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81.
Research in Science Education - Explicit-reflective nature of science (NOS) instruction has demonstrated a positive impact on student learning. Although explicit-reflective NOS instruction often... 相似文献
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We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. 相似文献
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Tony Ribera, Sarah Fernandez, and Matt Gray apply a scholarly approach to assessing student learning in the cocurriculum. 相似文献
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Sarah Poff Roman 《Educational gerontology》2013,39(2):79-93
Literacy has become an important predictor of well being in old age. Being literate in today's society demands a myriad of functional abilities, which, when absent, can have dramatic health, economic, and social consequences. The purpose of this study was to develop a framework for defining literacy within an increasingly technological society, and to explore the experience of illiteracy among older adults. To examine these issues, qualitative data were gathered from an adult literacy program in Hamilton, Ohio. Data collected through these interactions suggest that the devastating effects of illiteracy are exacerbated throughout the lifecourse, resulting in significant disadvantage for older adults. 相似文献
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Mary M. Atwater Malcolm B. Butler Tonjua B. Freeman Eileen R. Carlton Parsons 《Journal of Science Teacher Education》2013,24(8):1293-1313
Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts. 相似文献
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Ours is a society in which violence, or the threat of violence, is a common experience for many children. Children's fears
of the dark, the boogie man, and the headless Horseman have evolved to include fears of Darth Vadar, meltdown, and nuclear
war. 相似文献