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41.
Alejandra J. Magana Manaz Taleyarkhan Daniela Rivera Alvarado Michael Kane John Springer Kari Clase 《CBE life sciences education》2014,13(4):607-623
Bioinformatics education can be broadly defined as the teaching and learning of the use of computer and information technology, along with mathematical and statistical analysis for gathering, storing, analyzing, interpreting, and integrating data to solve biological problems. The recent surge of genomics, proteomics, and structural biology in the potential advancement of research and development in complex biomedical systems has created a need for an educated workforce in bioinformatics. However, effectively integrating bioinformatics education through formal and informal educational settings has been a challenge due in part to its cross-disciplinary nature. In this article, we seek to provide an overview of the state of bioinformatics education. This article identifies: 1) current approaches of bioinformatics education at the undergraduate and graduate levels; 2) the most common concepts and skills being taught in bioinformatics education; 3) pedagogical approaches and methods of delivery for conveying bioinformatics concepts and skills; and 4) assessment results on the impact of these programs, approaches, and methods in students’ attitudes or learning. Based on these findings, it is our goal to describe the landscape of scholarly work in this area and, as a result, identify opportunities and challenges in bioinformatics education. 相似文献
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To examine the development of look duration as a function of age and stimulus type, 14- to 52-week-old infants were shown static and dynamic versions of faces, Sesame Street material, and achromatic patterns for 20 s of accumulated looking. Heart rate was recorded during looking and parsed into stimulus orienting, sustained attention, and attention termination phases. Infants' peak look durations indicated that prior to 26 weeks there was a linear decrease with age for all stimuli. Older infants' look durations continued to decline for patterns but increased for Sesame Street and faces. Measures of heart rate change during sustained attention and the proportion of time spent in each phase of attention confirmed infants' greater engagement with the more complex stimuli. 相似文献
44.
Kelvyn Richards 《School Leadership & Management》2013,33(2):149-156
Fourteen early retiring primary headteachers in individual and group interviews discussed their decision to apply for early retirement. Retirement decisions were affected by ‘pushes’ from the system and ‘pulls’ towards retirement. Perceived pushes were external pressures, job expansion/overload, bureaucracy, local authority support, loss of job satisfaction and school relationships. Pulls comprised ‘facilitators’ (personal and financial) and ‘gains’ (control, opportunities, health and family). Pushes against retirement comprised losses of positive school relationships, role and status, job challenge and time structure. Early retirement amongst these headteachers appeared to derive from current retirement trends, job stress and lack of management support. 相似文献
45.
K. Andrew R. Richards Jennifer M. Jacobs Victoria Nicole Ivy Michael A. Lawson 《Physical Education & Sport Pedagogy》2020,25(2):188-200
ABSTRACTBackground: Pedagogical models have become an established component of physical education over the past several decades. One such model, the Teaching Personal and Social Responsibility model, has gained momentum in practice and research, though little is known regarding its use in preservice teacher training. The model follows a flexible format focused on teaching life skills (e.g. leadership) that can be applied in all lived ecologies. Occupational socialization theory provides insight into the pretraining and teacher education experiences of preservice teachers that shape their understanding and practice of physical education and associated pedagogical models.Aims: The purpose of this study was to understand the influence of a sequence of methods courses and early field experiences on U.S. preservice teachers’ understanding and implementation of the teaching personal and social responsibility model with youth from a community affected by poverty.Method: This study took on a phenomenological and social constructivist approach. Ten preservice teachers (9 males, 1 female) took part in the study. The participants were an average age of 22.10 years old (SD?=?4.38) and seven identified as White and three as Black. Each participant was enrolled in methods and early field experience coursework that provided scaffolded training in primary education in a community affected by poverty. Preservice teachers team-taught groups of 10–15 children twice a week along with one day committed to on-campus reflection. Data collection included autobiographical essays, critical incident reports, reflective journals, non-participatory observations and field notes, and semi-structured interviews. Data were analyzed deductively through the lens of occupational socialization theory, and inductively as theory divergent trends were sought. Open and axial coding was completed with member checking throughout, resulting in a final set of themes and subthemes.Findings: The preservice teachers initially struggled to connect with their students due to conflicting backgrounds, but the teaching personal and social responsibility model guided the relationship-building process. As the model was continuously utilized, more empathy and care were shown towards the children. Preservice teachers felt there was a lack of progression in positive behaviors but were able to empower youth and felt that the model was culturally relevant. Overtime, the students began to appreciate the affective domain despite the challenge of working in a community affected by poverty through frustration towards the larger system limiting any potential progress was present.Conclusions: Subjective theories transitioned to include relationship building and life skills learning, likely because of the extended field experience and faculty support. The preservice teachers desire to connect with and teach the students well displays the connection between models-based practice and positive relationships. Preservice teachers’ knowledge of their students was limited as it was based on secondhand knowledge of youth, teacher educators, and school staff. Evidence indicates some cultural responsiveness development though there were also elements of a deficit model due to white privilege and class differences. Further work explicitly integrating a culturally relevant approach and social justice in teacher education programming should occur. 相似文献
46.
FORMATIVE ASSESSMENT IN TEACHER EDUCATION: THE DEVELOPMENT OF A DIAGNOSTIC LANGUAGE TEST FOR TRAINEE TEACHERS OF GERMAN 总被引:1,自引:0,他引:1
ABSTRACT: This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and native speakers) provided evidence of its reliability and validity. 相似文献
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Quantum chemistry is based on the solution of the Schrödinger equation for a molecule. From starting data on the positions and nature of constituent atoms information is provided about the energy of the molecule and its electronic properties. The former can indicate what shapes drugs can adopt in binding to pharmacological receptors whilst electronic details, when compared using computer graphics, may highlight the factors responsible for biological activity. These techniques are beginning to show real successes in the design of drug molecules. 相似文献
49.
Drawing on the ideas of the Sense-Making approach, the ways in which people face and bridge gaps in Web searching are analyzed. The empirical study is based on videotaped Web searches conducted by seven participants. Altogether 11 gaps and 13 search tactics of various types were identified. The gaps faced by the searchers originated from three major factors: problematic content of information, insufficient search competence and problems caused by the search environment. Of individual gaps, no relevant material available, inaccessible content and confusion were most frequent. Of the search tactics used in gap-bridging, following links and activating the Back button were most popular. Gaps related to the problematic content of information led the informants to redirect the search to find Web pages that focus better on the search topic. If the movement was stopped by insufficient search competence, the searchers tended to return to material that was familiar from earlier use contexts in order to regain control of the search process. Alternatively, they tried to specify the search terms. In cases where the search was interrupted by technical problems or other factors originating from the search system, gap-bridging aimed at returning to familiar and technically reliable links. The Sense-Making theory provides relevant conceptual tools to approach the dynamic and discontinuous nature of Web searching in terms of gap-facing and gap-bridging. The concept of gap-facing enables a context-sensitive analysis of the ways in which Web search processes may be stopped. Gap-bridging indicates a general level motive to find alternative ways to continue searching. 相似文献
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