A Revised Pedagogy Model for Simulator-Based Training with Biomedical Laboratory Science Students

Methods based on simulation pedagogy are widely used to practice hands-on skills in safety environment. The usability of an EEG simulator on clinical neurophysiology course was evaluated. Second-year biomedical laboratory science students (N = 35) on this course were included in the study. They were divided into three groups. Two groups used the EEG simulator with different feedback modes and one group did not use the simulator. Results were expected to reveal a correlation between user experience and learning outcomes. This study made used of a mixed method study design. During the study, students were asked to keep a learning diary throughout the course on their experience. Diaries were analyzed qualitatively based on content analyses. Quantitative analyses based on an UX questionnaire that measures classical usability aspects (efficiency, perspicuity, dependability) and user experience aspects (novelty, stimulation) and the students' feelings to use simulator. The quantitative data was analyzed using SPSSTM software. The quantitative and qualitative analyses showed that the use of the EEG simulator, which was evaluating teaching-learning process, has an extra benefit in clinical neurophysiology education and students felt that the simulator was useful in learning. The simulation debriefing session should be followed by a full theoretical and practical session. Students compared their learning from the simulator with that of the actual placement which fosters the reflective practice of learning, again deepening the understanding of the EEG electrode placement and different wave patterns

Higher Education Students’ Perceptions of Environmental Issues and Media Coverage

This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through education environmental issues literacy, which is a precursor for engaged protection of the environment, can be fostered. This study offers some insights into higher education students’ perceptions of the media’s role in environmental issues.</p

Uporaba tristopenjskega modela PROFILES pri zdravstvenem izobrazevanju za prihodnje ucitelje

This paper focuses on describing the effects of scaffolding on the student teachers’ learning process. The scaffolding is based on using information and communication technology in the PROFILES Three Stage Model; Scenario, Inquiry and Decision-making Stages. Six hours of medicine education intervention is conducted as a part of the student teachers’ program in biology education. The scaffolded group is encouraged to work with the case and presentation templates, online, in Google Sites; the unscaffolded group work only with Word documents. During the Scenario Phase, student teachers discuss the important symptoms of flu, its prevention, and sources from which to find reliable information. In the Inquiry Phase, in the light of online materials and resources, student teachers recall and elaborate on these symptoms. In the Decision-making Phase, student teachers conclude their investigation by making a presentation with suggestions for treatment, and justify it with respect to reliable sources. The learning design is mainly based on the existing Internet site (Teaching children about the proper use of medicines). After their presentations, students reflect on questions that arise and discuss the subject. Results show that both groups discuss the reliability of different websites in the same way. However, the scaffolded group is quite effective in searching for information for their presentation, whereas the unscaffolded group has difficulties in finding relevant information. This suggests that by structuring the activity with Google Sites and presentation templates, scaffolding helps student teachers to work intensively and to prepare their presentations. Presentation modelling seems to be beneficial to the students’ sense making process during the investigation, and it also supports them in coping with the collaborative case-based reasoning process. (DIPF/Orig.

Scaffolding in a medicine education intervention for student teachers based on the PROFILES three stage model

This paper focuses on describing the effects of scaffolding on the student teachers’ learning process. The scaffolding is based on using information and communication technology in the PROFILES Three Stage Model; Scenario, Inquiry and Decision-making Stages. Six hours of medicine education intervention is conducted as a part of the student teachers’ program in biology education. The scaffolded group is encouraged to work with the case and presentation templates, online, in Google Sites; the unscaffolded group work only with Word documents. During the Scenario Phase, student teachers discuss the important symptoms of flu, its prevention, and sources from which to find reliable information. In the Inquiry Phase, in the light of online materials and resources, student teachers recall and elaborate on these symptoms. In the Decision-making Phase, student teachers conclude their investigation by making a presentation with suggestions for treatment, and justify it with respect to reliable sources. The learning design is mainly based on the existing Internet site (Teaching children about the proper use of medicines). After their presentations, students reflect on questions that arise and discuss the subject. Results show that both groups discuss the reliability of different websites in the same way. However, the scaffolded group is quite effective in searching for information for their presentation, whereas the unscaffolded group has difficulties in finding relevant information. This suggests that by structuring the activity with Google Sites and presentation templates, scaffolding helps student teachers to work intensively and to prepare their presentations. Presentation modelling seems to be beneficial to the students’ sense making process during the investigation, and it also supports them in coping with the collaborative case-based reasoning process

Career-related instruction promoting students’ career awareness and interest towards science learning

The aim of this study was to investigate how the career-related instruction implemented in secondary school chemistry education concerning water issues influence students’ career awareness and interest towards science learning. This case study is part of a larger design-based research of the EU-MultiCO project that focuses on promoting students’ scientific career awareness and attractiveness by introducing them career-based scenarios at the beginning of the instruction unit. The participants in this study were three eight-grade classes with 46 students in total, and 2 science teachers. Data consisted of observations through the intervention and a questionnaire the students answered afterwards. Descriptive statistics of the questionnaire were used together with the content analysis of open questions and observation notes. The results reveal that students acquired knowledge about science, science-related careers and working life skills and they enjoyed studying chemistry and engaged in learning during the intervention. The students recognized the need for professionals and their responsibilities as well as the importance of water-related issues as global and local problems, but the issue was not personally important or valuable for students. The type of career-related instruction discussed in this paper can give guidelines for how to develop teaching to promote students’ science career awareness, trigger students’ interest and engage them in science learning.final draftpeerReviewe