3 research outputs found
Conceptions of learning factors in postgraduate health sciences master students: a comparative study with nonhealth science students and between genders
Background: The studentsâ conceptions of learning in postgraduate health science master studies are poorly
understood. The aim of this study was to compare the factors influencing conceptions of learning in health
sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain
information that may be useful for students and for future postgraduate programs.
Methods: A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare
studentsâ conception learning factors in 131 students at the beginning of their postgraduate studies in health
sciences, experimental sciences, arts and humanities and social sciences.
Results: The present study demonstrates that a set of factors may influence conception of learning of health
sciences postgraduate students, with learning as gaining information, remembering, using, and understanding
information, awareness of duty and social commitment being the most relevant. For these students, learning as a
personal change, a process not bound by time or place or even as acquisition of professional competences, are less
relevant. According to our results, this profile is not affected by gender differences.
Conclusions: Our results show that the overall conceptions of learning differ among students of health sciences
and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate
programs. These finding are potentially useful to foster the learning process of HS students, because if they are
metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate
their learning behavior in a postgraduate master program in health sciences.Supported by CTS-115 (Tissue Engineering Group of the University of Granada).
The funding body did not took part in the design of the study and collection,
analysis and interpretation of data and in writing the manuscript
Effect of Picture Exchange Communication System (pecs) Training on Social Skills of Boys Children with Autistic Disorders
The purpose of the present study was to investigate the effect of pecs training on social skills of children (boys) with autistic disorders. Study procedure was experimental with pretest-posttest design with control group. The statistical population of this research includes all children with autistic disorders in Shiraz in the academic year 2012- 2013. The sample size was 30 boys with autistic disorders that were selected in an available sampling method and assigned into experimental and control group, randomly. So each group consisted of 15 students. Both groups were assessed pre-test. The Experimental group received pecs training in 16 sessions while control group did not. After completion of intervention period for Experimental group the post-test was administered for both groups. The Children's Social Behavior Questionnaire (Jackson, Volkmar & Minderaa, 1998) were administered to assess the social skills. The data analyses by ANCOVA showed that there were significantly increase in the mean scores of social skills and subscales (Not tune, Tendency to withdraw, Orientation problems, Not understanding, Stereotyped behavior, Fear of changes) in experimental group (P<0.01). Findings indicated that pecs training intervention lead to improve social skills of boys with autistic disorders. Therefore, it is suggested to design and implemen pecs training in order to increase childrenâs social skills with autistic disorders
A study of studentsâ conception of problem situations: Using conceptualization in scenario-based learning
Studentsâ appropriate conception of a problem situation can support improved problem solving in both self-regulated learning and STEM disciplines and can support the self-understanding which is the principal competency for self-regulated learning. The current study focused on studentsâ conceptualization of ten problem situations, half being Sequential (SEQ) and half being Non-Sequential (NonSEQ). Student participants conceptualized the problem situations using their own diagrammatic techniques. It was hypothesized that self-regulated learners can successfully conceptualize either problem situation. The results revealed that, while there was no significant difference between conceptualizations whether participants started with SEQ or NonSEQ situations, subsequent conceptualizations were significantly poorer for SEQ versus NonSEQ situations.</p