Increased Content Knowledge Research Articles

Geoscience Education Research Project: Student Benefits and Effective Design of a Course-Based Undergraduate Research Experience

ABSTRACTUndergraduate research has been shown to be an effective practice for learning science. While this is a popular discussion topic, there are few full examples in the literature for introductory-level students. This paper describes the Geoscience Education Research Project, an innovative course-based research experience designed for introductory-level, nonscience majors. Participating students complete all steps of a scientific research project, starting with the research question, “What do college students think about ___?” Students fill in the blank with a geoscience topic of their choosing. Support for the students is ongoing through detailed directions and multiple checkpoint assignments with timely feedback to ensure they are on task. This design and support can be used as a model for other undergraduate research experiences. Student reactions to the benefits of participating in the research project and the effectiveness of its design were analyzed. Students' benefits from this research project included increased content knowledge, improved skills, and positive affective responses, such as interest leading to motivation. In this study, students were also found to have an increased appreciation of science and scientists, without necessarily having the desire to become scientists themselves. Student reactions to the design of the Geoscience Education Research Project emphasized the importance of an appealing topic, careful planning and conveying of project information, frequent deadlines and feedback, and communication by students beyond just the professor. Based on these findings, recommendations for successful implementation of course-based, introductory-level undergraduate research experiences are given.

Development of a Coding Instrument to Assess the Quality and Content of Anti-Tobacco Video Games.

Previous research has shown the use of electronic video games as an effective method for increasing content knowledge about the risks of drugs and alcohol use for adolescents. Although best practice suggests that theory, health communication strategies, and game appeal are important characteristics for developing games, no instruments are currently available to examine the quality and content of tobacco prevention and cessation electronic games. This study presents the systematic development of a coding instrument to measure the quality, use of theory, and health communication strategies of tobacco cessation and prevention electronic games. Using previous research and expert review, a content analysis coding instrument measuring 67 characteristics was developed with three overarching categories: type and quality of games, theory and approach, and type and format of messages. Two trained coders applied the instrument to 88 games on four platforms (personal computer, Nintendo DS, iPhone, and Android phone) to field test the instrument. Cohen's kappa for each item ranged from 0.66 to 1.00, with an average kappa value of 0.97. Future research can adapt this coding instrument to games addressing other health issues. In addition, the instrument questions can serve as a useful guide for evidence-based game development.

A Collaborative Project to Bridging the Gap between Basic and Clinical Teachers: The Opinion of Medical Students

The organization of medical curricula with a clear distinction between basic and clinical subjects makes it difficult for teachers to collaborate and teach students in an integrated way. We designed a new subject, Integrated Medicine, to overcome such limitations. Here, we describe the evaluation of the first three years of running the experience, as well as the opinion of the first group of students in their sixth year. Three cohorts of first-year medical students (n=158) and eight teachers, as well as a group of students of sixth year (n=41), participated in the experiment. Students worked following the problem-based learning approach. Their satisfaction, their subjective improvement of content knowledge in basic and clinical fields, and their belief about the accomplishment of educational objectives were evaluated. The results showed a high level of satisfaction, increased content knowledge, and improvement in solving problems, searching for relevant information, team working, and oral and written communication skills. Students of sixth year agreed that the subject helped them to better understand the clinical manifestations of disease, the diagnosis process, and therapeutic approaches. In conclusion, experiences such as Integrated Medicine may enhance the integration of knowledge by the joint work of basic and clinical teachers.

The Effect of an Interprofessional Gerontology Course on Student Knowledge and Interest

ABSTRACTAims: This study investigated occupational and physical therapy students’ knowledge of gerontology and self-reported interest in working with the geriatric population before and after an inter-professional course in gerontology. Methods: This retrospective analysis used a single-group pretest–posttest design. Participants included 204 occupational and physical therapy students who took a graduate course in gerontology. Results: Increased student knowledge of gerontology was indicated by course content pre- and post-test scores. There was a post-test correlation between subjective knowledge and course content knowledge. Increased content knowledge did not lead to increased interest. The primary factor influencing a change in interest was the course project. Students who did group projects were more likely to report increased interest in working with older adults. Conclusions: An inter-professional course in gerontology positively influenced OT and PT student knowledge of gerontology. Group activities involving interaction with older adults may enhance interest in geriatrics.

Using Inquiry Teaching to Promote Student Critical Thinking and Content Knowledge in a Nonmajors Biology Course

A national focus on inquiry teaching promotes critical thinking and content knowledge; however, few studies show the level of inquiry needed to develop both outcomes. This study compared the effects of full inquiry (n = 21) or partial inquiry (n = 24) on undergraduate nonmajors biology critical thinking and content knowledge gains. Pre- and posttest assessment using the Critical thinking Assessment Test and three common content exams showed both full and partial inquiry improved students’ critical thinking ability, but only full inquiry significantly increased content knowledge.

School-Based Communities of Practice as Mechanisms for Standards-Based Mathematics Curriculum Implementation

In this article, we draw upon Remillard and Bryans’ (2004) categorization of curriculum use in observations of two middle-grade teachers’ integration of Standards-based curriculum materials (National Council of Teachers of Mathematics, 1989, 2000). Each teacher participated in a two-year professional development program focused on increasing content knowledge and pedagogical content knowledge, as well as fostering the development of communities of practice within each school site. We introduce the design of the professional development program to explain how the design supported each teacher's use of Standards-based curriculum materials. Results indicated that the existence of site-based communities of practice established during the professional development program afforded one teacher continued opportunities to reflect upon and critique her instructional decisions, whereas the lack of a community of practice at another school site served to limit the integration of Standards-based materials.

Increasing Content Knowledge and Self‐Efficacy of High School Educators through an Online Course in Food Science

AbstractPurdue Univ.'s College of Agriculture developed an Advanced Life Sciences (ALS) program in partnership with several high schools across Indiana. As part of ALS, secondary educators take an introductory food science (FS) course (ALS‐Foods) and teach it at their high school. High school students taking the ALS‐Foods receive dual credit for an introductory course required for all FS majors at Purdue. The goal of this project was to develop an online course to improve content knowledge and self‐efficacy of secondary educators in the field of FS. The course was offered over a 3‐wk period and consisted of 3 learning modules focused on food chemistry, food microbiology, and food processing. Modules included class activities, videos, study questions, and teaching tools. Participants were assessed on content knowledge through written assignments, quizzes, and a final examination. Twenty secondary educators from several states were enrolled. Overall, content knowledge increased significantly (P < 0.05) across all 3 modules after completing the course. Highest scores were in food microbiology/safety (84%), followed by food processing (76%) and food chemistry (70%). A precourse survey indicated that the majority (>80%) of participants felt they had “no‐confidence” to “little‐confidence” in teaching FS concepts related to the 3 modules. Upon completing the course, the confidence level of all participants increased to “some‐confidence” or “complete confidence.” By strengthening the knowledge level of secondary educators, they will be better prepared to teach FS and subsequently, more high school students could be exposed to FS and consider it as a career.

A systematic review of computerised serious educational games about alcohol and other drugs for adolescents

Serious educational games (SEG) have been shown to be effective in educating young people about a range of topics, including languages and maths. This paper identifies the use of computerised SEGs in education about alcohol and other drugs and reviews their impact on the prevention of alcohol and drug use. The Cochrane Library, EMBASE, MEDLINE, ERIC, Scopus, psychINFO, pubMED and DRUG databases were searched in February 2013. Additional publications were obtained from the reference lists of the relevant papers. Studies were included if they described an evaluation of a computerised SEG that targeted alcohol and/or other drugs and had been trialled with adolescents. Eight SEGs were identified targeting tobacco, alcohol, cannabis, methamphetamine, ecstasy, inhalants, cocaine and opioids. Six reported positive outcomes in terms of increased content knowledge and two reported increased negative attitudes towards the targeted drugs. Only one reported a decrease in the frequency of drug use. This is the first review of the efficacy of computerised SEGs for alcohol and other drugs for adolescents. Results suggest that SEGs can increase content knowledge of alcohol and other drugs. Evidence concerning impacts on negative attitudes and alcohol and drug use is limited, with few studies examining these outcomes.

Opportunities and challenges for integrating sustainability education into k-12 schools: case study Phoenix, AZ

Abstract Teacher education for sustainability is a central part of integrating sustainability into classrooms and schools. However, educating for sustainability isnot limited to increased content knowledge; rather it encompasses different forms of knowledge that embrace the normative, dynamic and action-oriented nature of sustainability. Curriculum for a summer sustainability programme had previously been developed based on an interdisciplinary approach which incorporates research and practice from the fields of education pedagogy, sustainability and behaviour change. This article synthesises the insights provided by K-12 teachers who participated in this programme and another teacher who utilised the curriculum during a sustainability unit in her 8th form science class in Phoenix, AZ. Data was collected through surveys and interviews over the course of a year. The key findings indicate that one of the major barriers to moving away from traditional, didactic approaches to education is the importance placed on standardised tests. As long as external forces and incentive structures reinforce methods of lecture and assess, teachers will struggle transitioning to more experiential, real-world methods that enhance a multiplicity of knowledge. One important suggestion made by the teachers was for increased support by universities through pre-service and in-service programmes focused on educating for sustainabilit

Integrating iPad Technology in Earth Science K–12 Outreach Courses: Field and Classroom Applications

ABSTRACTIncorporating technology into courses is becoming a common practice in universities. However, in the geosciences, it is difficult to find technology that can easily be transferred between classroom- and field-based settings. The iPad is ideally suited to bridge this gap. Here, we fully integrate the iPad as an educational tool into two graduate-level K–12 in-service teacher outreach classes, one classroom-based course and one field-based course. We describe our field and classroom course objectives, and the integration of iPads into both settings. We assess the impact of the iPad in these courses through the use of pre- and posttests and surveys. Most participants enthusiastically use iPads once the initial learning curve is overcome. They tend to spend roughly the same amount of time using technology, but they substitute iPad use for laptop use once they become proficient with the iPad. Additionally, when equipped with an iPad, there is a possible increase in overall productivity as the participants spend more time preparing both for their university outreach classes and the classes they teach. However, they do spend more time on certain noneducational activities (i.e., picture/music/movies), but they appear to be more efficient and spend less time browsing the internet and conducting research for their classes. Interestingly, having participants work with iPads appears to increase confidence in general technology use, including laptops, as well as increasing confidence in the iPad as a teaching tool for their own classrooms. Pre- and posttest data suggest that there is no link to increased content knowledge by integrating iPads versus traditional teaching methods.

Creating Effective University‐K12 Outreach Partnerships

Through collaboration with university research faculty and local K‐12 school systems, Louisiana Tech University's (LA Tech) ‘Creating Connections’ program is integrating molecular science and nanotechnology into the K‐12 curriculum. Specifically, the Creating Connections Program goals are to: (1) establish hands‐on science laboratories in partner schools, (2) provide professional development and increased content knowledge for partner teachers, and (3) provide teachers (and their students) with authentic research and scientific experiences. In the summer, teachers participate in selected professional development programs designed as a hands‐on, inquiry‐based experience to introduce LA Tech research into the K12 classroom. Through a series of academic year workshops, partner teachers, in conjunction with LA Tech research faculty, generate lab modules tailored to the grade‐specific curriculum. In addition to their involvement in research, the professional development component of the program provides an introduction to equipment used for nanoscale research, data interpretation and analysis, and how to ‘critique’ the scientific literature. Teachers develop and implement, a classroom‐learning module integrates their nanoscience research experience into the K12 curriculum.Grant Funding Source : National Science Foundation, Shell

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science; (b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

The Faculty Learning About Geriatrics (FLAG) Program: Bringing Together Experts in Geriatric Nursing Education

Strengthening geriatric content in schools of nursing is a key initiative for the Minnesota Hartford Center of Geriatric Nursing Excellence. The first Faculty Learning About Geriatrics (FLAG) program was implemented in the summer of 2008. Selected nursing faculty from across the Upper Midwest and tribal colleges have successfully completed the FLAG program in the last 2 years. Participants completed a 5-day summer institute at the University of Minnesota and a 1-year mentorship program. The FLAG program is designed to broaden expertise in geriatric nursing through building teaching and academic leadership skills and to increase content knowledge through collaboration with academic and geriatric leaders. This article provides an overview of the educational experience of FLAG participants who have earned the title of FLAG program fellow. The perspectives of the FLAG mentors and fellows are highlighted.

Utilizing Google Earth to Teach Students about Global Oil Spill Disasters

ABSTRACT The United States is currently experiencing its worst man-made environmental disaster, the BP Deepwater Horizon oil leak. The Gulf of Mexico oil spill is severe in its impact, but it is only one of several global oil spill disasters in history. Students can utilize the technology of Google Earth to explore the spatial and temporal distribution of oil spills. In addition to increasing content knowledge of oil spills, Google Earth assists in developing student geographic and technologic literacy. Designed for a middle school science class, this activity may also be used in English, history, math, art, and poster-making.

Survey of the Goals and Beliefs of Planetarium Professionals Regarding Program Design

Despite decades of research on the importance of engagement and interaction in learning experiences, programs produced for planetarium audiences are primarily passive in nature. Planetarium professionals were interviewed with regard to their goals and beliefs for planetarium experiences, specifically focusing on goals for children, and their interest with regard to a program format that integrates segments of live interaction with automated content N=36 . Planetarium professionals’ goals most frequently reflect increasing content knowledge and motivating audiences to continue learning. To meet these goals, they often cite live interaction as a key strategy for elementary-aged audiences. Further, planetarium professionals often combine live interaction with prerendered automation. These results suggest that the planetarium community’s goals and beliefs are at odds with the current model of passive planetarium production and that the frontline professionals would support opportunities that support their ability to actively engage their audiences.

Environmental Education & Ecology in a Life Science Course for Preservice K—8 Teachers Using Project Wildlife in Learning Design

During laboratory sessions devoted to ecology, 182 preservice K—8 teachers participated in a Project Wildlife in Learning Design (WILD) workshop. Participants rated the workshop highly, indicated they would use more inquiry-based activities, and were more interested in teaching ecology following the workshop. Post-test scores indicated an increased content knowledge of ecology.

Design of Online Professional Development in Science Content and Pedagogy: A Pilot Study in Florida

The Exploring Florida Science project goals were: (1) increasing content knowledge of secondary science teachers, specifically in topics that are important to the future of the state, and (2) providing secondary science students with digital media for use in project-based learning. A team of instructional designers, educators, scientists, web designers and teacher educators designed an online professional development environment. Needs analysis included identification of the high incidence topics on the state science achievement test and topics of socio-scientific importance in the state. Development followed tenets of design-based research, and was guided by E-Learning for Educators standards and evaluated for content, pedagogy and usability using rubrics based on established guidelines. This paper details design, development, and evaluation frameworks, and summarizes pilot testing outcomes.

Implementing a tactical approach through action research

Background: Influenced by the original observations of Bunker and Thorpe, physical education theorists began to question the effectiveness of a traditional model for teaching games and have increasingly begun to believe that concentrating only on specific motor responses (techniques) fails to take into account the contextual nature of games. Games knowledge refers not only to the ability to execute complex motor skills but also to decisions concerning the appropriate use of the skill within the context of the game situation. Thus advances in sport pedagogy have resulted in a dialogue between whether skill/technique development or strategy/tactical skill development is more important in learning how to play a game or sport. Rather than deepen an either/or dichotomy, Griffin et al. introduced an approach that accentuates the connection between technique and tactics. The more the author of this paper analyzed the potential benefits of a tactical approach relative to problems inherent to the traditional approach, the more apparent it became that changes were necessary in her teaching strategy. Purpose: The purpose of this paper is to introduce the methods, selected findings and a discussion of an action research on implementing a tactical approach to teaching tennis in a pre-service teacher education setting. The major purpose of this study was to investigate physical education majors' and their teacher educator's perceptions regarding the implementation of a tactical games approach in an eight-week tennis class. Participants and setting: The main participant of this investigation was a physical education teacher education (PETE) practitioner who studied her own practice. There were also the student participants of this study who were 18 pre-service PETE majors, 10 females and eight males ranging from freshman to senior. Pseudonyms were used to protect the participants' identity. The study was conducted during an eight-week tennis course that met twice a week for 90 minutes. Research design: The research design used for this study was a self-reflective inquiry conducted by the teacher educator considered as action research, a process in which teachers systematically and critically reflect on their work and make changes in their practice as a result of their reflection. Teachers are actively involved in their own educational process. The ‘products’ of action research generally include the generation of knowledge about teaching and learning, increased understanding of practice, and improvements in teaching and learning. This research fully describes the first action research cycle of planning, acting, observing, and reflecting on the implementation of a non-traditional teaching approach. Data collection: Action research was used to investigate the process. Data collection techniques included: teacher educator's self-reflection, pre-service teachers' reflections, student interviews and videotaped observations. Self-reflections were collected after all classes. Each entry of the journal was accompanied by the date of the class or event and contextual information, such as time, location, participants, focus of observation or reflection. The immediate reflections were audio-taped at the conclusion of each class and then transcribed. In addition, every class was also videotaped to aid the reflection process. Students were also asked seven times during the semester to reflect on their learning experience at the conclusion of the class. Finally, all student interviews were conducted at the conclusion of the eight-week class. Data analysis: The data were analyzed using the inductive method for the reflective journals and constant comparison for the interviews. The videotapes were viewed to observe commonalities and differences between reported findings from participants and actual events that had taken place during class time. Findings: The teacher educator's experience indicated that a tactical approach resulted in an increased content knowledge, which was essential in the development of the question/answer (Q/A) session of a tactical lesson. Learning to use the Q&A session occurred in a three-step learning continuum: imitation, rephrase, and dual-directional conversation. The increased understanding of the approach resulted in a shift in her beliefs about teaching. The participants indicated that the experience was meaningful because of combining skill development and tactical knowledge in the game context while in a fun environment. The participants emphasized the importance of the Q&A session and suggested that the questions challenged them cognitively and provided feedback about their performance. Conclusions: Participants experienced frustration during the initial stages of the study. Nonetheless, pre-service teachers reported that a tactical approach improved their tactical knowledge and increased interest and excitement for both teacher and students. The struggle between long-standing habits of traditional thought and practice and the different thinking and practices required by a tactical approach was difficult but attainable for all participants.

Increased Content Knowledge of Students with Visual Impairments as a Result of Extended Descriptions

The National Center for Accessible Media has developed a technology and protocol for inserting extended, enhanced descriptions of visually based concepts into artificially paused digital video. These “eDescriptions” describe material not fully explained by a narrator and provide analogies and explanation specifically designed for students who are visually impaired. In two experiments, fourth-grade students with visual impairments listened to video clips of narrated, age-appropriate curricular material with eDescriptions inserted along different organizational frameworks, as well as video with only standard narration. Students were first assessed on prior knowledge of the content to be covered in the videos. After three weeks, each student listened to the videos and answered questions assessing content acquired from the presentations. Students performed better on content tests for material that included eDescriptions than for material that only had standard narration. This effect was strongest when eDescriptions were placed prior to relevant material in a video. While the most effective strategy was using descriptions followed by the relevant video, both students and teachers preferred hearing a word first, followed by its definition. Other elements determined important to the creation of effective eDescriptions included selection of developmentally age appropriate vocabulary, length of individual eDescriptions, and overall length of a video when eDescriptions were added. The usefulness of eDescriptions for increasing acquisition of content information points to the need for further research into auditory description.

Learning About Therapy Theories

ABSTRACT A scale of therapist theoretical orientation, the Theoretical Evaluation Self Test (TEST), was tested as a tool for increasing content knowledge about psychotherapy theories, and as a means to stimulate reflective learning. MSW students displayed statistically significant gains in content knowledge after completing the scale and related self-scoring materials, as measured by a pre- and posttest design. Both MSW students and practitioners rated TEST as an effective educational experience. The most frequent qualitative response was that TEST increased insight and understanding of theoretical preferences. Applications of TEST as an educational tool for graduate students and practicing clinicians are discussed.