How well do science teachers do? Differences in Teacher-Student interpersonal behavior between science teachers of other (school) subjects

The differences in teacher interpersonal behavior between science classes and other subject classes in secondary education are investigated using the Questionnaire on Teacher Interaction (QTI). Multilevel analysis of variance was used on an existing Dutch data set containing 44,353 students and 605 teachers. 8,503 students (19.2 percent) reported on science teachers. Science teachers were perceived as less dominant and less cooperative. Science teachers perceived themselves as less cooperative. Dominance and cooperation are known to be favorable for learning results and students' subject related attitudes. Hence, science teachers' different interpersonal behavior contributes to lower appreciation and higher perceived difficulty levels for students regarding the science subjects

Does nationality composition affect student groups' collaboration and performance?:A cross-case analysis

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Strategisch omgaan met leerlingdenkbeelden in de exacte vakken: een praktisch overzicht en een theoretisch perspectief

This paper attempts to give a practicable overview of strategies for conceptual change and the fighting of misconceptions, as a basis for teachers to develop their own educational practice. Four such strategies are described and discussed in an epilogue adding a framework to guide the development of these educational practices. It is suggested that a general framework for understanding conceptual change comprises at least four aspects: the ontological aspect, the epistemological aspect, the social/affective aspect and the information processing aspect. Moreover, it is argued that co-construction and enculturation form a useful perspective from which these aspects come together to produce the outline of conceptual change curricula

Learning on electrical circuits while playing 'E&amp;E electrical endeavours' : design research on a serious game optimizing for conceptual understanding

In a two year design research project, a serious game was developed in a close collaboration of educational researchers, game-designers and secondary school teachers. In a first round, the game was used in classroom employing an open-inquiry format. It was found that the game had a strong impact on the student’s conceptual development but that it provoked the construction of misconceptions. The game was then adapted and partially redesigned on the basis of the evaluation outcomes and additional expert-review. Also the way of using the game in classroom was redesigned and written down in a teachers’ guide. In a second round this pedagogical approach to using the game in classroom alternating open inquiry type gaming-episodes with guided reflection and internalisation episodes, was used. Again a strong impact on students’ conceptual understanding of electrical circuits was found. Significantly less misconceptions occurred. The results indicate that the close collaboration of school teachers, educational experts and game designers was fruitful for improving the serious game and its use in school practice. Moreover it became clear that serious games have a potential to strongly contribute to students’ conceptual understanding, in particular by the mental model implicitly represented in the game´s layout and structure

Classbeacons: Enhancing reflection-inaction of teachers through spatially distributed ambient information

© 2019 Copyright is held by the author/owner(s). ACM Reflection-in-action (RiA) refers to teachers' reflections on their teaching performance during busy classroom routines. RiA is a demanding competence for teachers, but little has been known about how HCI systems could support teachers' RiA during their busy and intensive teaching. To bridge this gap, we design and evaluate an ambient information system named ClassBeacons. ClassBeacons aims to help teachers intuitively reflect-in-action on how to divide time and attention over pupils throughout a lesson. ClassBeacons subtly depicts teachers' division of time and attention over pupils through multiple light-objects distributed over students' desks. Each light-object indicates how long the teacher has been cumulatively around it (helping an adjacent student) by shifting color. A field evaluation with eleven teachers proved that ClassBeacons enhanced teachers' RiA by supporting their sensemaking of ongoing performance and modification of upcoming actions. Furthermore, ClassBeacons was experienced to unobtrusively fit into teachers' routines without overburdening teaching in progress

A case report of bilateral synovial chondromatosis of the ankle

<p>Abstract</p> <p>Background</p> <p>Synovial chondromatosis is a rare, generally benign condition which affects synovial membranes. It most commonly involves large joints such as the knee, hip, and elbow, but its presence in smaller joints has also been reported. The diagnosis of synovial chondromatosis is commonly made following a thorough history, physical examination, and radiographic examination. Patients may report pain and swelling within a joint which is often aggravated with physical activity.</p> <p>Case presentation</p> <p>A rare case of bilateral synovial chondromatosis of the ankle is reviewed. A 26 year-old male presented with chronic bilateral ankle pain. Physical examination suggested and imaging confirmed multiple synovial chondromatoses bilaterally, likely secondary to previous trauma.</p> <p>Conclusion</p> <p>The clinical and imaging findings, along with potential differential diagnoses, are described. Since this condition tends to be progressive but self-limiting, indications for surgery depend on the level of symptomatic presentation in addition to the functional demands of the patient. Following a surgical consultation, it was decided that it was not appropriate to pursue surgery at the present time.</p

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

<p>Abstract</p> <p>Background</p> <p>A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information.</p> <p>Methods</p> <p>In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples <it>t</it>-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR).</p> <p>Results</p> <p>There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores.</p> <p>Conclusions</p> <p>Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.</p