Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy

The flipped classroom (FC) model has emerged as an innovative solution to improve student‐centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of cognition (low or high) needed to perform well on the outcome, or course assessment. This study tested the hypothesis that (1) students in a FC would perform better than students in a LC on an assessment requiring higher cognition and (2) there would be no difference in performance for an assessment requiring lower cognition. To test this hypothesis the performance of 28 multiple choice anatomy items that were part of a final examination were compared between two classes of first year medical students at the University of Utah School of Medicine. Items were categorized as requiring knowledge (low cognition), application, or analysis (high cognition). Thirty hours of anatomy content was delivered in LC format to 101 students in 2013 and in FC format to 104 students in 2014. Mann Whitney tests indicated FC students performed better than LC students on analysis items, U = 4243.00, P = 0.030, r = 0.19, but there were no differences in performance between FC and LC students for knowledge, U = 5002.00, P = 0.720 or application, U = 4990.00, P = 0.700, items. The FC may benefit retention when students are expected to analyze material. Anat Sci Educ 10: 170–175. © 2016 American Association of Anatomists.     

Elementary teachers' epistemological and ontological understanding of teaching for conceptual learning

The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in‐service elementary teachers conducted an 8‐week‐long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video‐recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter‐evidence, and understanding of ontological demands of learning. Future research questions were suggested. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292–1317, 2007     

Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom

Many students have difficulty learning symbolic and molecular representations of chemistry. This study investigated how students developed an understanding of chemical representations with the aid of a computer‐based visualizing tool, eChem, that allowed them to build molecular models and view multiple representations simultaneously. Multiple sources of data were collected with the participation of 71 eleventh graders at a small public high school over a 6‐week period. The results of pre‐ and posttests showed that students' understanding of chemical representations improved substantially (p < .001, effect size = 2.68‐. The analysis of video recordings revealed that several features in eChem helped students construct models and translate representations. Students who were highly engaged in discussions while using eChem made referential linkages between visual and conceptual aspects of representations. This in turn may have deepened their understanding of chemical representations and concepts. The findings also suggest that computerized models can serve as a vehicle for students to generate mental images. Finally, students demonstrated their preferences of certain types of representations and did not use all types of three‐dimensional models interchangeably. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 821–842, 2001     

Educating through Television in Nigeria

In highlighting the nature of educational television in Nigeria, the author traces the development of television in Nigeria, discusses aspects of instructional and educational television and looks at their importance in Nigerian education and national development. Some of the educational programmes broadcast on Nigerian television are described and the major problems facing the television industry are discussed. The author proposes some recommendations for solving those problems.     

Self‐Injury,Gender, and Loneliness Among College Students

Several studies have demonstrated relationships between loneliness and numerous psychological and physical difficulties among college students. The purpose of this study was to examine whether loneliness might be a factor associated with increased risk of self‐injury among college students. The findings did not support the hypothesis that self‐injury would be associated with elevated levels of loneliness. The findings were significant but in the opposite direction than expected. Furthermore, the findings regarding gender are in contrast to findings of previous research.     

A Six‐Year Longitudinal Study of Texting Trajectories During Adolescence

This study examined growth trajectories of texting (and other media) over a 6‐year time period. Participants were 425 adolescents from Washington, USA (age 13 at Time 1, age 18 at Time 6; 48% male, 68% European American). Analyses suggested a curvilinear pattern for texting and social media use, with rates peaking during midadolescence. There was also considerable heterogeneity in trajectories of texting. A growth mixture model revealed four distinct classes of individuals: perpetuals (14%), decreasers (7%), moderates (68%), and increasers (11%). Higher levels of depression, being a male, and coming from a single‐parent family predicted being a “perpetual” texter. Perpetuals had the most problematic outcomes compared to other classes, including higher depression, anxiety, aggression, and poor relationships with fathers.     

Does Student–Teacher Thinking Style Match/Mismatch Matter in Students’ Achievement?

This study concerns the contingent nature of the relationships of student–teacher style match (or mismatch) to students’ academic achievement. Participants were 135 (59 male and 76 female) students (average age of 21.5 years) from three academic disciplines (mathematics, physics, and public administration) who responded to the Thinking Styles Inventory and rated their own abilities (analytical, creative, and practical). The academic achievement scores in two subject matters for each student were also used. The students’ subject matter teachers responded to the Thinking Styles in Teaching Inventory. Three major findings were obtained. First, the effects of style match/mismatch upon students’ achievement vary as a function of academic discipline and subject matter. Second, the statistical procedures used to analyse the data play an important role in the relationships under investigation. Third, students’ self‐rated abilities make a difference in the tested relationships. Findings have implications for both researchers and teachers.     

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Using phenomenological inquiry, this study explored the lived experiences and intersecting identities of 8 African American counselor educators who are mothers. Six themes were identified: race, professional strain, work–life balance, support, internalized success, and mothering pedagogy.