Modeling with a Conceptual representation: is it necessary? does it Work?

In response to recent educational imperatives in the United States, modeling and systems thinking have been identified as being critical for science learning. In this paper, we investigate models in the classroom from two important perspectives: (1) from the teacher perspective to understand how teachers perceive models and use models in the classroom and (2) from the students perspective to understand how student use model-based reasoning to represent their understanding in a classroom setting. Qualitative data collected from 19 teachers who attended a professional development workshop in the northeastern United States indicate that while teachers see the value in teaching to think with models (i.e., during inquiry practices), they tend to use models mostly as communication tools in the classroom. Quantitative data collected about the modeling practices of 42 middle school students who worked collaboratively in small groups (4–5 students) using a computer modeling program indicated that students tended to engage in more mechanistic and function-related thinking with time as they reasoned about a complex system. Furthermore, students had a typified trajectory of first adding and then next paring down ideas in their models. Implications for science education are discussed

Modeling with a Conceptual representation: is it necessary? does it Work?

In response to recent educational imperatives in the United States, modeling and systems thinking have been identified as being critical for science learning. In this paper, we investigate models in the classroom from two important perspectives: (1) from the teacher perspective to understand how teachers perceive models and use models in the classroom and (2) from the students perspective to understand how student use model-based reasoning to represent their understanding in a classroom setting. Qualitative data collected from 19 teachers who attended a professional development workshop in the northeastern United States indicate that while teachers see the value in teaching to think with models (i.e., during inquiry practices), they tend to use models mostly as communication tools in the classroom. Quantitative data collected about the modeling practices of 42 middle school students who worked collaboratively in small groups (4–5 students) using a computer modeling program indicated that students tended to engage in more mechanistic and function-related thinking with time as they reasoned about a complex system. Furthermore, students had a typified trajectory of first adding and then next paring down ideas in their models. Implications for science education are discussed

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

Enhancing cultural diversity through e-PBL

Awarded: Excellent Performance in Oral SessionBACKGROUND: Exposure to cultural diversity is important in medical education in order to produce global leaders with multicultural sensitivity and communicative competency. E-learning platforms allow learners from different geographic regions and cultures to form learning communities, thus exposing students to a culturally diverse learning environment. This study explores the use of an e-learning platform that allows students and facilitators with different cultural backgrounds to collaborate in PBL centered activities that pertain to communicating bad news. METHODS: Four medical ...postprin

A case-study exploring the role of affect and culture in communicating bad news: technology triggers for problem based learning and practice

Poster Presentations: abstract no. P-35A case study is presented of an international technology rich learning module that uses a problem based learning video based approach to trigger student learning issues about giving bad news to HIV patients. The role of emotion and culture is explored in this context. Mixed groups of medical students from Canada and Hong Kong work with facilitators from each country. Technology supports PBL through the use of transparent examples of how experts solve cases involving physician-patient communication. Adobe connect supports the international model through synchronous video interaction and shared applications. After the instructional sessions, each student practices giving bad news to standardized patients using video-conferencing tools. Students receive feedback on their physician-patient communication from experts assessing their performance. The case study supports several types of data analyses. Pre-post test measures address students’ motivation and ability to identify the important aspects of physician-patient communication. The instructional discourse will be analyzed for: the type of affective content considered pertinent to each case, cultural differences between Canada and Hong Kong students, and types of instructor facilitation. The practice discourse with standardized patients examines student ability to transfer what they have learned from the instructional models to patient communication skills. We anticipate that medical students will improve their ability to regulate physician-patient communication. Such regulation will include cognitive, metacognitive, and emotional regulation of knowing what to do and when to do it, and knowing how to communicate in a manner that is most appropriate given a set of circumstances.postprintThe 2011 Simulation Summit of the Royal College of Physicians and Surgeons of Canada (RCPSC), Montreal, QC., 3-4 November 2011

Psicologia pediátrica: Do comportamento a saúde infantil

Os autores começam por caracterizar de forma sucinta a psicologia da saúde, realçando o papel do comportamento na saúde e na doença. Em seguida, são apresentados aspectos característicos da intervenção psicológica no âmbito da saúde da criança, denominada desde há alguns anos como psicologia pediátrica. Esta é definida e caracterizada como uma prática psicológica nos serviços médicos de crianças, cujos objectivos são contribuir para a promoção da saúde e prevenção da doença na criança, colaborar no tratamento, recuperação e apoio a criança doente, apoio a família, e participar na investigação aplicada dos factores psicossociais associados a saúde e a doença. E descrita a orientação predominante e objectivos da intervenção psicológica realizada pelos autores, no serviço pediátrico em que estão integrados desde há alguns anos. Finalmente é apresentada uma referência crítica e breve a legislação, recentemente publicada no nosso país, que enquadra os psicólogos que trabalham na saúde na carreira dos técnicos superiores de saúde, regulamentando o papel e funções, e a formação destes.The authors caracterize the pediatric psychology witch is defined as a psychology applied to children’s medical context, and conceptualized as a health psychology and different from the clinic psychology. Some aspects of the psychological intervention in this context are discribed such as prevention and promotion of children’s health, intervention in children’s illness and family, and research directions in the field. Some relevant aspects of the psychological intervention in a portuguese pediatric service are discribed. Recente portuguese legislation about health psychologist’s role definition and trainning is analised.info:eu-repo/semantics/publishedVersio

Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions

Are tutor behaviors in problem-based learning stable? A generalizability study of social congruence, expertise and cognitive congruence

The purpose of this study was to investigate the stability of three distinct tutor behaviors (1) use of subject-matter expertise, (2) social congruence and (3) cognitive congruence, in a problem-based learning (PBL) environment. The data comprised the input from 16,047 different students to a survey of 762 tutors administered in three consecutive semesters. Over the three semesters each tutor taught two of the same course and one different course. A generalizability study was conducted to determine whether the tutor behaviors were generalizable across the three measurement occasions. The results indicate that three semesters are sufficient to make generalizations about all three tutor behaviors. In addition the results show that individual differences between tutors account for the greatest differences in levels of expertise, social congruence and cognitive congruence. The study concludes that tutor behaviors are fairly consistent in PBL and somewhat impervious to change. Implications of these findings for tutor training are discussed

Beyond inquiry or direct instruction:Pressing issues for designing impactful science learning opportunities

We recently published a paper in this journal (de Jong et al., 2023) that presented an overview of the literature on learning in science domains through direct instruction and guided inquiry-based learning. This paper was, in part, a response to Zhang et al. (2022) who argued that the evidence firmly supported the superiority of direct instruction over inquiry learning. Sweller et al. (2024) recently replied by repeating this claim and also argued that we had ignored evidence against our position, questioned our analysis of the evidence, and claimed that direct instruction (unlike inquiry learning) is grounded in a strong theory. In this rebuttal we start by reemphasizing the conclusion from our previous paper: adequate instruction always involves different strategies, which should be thoughtfully selected based on contextual factors. Next, we demonstrate that inquiry-based learning is firmly rooted in both cognitive and socio-cultural theories of learning and conclude from recent literature that Sweller et al.‘s belief that direct instruction is overall more effective than inquiry learning is not supported by the data from empirical studies.</p

Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire

This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the nQuire toolkit, a set of web-based and mobile tools scaffolding the creation of online citizen science investigations. The design involved an expert review of inquiry learning and citizen science, combined with user experience studies involving more than 200 users. These have informed a concept that we have termed ‘citizen inquiry’, which engages members of the public alongside scientists in setting up, running, managing or contributing to citizen science projects with a main aim of learning about the scientific method through doing science by interaction with others. A design-based research (DBR) methodology was adopted for the iterative design and evaluation of citizen science tools. DBR was focused on the refinement of a central concept, ‘citizen inquiry’, by exploring how it can be instantiated in educational technologies and interventions. The empirical evaluation and iteration of technologies involved three design experiments with end users, user interviews, and insights from pedagogy and user experience experts. Evidence from the iterative development of nQuire led to the production of a set of interaction design principles that aim to guide the development of online, learning-centred, citizen science projects. Eight design guidelines are proposed: users as producers of knowledge, topics before tools, mobile affordances, scaffolds to the process of scientific inquiry, learning by doing as key message, being part of a community as key message, every visit brings a reward, and value users and their time