Theory to reality: a few issues in implementing problem-based learning

The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL have been developed and implemented to afford the specific instructional needs of the institution or learner population. These PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning, which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables that could influence the students’ learning processes and consequently affect PBL implementations and research results. To remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning, some fundamental changes are needed.     

Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies

Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work in early childhood teacher education at their respective universities.     

Inexpensive Options for a High-Tech Learning Environment

Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions of similar software are designed solely for academic use, however, here the students were trained to use software and technologies that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use of technology and reported that it aided in their learning process.     

The Challenges Facing Early Childhood Care,Development and Education (ECCDE) in an Era of Universal Basic Education in Nigeria

Early childhood is a critical period of rapid physical, cognitive, and psycho-social development of a child. The quality of care and education which a child receives at this crucial age will determine to a great extent the level of his/her physical and cognitive development in the future. In Nigeria, Early Childhood Care, Development and Education (ECCDE) is an aspect of Universal Basic Education which was introduced in 1999 to increase the access of children to basic education and improve the state of education in the country. While all hands are on deck to ensure successful implementation and achievement of the objectives of the scheme, it is unfortunate that ECCDE is facing some challenges thus making it unrecognized in Nigeria. This paper examines the challenges of early childhood education in Nigeria. To improve the situation, the following measures are recommended: establishment of more public crèche, kindergarten, and nursery schools by the government; enforcement of the use of mother tongue in the teaching of children; training more personnel in the field of early childhood education in tertiary institutions; and introducing unified curriculum as well as providing more infrastructures.     

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents?? ability to comprehend and communicate during discussions with early educators.     

Mode of communication, perceived level of understanding, and perceived quality of life in youth who are deaf or hard of hearing

Given the important role of parent-youth communication in adolescent well-being and quality of life, we sought to examine the relationship between specific communication variables and youth perceived quality of life in general and as a deaf or hard-of-hearing (DHH) individual. A convenience sample of 230 youth (mean age = 14.1, standard deviation = 2.2; 24% used sign only, 40% speech only, and 36% sign + speech) was surveyed on communication-related issues, generic and DHH-specific quality of life, and depression symptoms. Higher youth perception of their ability to understand parents' communication was significantly correlated with perceived quality of life as well as lower reported depressive symptoms and lower perceived stigma. Youth who use speech as their single mode of communication were more likely to report greater stigma associated with being DHH than youth who used both speech and sign. These findings demonstrate the importance of youths' perceptions of communication with their parents on generic and DHH-specific youth quality of life.     

Lamaze breathing: what every pregnant woman needs to know

Lamaze breathing historically is considered the hallmark of Lamaze preparation for childbirth. This column discusses breathing in the larger context of contemporary Lamaze. Controlled breathing enhances relaxation and decreases perception of pain. It is one of many comfort strategies taught in Lamaze classes. In restricted birthing environments, breathing may be the only nonpharmacological comfort strategy available to women. Conscious breathing and relaxation, especially in combination with a wide variety of comfort strategies, can help women avoid unnecessary medical intervention and have a safe, healthy birth.     

The Importance of Teaching and Learning Nature of Science in the Early Childhood Years

Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings. How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban, and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature, debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction. There were also several differences evident across contexts, and across grade levels. However, it is clear that students as young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed through school.     

Young Voices on Climate Change: The Paul F-Brandwein 2010 NSTA Lecture

Lynne Cherry Brandwein Lecture March 2010 National Science Teachers Association (NSTA) Conference, Philadelphia, PA. Young Voices on Climate Change: Inspired and Empowered Youth Tackle Climate Science and Find Climate Solutions. As a child, Lynne Cherry was profoundly connected to the natural world and a special place. She watched the destruction of her world. Now, through her Young Voices on Climate Change project, she is trying to give teachers and young people the tools to prevent planetary meltdown on a greater scale. Global climate change is upon us and the need for education and action is immediate. Outreach, visual storytelling, and scientific understanding are especially necessary in light of the recent polls that show that the public is becoming more confused and less concerned about climate change. Cherry’s climate book, co-authored with photojournalist Gary Braasch, and her Young Voices on Climate Change films feature climate solutions. They’re about win–win—save the environment, protect human health, reduce global warming gases, demonstrate youth making a difference with practical tools, motivate engagement in climate science, take pride in increased science literacy, reach young people through their hearts as well as their minds, and save money. Although young people can help their parents, peers and communities understand climate science, they can also show them that reducing CO₂ is in their economic interest, and spur them to take action. School carbon reduction initiatives are spilling over into communities yielding measurable results in both global warming gas reductions and significant monetary savings.     

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The projects allowed UCF students to teach newly acquired content knowledge and build upon course lecture and lab exercises. Activities utilized the web-conferencing tool Adobe Connect Pro to enable interaction with high school students, many of whom have limited access to supplemental educational opportunities due to low socioeconomic status. Seventy chemistry I students created lessons to clarify high school students’ misconceptions through the use of refutational texts. In addition, 21 UCF students enrolled in the chemistry II laboratory course acted as virtual lab partners with Crooms students in an interactive guided inquiry experiment focused on chemical kinetics. An overview of project’s design, implementation, and assessments are detailed in the case study and serve as a model for future community partnerships. Emerging technologies are emphasized as well as a suggested set of best practices for future projects.