30 research outputs found
Classtalk: A Classroom Communication System for Active Learning
This pdf file is an article describing the advantages of using Classtalk technology in the classroom to enhance classroom communication. Classtalk technology cab facilitate the presentation of questions for small group work, collec the student answers and then display histograms showing how the class answered. This new communication technology can help instructors create a more interactive, student centered classroom, especially when teaching large courses. The article describes Classtalk as a very useful tool not only for engaging students in active learning, but also for enhancing the overall communication within the classroom. This article is a selection from the electronic Journal for Computing in Higher Education. Educational levels: Graduate or professional
Puede ayudar la investigación en enseñanza de la Física a mejorar su docencia en la universidad?
The Effect of Concept Map Instructional Material on High School Students’ Biology Knowledge Learning
Development and Validation of a Two-Tier Instrument to Examine Understanding of Internal Transport in Plants and the Human Circulatory System
Thinking about evolution: combinatorial play as a strategy for exercising scientific creativity
Descriptive Categories and Structural Characteristics of Students' Conceptions: An exploration of the relationship
Does Prior Knowledge Matter? Do Lamarckian misconceptions exist? A critique of Geraedts and Boersma ()
Thinking about evolution: combinatorial play as a strategy for exercising scientific creativity
Student difficulties in learning geoscience
A small-scale pilot study with three institutions (from the UK, USA and Canada) tested a methodology for identifying student and staff perceptions of difficulties in learning geoscience. A mixed-methods approach was used with questionnaires, interviews and a card-sort exercise.
Seven difficult topics were identified by both students and staff:
•mineralogy,
•crystallography,
•maps,
•structural geology,
•space/time relationships,
•chemistry / geochemistry,
•metamorphism.
Also, six reasons for learning difficulties were found in common across all participant groups:
•terminology and memorisation,
•spatial literacy,
•problems with maths/science,
•abstract concepts,
•issues with teachers or learners,
•understanding the depth of geological time.
The methodology has established some categories above, but additional tools, including checklists and problem-solving exercises are required to better quantify the extent of the difficulties across the student population and to explore more deeply the reasons for these difficulties