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排序方式: 共有151条查询结果,搜索用时 15 毫秒
81.
Spencer Mattingly Elizabeth Hardesty Kevin Chovanec Marlon E. Cobos Jacqueline Garcia Meghan Grizzle Amanda Huerta Jesse Ohtake Daniel Romero-Alvarez Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815
Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended. 相似文献
82.
Angela M. Garcia Falconetti 《Community College Journal of Research & Practice》2013,37(3-4):238-255
The reported study in this paper examined the continuing viability of Florida's 2+2 articulation agreement by comparing academic success and persistence among Florida public community college graduates (n = 1,738) and native (n = 874) juniors at three universities. Discriminant analysis yielded statistically significant differences. Transfer students graduated with fewer lower level courses in upper division and fewer cumulative credit hours than native students. Discriminant analysis did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. Chi-square tests of independence indicated that a greater percentage of transfers dropped out prior to graduation. These findings support the conclusion that community college transfers are academically competitive, but they may benefit from retention services and programs that engender student engagement. 相似文献
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AbstractThis article provides the foundation and describes the pedagogical and functional design of a PLE within the Just4Me project. This environment integrates tools and functionalities to support learning across and throughout life.The main goal of the pedagogical design is to encourage self-managed learning, regardless of whether it occurs in formal or informal settings. It aims to integrate learning experiences developed within different contexts. 相似文献
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María Pilar Jiménez Aleixandre Isabel Garcia‐Rodeja Gayoso 《Environmental Education Research》1996,2(1):27-38
This approach attempts to use environmental education as a thread in the science methods course in teacher education for lower secondary level (12‐14) in the University of Santiago de Compostela (Spain). The framework of the approach, which stresses the for’ component of environmental education is discussed and some of the strategies and activities used are presented, for instance production of concept maps on environmental issues and a role‐play about traffic restrictions in the historic city of Santiago. Some of the difficulties that student teachers encounter in translating this approach to the practical level are also discussed. 相似文献
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