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901.
We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students'' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students'' appreciation of biology. 相似文献
902.
Living AnatoME, a program designed in 2004 by two medical students in conjunction with the Director of Anatomy, teaches musculoskeletal anatomy through yoga and Pilates. Previously offered as an adjunct to the Gross Anatomy course in 2007, Living AnatoME became an official part of the curriculum. Previous research conducted on the program demonstrated its efficacy in providing relaxation and well-being to students who attended. In 2007, with all 144 gross anatomy students required to participate in a 1.5 hour Living AnatoME session on the upper and lower limbs, the impact of the program on students' comprehension of musculoskeletal anatomy was analyzed through the administration of 25-question pre- and post-tests, gauging knowledge in the following domains: upper limb, lower limb, muscle function, palpation, attachment/location, clinical correlate, and control (i.e., material not emphasized during the intervention). Analysis of postintervention tests revealed significant improvement in total Living AnatoME scores as well as in the domains of upper limb, muscle function, and palpation, indicating the possible efficacy of Living AnatoME in teaching anatomy. Performance on control questions also improved, although not significantly, which may indicate the role of other variables (e.g., additional study time) in increased performance. 相似文献
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Evaluation of a teacher's classroom performance using the Florida performance measurement system 总被引:1,自引:0,他引:1
Donovan Peterson Jeffrey Kromrey Theodore Micerri B. Othanel Smith 《Teaching and Teacher Education》1986,2(4)
This article documents the use of the screening and formative observation instruments of the Florida Performance Measurement System; a system whose content validity, reliability, and predictive validity has been established for use in evaluating beginning, certified, and master teachers. A videotaped lesson, taught by the Secretary of Education, William Bennett, was coded and the data analyzed by reference to the norms of high school teacher performance in Florida. The specific strengths and areas of potential improvement of the teacher's performance are identified and constructive changes in performance suggested. 相似文献
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Mark J. Gierl Jeffrey Bisanz Gay L. Bisanz Keith A. Boughton Shameem Nyla Khaliq 《Educational Measurement》2001,20(2):26-36
What is differential bundle functioning and how is this different from differential item functioning? Can test specifications be used to identify and aid in the interpretation of differential bundle functioning? How can differential bundle functioning lead to an improved understanding of why groups perform differently on achievement tests? 相似文献
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Current online stores suffer from a cardinal problem. There are too many products to offer, and customers find themselves lost due to the vast selection. As opposed to traditional stores, there is little or no guidance that helps the customers as they search. In this paper, we propose a new approach for designing a successful personalized online store enabling the successful searching of customers in the store. This approach is based on algorithms commonly used in recommendation systems, but which are rarely used for searches in online stores. We employ this approach for both keyword and browse searches, and present an implementation of this approach. We compared several search guide algorithms experimentally, and the experiments' results show that the suggested algorithms are applicable to the domain of online stores. 相似文献