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Classroom Discussions (classroom + discussion)
Selected AbstractsClassroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Paternity testing in a PBL environmentBIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2010Alberto Vicario Casla Abstract Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class activities: in relation to a fictitious newborn found on the Campus, students design a PCR based protocol to determine their own genotype for two markers. Pooled class genotypes serve to calculate allelic frequencies and to assess Hardy,Weinberg equilibrium. Individual results are also evaluated for possible paternity. The goals of the activity and how each step in the process relates to learning outcomes are presented. Classroom discussions, group discussions, tutorial sessions, wiki sites, laboratory activities, and individual reports sum up the situations, in which the students' process of learning and learning outcomes can be evaluated. [source] Using the theory of constraints thinking processes to complement system dynamics' causal loop diagrams in developing fundamental solutionsINTERNATIONAL TRANSACTIONS IN OPERATIONAL RESEARCH, Issue 1 2006Victoria J. Mabin Abstract Standard OR/MS methods mainly focus on ,hard' aspects of problems represented by quantitative or mathematical formulations. Organisational settings typically pose challenges in the use of such methods, in that they may be inadequate to capture the ,softer' issues surrounding human behaviours, organisational practices and policies. Over the last 20 years, a number of ,soft OR' tools, methods and methodologies have emerged as a means of addressing such challenges, and in this paper, we selectively examine how such methodologies can complement hard and other soft methods. In particular, we examine the potential contribution of the theory of constraints (TOC) and system dynamics (SD) to multi-methodological intervention. We begin by discussing their philosophical underpinnings in relation to other OR/MS methods, and by exploring how such an understanding can provide a theoretical basis for mixing methodologies and for their complementary use. Then, using a case suitable for classroom discussion, the paper provides insights into how the systemic qualities of selected TOC methods and tools may be harnessed in multi-methodological intervention by identifying the communality and complementarity of TOC and other hard and soft OR/MS approaches to problem solving, in particular, the causal loop diagramming method of SD. [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Comic Relief: Using Political Cartoons in the ClassroomINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2002Beth K. Dougherty Political cartoons are an excellent classroom tool to build students' critical thinking skills, to generate lively classroom discussions, and to get students excited about politics. Cartoons should be treated as serious commentary on political affairs. Interpreting a cartoon requires that the viewer be familiar with current issues and debates, savvy about the cultural context, and capable of analytical judgments. This technique capitalizes on the visual learning style of many students and interjects an added interactive dimension to classroom discussions. This article discusses some of the challenges of using cartoons in the classroom, including where to locate them. The text is accompanied by several representative cartoons. [source] Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] Lessons Learned from Teaching Web-Based Courses: The 7-Year ItchNURSING FORUM, Issue 1 2005Cynthia G. Johnson RN TOPIC.,Lessons Learned from Teaching Web-Based Courses: The 7-Year Itch SOURCES OF INFORMATION.,Increased sophisticated technological communications are rapidly changing the teaching and learning environment. Nursing educators must respond by developing new ways of teaching. Because of these changes, new ways of teaching, course delivery methods, and classroom environments are being discovered. The Internet and the cyberspace environment allow students from all over the nation to sit in the same virtual classroom and ,attend lecture' with one instructor. This article describes lessons learned from seven years of teaching on the web on both undergraduate and graduate levels. CONCLUSION.,The major challenges for faculty relate to the creation of a stimulated learning environment for communication and interaction among the students, course preparation, workload, time management. Additional challenges are the methods of classroom discussions, teaching methods, responding to students, and teaching a 2-unit clinical component on-line. For students, issues of learning styles, motivation, and class participation are discussed. Results of the students' responses to a 10-item Likert,type course evaluation tool as well as issues for future web educators are presented. [source] | ||||||||||