Course Of Construction Research Articles

Construction and enlightening for the sharing of elaborate resources of pathology and pathophysiology

In order to reinforce the development and sharing of elaborate educational resources and improve the educational quality, the course team completed the transformation and upgrading of the original fine course for the construction of national high-quality resource sharing class. In the construction of courses the organic combination of course content, method, skills, quality was focused on, and the transformation and upgrading of the course achieved further optimization of the excellent resources and full sharing Key words: Elaborate course; Course construction; Pathology and pathophysiology

A construction of course is in Moodle and use of Ejsapp for studies of physics

The aim of this study is to develop a method of forming competencies in cloud physics oriented learning environment. Research tasks are an analysis of construction and functioning of electronic courses in Moodle and bringing in of the extraneous programs of worked out by means of programming of Java language. The object of research is a process of functioning of course in Moodle, and services that he gives to the teachers for the improvement of educational process from physics. The subject of research is the use of cloudy services of Moodle, for organization of scientific and educational activity. To achieve these objectives boule research methods used: analysis, generalization and systematization of studies on the use of standard and informal modules in Moodle. Results of the study: generalization and formulation, in relation to the use of Java – application in electronic courses.

Integrating Curriculum Design Theory into ESP Course Construction: Aviation English for Aircraft Engineering

This paper considers the arguments for the construction of courses in ESP (English for Specific Purposes) focusing on the integration of curriculum design theory into an English course for aircraft engineering at the Civil Aviation University of China. For teacher-researchers interested in designing and implementing an aviation English instruction program, this paper offers an example framework of how this might be done and evaluates the framework within an action research model. A needs analysis is made and a curriculum presented for an integrated course in aviation English for aircraft engineers in the Chinese context, so that learners of ESP can learn the target language more effectively and put the learning to practical use.

Establishment and practice of the national excellent courses of medical genetics

In this paper, a number of valuable experiences focusing on teaching idea, cultivation of high-quality teachers and deepening of teaching content and method reform were summarized through exploring the construction and practice of the national excellent course-medical genetics. Aim of the ex- ploration is provide references for the construction and application of national excellent course and its sus- talnable development, Key words: National excellent course; Medical genetics; Construction of course

Assumption of Modular Courses in the Surface Electromyography Courses

 Abstract—The construction of courses should be highlighted for application oriented universities, while the traditional professional training system should be less concentrated. Based on the quality requirements of different professions, universities should establish a corresponding curriculum system and the market to satisfy students training to the maximum, and realize further the matching between graduates and their future jobs. Meanwhile, effective protection and incentive measures should be adopted for universities to ensure its openness and smooth operation of the courses market. In this paper, taking the basic content in Surface EMG of rehabilitation of muscle function for an example, it shows the modular courses between social sports (major) and rehabilitation medicine (major) of Luzhou Medical College.

The surprising truth about how metaphor motivates e- learners

Motivation and engagement is hard to maintain in e-learning. Metaphor entertains and motivates participants in virtual environments. After teaching and researching several courses designed around metaphors, we examined its effect on intrinsic motivation in a course based on a virtual soccer tournament. Using a qualitative methodology to investigate students' use of metaphor in communications, the Cognitive Evaluation Theory (Deci, Koestner, & Ryan, 2001) served as framework to analyse the relationship between the metaphor and intrinsic motivation. We found that there was more copious use of metaphor in the online social discussions, and that it was used for targets of immediate importance and emotional value. Scarce metaphors in reflective journals mapped onto the learning experience. Social constructivist course design required engagement from students that supposed motivation. Unmotivated students were passive, and disrupted the activities of others. Disengaged students can erode motivation of others who become helpless, lose autonomy and feel incompetent.

The relationship between course socio-epistemological orientations and student perceptions of community of inquiry

The Community of Inquiry Framework is based on the premise that online learning is a collaborative constructivist activity. However, not all courses are similarly oriented. In general, courses can be divided into constructivist and objectivist. In constructivist courses, learners develop solutions to problems through sustained discourse and inquiry, making the learning a function of interaction with other learners. In objectivist courses, truths are considered absolute and learning is more heavily weighted toward interaction with content. This study examines the impact that these differing orientations have on student perceptions of community of inquiry by examining the factor patterns of courses characterized along two dimensions — objectivist/constructivist and individual/collaborative. The findings reveal that learner age may be one of the most significant determinants of whether and how course orientation is perceived.

A constructivist method for teaching concentration calculations to pharmacy students

Concentration calculations are recognised as a general weakness in pharmacy undergraduate students, yet this is a crucial skill for a practising pharmacist. A constructivist environment encourages students to use their prior knowledge for better understanding of theories including mathematical concepts. This study compares the use of a constructivist environment to teach concentration calculations to a traditional, lecture-based course. The constructivist method used team work to develop competence and understanding of a series of relevant questions and measured individual and group understanding. Student competence following this constructivist course was similar to competence following a traditional lecture-based course. However, students indicated that they preferred learning within the constructivist environment compared to traditional lectures.

A model for a web-based learning system

The dissemination of knowledge is currently being improved by e-learning, which consists of a combination of teaching methodologies and computer-based tools. Recently e-learning environments have started to exploit web technology to provide a simple, flexible, distributed and open platform. In this paper we propose a model for an e-learning system, aiming at sharing both course contents and teaching materials, in order to provide students with a single and uniform set of concepts to be learned, and promoting active learning by allowing the construction of courses which are personalized in terms of both contents and teaching materials, selected according to each student's needs and capabilities. A first, open-source prototype based on the proposed model has been implemented to validate the model.

The Lost Boys (and Girls)

Using published research studies, writings of experts in the literacy field, and anecdotes from the author’s own experiences, this article examines the reading motivation and disposition of preser-vice teachers and suggests ways that children’s literature courses positively affect both. Ideas of social modeling, constructivist course design, and the role of influential teachers are also discussed. The title is derived from the classic book, Peter Pan and Wendy, and hints at the possibility that future generations of readers may be “lost” if teacher preparation programs do not consider and promote positive reading dispositions.

Message from the Program Chair

The 2004 meeting of the American Society for Reconstructive Microsurgery (ASRM) was held in Palm Springs, California. It was filled with intrigue, wisdom, controversy, and entertainment. The scientific program was enhanced this year by a marked increase in the number of instructional courses, and the gracious participation of national and international experts in various areas of microsurgery and complex reconstruction. The first two days of the meeting were conjoint sessions with the American Association for Hand Surgery (AAHS) and the American Society for the Peripheral Nerve (ASPN). The continued collaboration of the societies was fostered by the unique construction of courses and panels provided on Saturday and Sunday of the ASRM meeting. The continued scientific sessions on Monday and Tuesday encompassed a variety of topics, including outcome studies, clinical studies, ischemia reperfusion, flap physiology, transplantation, and immunology. This year, we attempted to expand the scope of the meeting by including not only microsurgical research, but also complex reconstruction.

Formula 1 – A Mathematical Microworld with Cas: Analysis of Learning Opportunities and Experiences with Students

In this article we describe a mathematical microworld for investigating car motion on a racing course and its use with a group of grade 12 students. The microworld is concerned with the mathematical construction of courses and functions which describe car motion. It is implemented in the computer algebra system, Maple®, which provides the means to represent courses and functions symbolically and graphically. We describe the learning opportunities offered by the microworld in relation to the research literature on functions. Various facets and layers of the function concept are addressed in the microworld, and we suggest how work in the microworld might help in overcoming some well-known misconceptions.

Decision-making in Construction of Courses Combining Classroom-based and Internet-based Learning and Teaching Strategies in Mathematics Teachers' Education

An assortment of courses from the mathematics teaching training programs for primary and secondary schools is presented, in which various forms of Internet-mediated and/or computer-mediated teaching and learning are involved. We relate to considerations that led course developers to choose a specific form and measure of e-learning for each course. We also relate to the conclusions based on our experience, as to the impact of these changes on the teaching and learning quality and to the choice of ‘dosage’ of each form of teaching that is most appropriate for every course. The main observation may be summed up by the words ‘it works’, provided the developer of the course is the same person who used to teach it in the traditional form, and who is going to teach it in a new combined form, whatever the pattern of the new form may be. We do believe a teacher to be indispensable in subject matter courses and in most didactic courses, but we find our experience in computer and Internet usage in these courses promising as well.

Experiences of Revalidating the Undergraduate and Postgraduate Courses Within the Information Systems Curricula at University of Westminster, UK

Information Systems (IS) is probably the most frequently used name for a variety of academic programs focusing on applied information technology, whose curricula is available from a range of schools and university departments. For more than a decade we have successfully run at the University of Westminster, UK, BSc and MSc courses in IS, within our IS department of the Cavendish School of Computer Science. The major developments of curriculum design related to subject content, construction of courses and teaching/learning strategies, has triggered changes in our IS programs which were implemented through the IS course reviews in 2002. This paper addresses the purpose of course reviews within the UK Higher Education (HE) environment, gives a rationale for our curriculum changes, describes the revalidated IS courses at both BSc and MSc levels including our teaching and assessment strategies, and comments on our progress to date.

A Course for Critical Constructivism through Action Research: a case study from biology

While constructivism has made its mark concerning learning in science classrooms, little has surfaced so far relating to the education and professional development of science teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into ‘critical constructivism’ through their own action research projects. Data are drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with biological concepts with a class of 13‐15 year olds. The Brazilian setting for the course lends resonance to its international significance.

A case for critical constructivism and critical thinking in science education

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.

Statistics in mathematics courses at A-level

There is at the moment considerable pressure to change the course of A-level mathematics, pressure which is now so intense that fairly radical change is both inevitable and desirable. A variety of causes have brought us to this situation. In the era of post-Cockcroft mathematics we have seen many of its recommendations implemented in the 11-16 age range. Most notable perhaps are;(i)the provision of differentiated courses and examinations,(ii)the encouragement of greater pupil participation in their own learning of mathematics,(iii)0 the construction of courses using a ‘bottom up’ approach.

The Place of Foreign Languages in Post‐War Education

Author's Summary— The author predicts three developments in foreign language study. First, Increased interest in regional studies of foreign cultures, both ancient and modern Second, The construction of courses in elementary linguistics in an effort to raise the nation's knowledge of language in general and English in particular. Third, An effort to make foreign language study and teaching a vital part of general education.

A New Committee on Arithmetic

In February, 1930, the National Society for the Study of Education presented its well known Twenty-ninth Yearbook at the annual meeting which was held that year at Atlantic City. The Twenty-ninth Yearbook contains in some seven hundred pages the report of the Society's Committee on Arithmetic. There is much valuable material in the Twenty-nint h Yearbook. Part I devotes six chapters to “Some Aspects of Moderu Thought on Arithmetic.” Part II reports in 14 chapters a series of research studies in arithmetic. There is no doubt that this yearbook has had a large influence on the construction of courses of study and the writing of textbooks. Also, supervisors and teachers who read the yearbook have reflected its influence in teaching practices. However, as the Reviewing Committee points out in its 29–page Critique, emphasis in the yearbook is largely upon the computational function. Little attent ion is given to other functions of arithmetic instruction, notably the informational function, the sociological function, and the psychological function. Furthermore, the research studies quite naturally include what the Committee was able to collect and do not rover the subject at all completely.

NEW ARTERIAL ROADS IN COURSE OF CONSTRUCTION: Illustrated

NEW ARTERIAL ROADS IN COURSE OF CONSTRUCTION: Illustrated