-learning process is based on the emotions of students towards science. In this line, the current study aims to monitor and interpret the emotions of pre-service teachers when addressing physics content learning, namely forces, from two different instructional approaches with increasing experimentality degree and implication of students. The considered instructional approaches consisted on a theoretical problem solving one and a practical one designed in the form of inquiry-based hands-on activities. A sample size of 118 students was considered and a questionnaire was employed for in situ emotions monitorization. A decrease from 30% to 12% in negative emotions and an increase from 85% to 91% in positive emotions was detected when considering the transition from instructional approach 1 (classroom approach) to instructional approach 2 (inquiry-based hands-on approach). The whole dataset was analyzed by means of principal component analysis (PCA). PCA reveals the importance of emotions\' valence, but also their activating/deactivating character. An approach to epistemic emotions is achieved from this perspective. It has been demonstrated that the implementation of inquiry-based hand-on activities results in increased occurrence of security and trust among the students, in comparison with occurring emotions after receiving more theoretical interventions.
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  • 文章类型: Journal Article
    计算机科学(CS)教育的需要,特别是计算机网络教育,正在增加。然而,CS教育中存在着对具有不同背景的学生进行教学并使他们参与实践活动以将理论应用于实践的挑战。该研究通过使用基于项目的学习(PBL)和翻转的教学方法来解决CS教育中的理论和实践学习方面的挑战。本研究旨在展示CS课程的设计和开发历程,并检查是否使用PBL,动手活动,翻转教学法提高了学生的学习能力。基于设计的研究研究是在2014年至2020年在中西部大学的本科CS课程中进行的。描述了六年来的设计和发展轨迹。采用描述性统计方法分析课程评价结果的变化趋势,进行方差分析以检查评估是否与每个学期不同。结果表明,使用PBL,动手活动,翻转教学提高了学生的学习动机和他们对学习的看法。将PBL和翻转教学适当地结合起来,可以在CS教育中增强学生的学习动机和感知学习。但需要进一步的研究来检验每个个体干预如何影响学生的学习动机和学习结果。
    The need for computer science (CS) education, especially computer network education, is increasing. However, the challenges of teaching students with diverse backgrounds and engaging them in hands-on activities to apply theories into practices exist in CS education. The study addressed the challenges by using project-based learning (PBL) and flipped teaching approaches to cover both theoretical and hands-on learning aspects in CS education. This study aims to demonstrate the design and development journey of a CS course and examine whether using PBL, hands-on activities, and flipped teaching approaches improves students\' learning. The design-based research study was conducted in an undergraduate CS course from 2014 to 2020 at a midwestern university. The design and development trajectory in the six years were described. The descriptive statistics were used to analyze the trends of the course evaluation results, and ANOVA were conducted to examine whether the evaluation differs from each semester. The results indicated that using PBL, hands-on activities, and flipped teaching increased students\' learning motivation and their perceptions of their learning. Combining PBL and flipped teaching appropriately can enhance students\' learning motivation and perceived learning in CS education, but further research is needed to examine how each individual intervention influence students\' learning motivation and learning outcomes.
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    文章类型: Journal Article
    UCNeuro,加州大学,河滨学生经营组织,开发,已实施,并测试了基于学校的补充科学干预措施。这种干预的目的是提高学生的神经科学知识和教育态度,在某种程度上,加州新的基础科学教育标准。干预包括互动,关于神经元结构的实践神经科学研讨会,神经元到神经元的通信,大脑结构和功能,自主神经系统功能,和药物对大脑的影响。在一名教师神经科学家的监督下,本科生对河滨县一所学校的77名六年级学生实施了干预措施,加州测试前和测试后结果显示学生神经科学知识的增加,有信心实现他们的目标,有可能上大学,并渴望上学。研讨会结束后,对学习科学材料和学校学习机会的兴奋没有改变。我们希望在加利福尼亚州新的基础科学标准正在实施的同时,可以采用UCNeuro研讨会并使其适应现有的课程,以提高生命科学方面的知识。
    UCNeuro, a University of California, Riverside student-run organization, developed, implemented, and tested a school-based supplemental science intervention. The purpose of this intervention was to improve students\' neuroscience knowledge and education attitudes and meet, in part, California\'s new elementary science education standards. The intervention consisted of interactive, hands-on neuroscience workshops on the structure of a neuron, neuron-to-neuron communication, brain structure and function, autonomic nervous system function, and drug effects on the brain. Under the supervision of a faculty neuroscientist, undergraduate students implemented the intervention with 77 sixth-grade students in one school in Riverside County, California. Pre- and post-test results showed increases in students\' neuroscience knowledge, confidence in achieving their goals, likeliness to go to college, and desire to attend school. Excitement about learning science material and school learning opportunities did not change after the workshops. We hope that the UCNeuro workshops can be employed and adapted to the existing curriculum to improve knowledge in the life sciences while California\'s new elementary science standards are being operationalized.
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  • 文章类型: Journal Article
    父母的参与增加了K-12学生对STEM职业的兴趣;然而,当父母对STEM内容缺乏信心时,或者存在语言和文化障碍,父母的参与度下降。教师充实计划(TEI)收集有关科学之夜父母与学生的参与程度的年度教师反馈,为教师开展科学夜班培训奠定了基础。使用定性方法,这项单案例研究跟随参加TEI科学之夜培训的小学教师,他们在少数族裔小学实施了科学之夜计划。TEI工作人员在科学之夜计划的第一年和第三年收集的数据显示,出席人数从700人(2016年)增加到800人(2018年),父母与学生在STEM相关活动中的参与度从46%(2016年)增加到62%(2018年)。案例研究学校教师使用数据和后续摘要来编写和获取赠款,以支持年度科学之夜计划。本案例研究表明,“科学之夜”可以成为一种机制,以促进父母与学生在动手STEM活动中的互动。Further,本案例研究表明,教师的反馈和纳入开发科学之夜模型是科学之夜计划成功实施的核心。
    Parental involvement increases K-12 student interest in STEM careers; however, when parents lack confidence in STEM content, or language and cultural barriers exist, parental engagement decreases. The Teacher Enrichment Initiatives (TEI) collects annual teacher feedback regarding the level of parental involvement with students during science nights, which laid the foundation for teachers to develop a science night training. Using qualitative methods, this single-case study follows elementary teachers who participated in the TEI science night training as they implement a Science Night program at a majority-minority elementary school. Data were gathered by TEI staff during the inaugural and third year of the Science Night program showing an increase in attendance from 700 (2016) to 800 (2018) and an increase in parental engagement with their student in STEM-related activities from 46% (2016) to 62% (2018). The data and follow-up summary were used by the case study school teachers to write and secure grants to support an annual Science Night program. This case study suggests Science Nights can be a mechanism to promote parental engagement with their student in hands-on STEM activities. Further, this case study suggests teacher feedback and inclusion in developing a science night model is central to successful implementation of a science night program.
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  • 文章类型: Journal Article
    The presentation of pre-sliced specimens is a frequently used method in the laboratory teaching of cross-sectional anatomy. In the present study, a new teaching method based on a hands-on slicing activity was introduced into the teaching of brain, heart, and liver cross-sectional anatomy. A randomized, controlled trial was performed. A total of 182 third-year medical students were randomized into a control group taught with the prosection mode (pre-sliced organ viewing) and an experimental group taught with the dissection mode (hands-on organ slicing). These teaching methods were assessed by testing the students\' knowledge of cross-sectional specimens and cross-sectional radiological images, and analyzing students\' feedback. Using a specimen test on three organs (brain, heart, and liver), significant differences were observed in the mean scores of the control and experimental groups: for brain 59.6% (±14.2) vs. 70.1% (±15.5), (P < 0.001, Cohen\'s d = 0.17); for heart: 57.6% (±12.5) vs. 75.6% (±15.3), (P < 0.001, d = 0.30); and for liver: 60.4% (±14.5) vs. 81.7% (±14.2), (P < 0.001, d = 0.46). In a cross-sectional radiological image test, better performance was also found in the experimental group (P < 0.001). The mean scores of the control vs. experimental groups were as follows: for brain imaging 63.9% (±15.1) vs. 71.1% (±16.1); for heart imaging 64.7% (±14.5) vs. 75.2% (±15.5); and for liver imaging 61.1% (±15.5) vs. 81.2% (±14.6), respectively. The effect sizes (Cohen\'s d) were 0.05, 0.23, and 0.52, respectively. Students in the lower tertile benefited the most from the slicing experiences. Students\' feedback was generally positive. Hands-on slicing activity can increase the effectiveness of anatomy teaching and increase students\' ability to interpret radiological images.
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