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"Teaching"

This study investigated, via quasi-experiments, the effects of student-centered project-based learning with initiation (SPBL with Initiation) on the development of students' computing skills. In this study, 96 elementary school students were selected from four class sections taking a course titled "Digital Storytelling" and were assigned to the following four groups: SPBL with Initiation group (G1, n = 20), SPBL group (G2, n = 31), PBL group (G3, n = 24), and Traditional group (G4, n = 21). Students had to design digital materials for digital storytelling. The researchers collected both quantitative and qualitative data, including conducting interviews with students and using teachers' journals. Based on the analysis in this study, the effect of SPBL with Initiation on students' computing skills was significantly higher than for those without or with other treatments. This research provides an innovative design and illustration of SPBL with Initiation for teachers, educators, and schools that are keen to enhance students' computing skills. © © 2015, IGI Global.

The purpose of the present paper is to elicit the effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes, and academic achievement. The paper employed experimental design. The study group consisted of second year students from the Education Faculty of Gazi University in the 2010-2011 academic year. In total, 42 students (21 experimental; 21 control) were selected. Data were collected from:1) California Critical Thinking Scale, 2) Democratic Attitudes Scale, 3) Academic Achievement Test, 4) Reflective Thinking Tendency Scale for Teachers and Pre-service Teachers, 5) Reflective Journal, and 6) Rubric for portfolio. Though the experimental group obtained higher post-test, achievement, reflective thinking, critical thinking, democratic attitude, and academic achievement mean scores than the control group, these differences were found to be statistically not significant. The students were able to perform the behaviors required by reflection-on-action and reflection-in-action processes to a great extent. © Kamla-Raj 2015.

During the last few years of teaching the subject of Graphic Engineering, traditional teaching methods have been used based on lectures and solving any problems as they arose. In the opinion of the authors, this gave a rather compartmentalised overview of engineering design. Students were assessed solely by a final exam, the final mark only being slightly influenced by the exercises set throughout the course. Being aware of this deficiency and motivated by the large number of graduates absorbed by the industrial engineering sector, two different experiences were developed built around project-based learning (PBL). It was intended to introduce a consolidated method that would bring students closer to an environment that simulated the actual working conditions in the field of engineering design. This paper describes the evolution of the methodology proposed by the authors and the results achieved. The aim of the authors is not simply to establish a methodology that will serve as an integrative component between the different degrees but as a methodology that will forge cross-links between degree subjects and enable students to develop their work more fully and endow their vocational training with a wider scope. © 2015 TEMPUS Publications.

Background: Traditionally, a practicum facilitated the integration of on-campus learning and practical workplace training. Over the past 3 decades, an educative practicum has evolved that promotes clinical reasoning, including analytical and evaluative abilities, through reflective practice. Anecdotal evidence indicates that the delivery of clinical education within medical radiation science entry-level programs continues to vacillate between traditional practicums and the new reflective practicums. Purpose: To review the literature about clinical education within the medical radiation sciences and identify key principles for practitioners seeking to reflect upon and improve their approach to teaching and supporting students in the clinical environment. Methods: A search of 3 major journal databases, Internet searches, and hand searches of reference lists were conducted to identify literature about clinical education in the medical radiation sciences from January 1, 2000, to December 31, 2012. Twenty-two studies were included in this review. Results The 5 key elements associated with clinical education include the clinical support model and quality, overcoming the theory-practice gap, learning outcomes and reliable and valid assessment, preparing and supporting students, and accommodating differing teaching and learning needs. Discussion Many factors influence the quality of clinical education, including the culture of the clinical environment and clinical leadership roles. Several approaches can help students bridge the theory-practice gap, including simulators, roleplaying activities, and reflective journals. In addition, clinical educators should use assessment strategies that objectively measure student progress, and they should be positive role models for their students. Conclusion: The successful clinical education of students in the medical radiation sciences depends upon the systems, structures, and people in the clinical environment. Clinical education is accomplished through the collaborative efforts of the clinical practitioner, the academic, and the student. Universities should include introductory material on clinical learning and teaching in their radiologic science curriculum. © 2015 American Society of Radiologic Technologists.