Instructional Guidance Research Articles

Methodic assistance as a technological level of methodic guidance for professionally oriented foreign language education

The article deals with the problem of the methodic guidance for instructors who carry out professionally oriented foreign language education in non-linguistic universities. Based on the content-analysis of the concepts of “methodic guidance”, “methodic assistance”, “methodic support”, the levels of functioning of methodic assistance are determined. Using the empirical research methods and the methods of mathematical statistics, the significance and the necessity of the methodic assistance as a technological component of the methodic guidance is confirmed. The main aim of the methodic assistance is to minimize the difficulties in the work of the instructor and thereby to create the conditions for his personal and professional growth. The article also provides an example of the methodic assistance to an instructor for specific didactic and methodic maintenance of foreign language education in German for technical areas of training.

골프지도자의 지도가치관과 강습지식 및 지도역량의 관계

골프지도자의 지도가치관과 강습지식 및 지도역량의 관계

Analysis of Industrial Practice Problems in Automotive Students

Abstracts. The objectives of this study include 1) analyzing the problems of industrial practice by students, and 2) strategies to improve the quality of industrial practice of students with educational autonomy techniques. The method in this research is descriptive research with cluster random sampling technique. The selection of this population is the entire University in Central Java, namely the Veterans University of Semarang and Muhamamdiyah Purworejo University and Yogyakarta namely the Sarjanawiyata Tamansiswa Yogyakarta University. From the results of the questionnaire distributed, it turns out that 53% stated that the study program in general did not prepare the practice first before leaving for Industrial Practice. There are 18% of students who are not serious in carrying out industrial practices in industrial sites, and there are 24% of disciplines that are reduced after industrial practices. In addition there are 12% who do not understand the flow of industry practice and 6% of difficulties in making reports. From the questionnaire above stated that 57% of the shortcomings of managing industrial practices is the absence of an agreement between the competencies that must be studied in the study program and those that will be learned in the industry. There are a number of steps that must be taken in improving the quality of industrial practices, he said, by 75% stating that there must be an update in learning in the industry, 83% should have guidelines for learning industrial practices, for 67% there are guidance for guidance for instructors in the field, amounting to 75% there are guidance guidelines for supervisors who conduct guidance to the industry.

A Hypothetical Learning Progression for Quantifying Phenomena in Science

In this article, we report on a three-pronged effort to create a hypothetical learning progression for quantification in science. First, we drew from history and philosophy of science to define the quantification competency and develop hypothetical levels of the learning progression. More specifically, the quantification competency refers to the ability to analyze phenomena through (a) abstracting relevant measurable variables from phenomena and observations, (b) investigating the mathematical relationships among the variables, and (c) conceptualizing scientific ideas that explain the mathematical relationships. The quantification learning progression contains four levels of increasing sophistication: level 1, holistic observation; level 2, attributes; level 3, measurable variables; and level 4, relational complexity. Second, we analyzed the practices in the Next Generation Science Standards for current, largely tacit, assumptions about how quantification develops (or ought to develop) through K-12 education. While several pieces of evidence support the learning progression, we found that quantification was described inconsistently across practices. Third, we used empirical student data from a field test of items in physical and life sciences to illustrate qualitative differences in student thinking that align with levels in the hypothetical learning progression for quantification. By generating a hypothetical learning progression for quantification, we lay the groundwork for future standards development efforts to include this key practice and provide guidance for curriculum developers and instructors in helping students develop robust scientific understanding.

Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

AbstractThe newly developed Four‐Dimensional Ecology Education (4DEE) framework, produced by the Ecological Society of America, provides updated guidance for undergraduate instruction. To help instructors align their courses to this framework and assess student progress toward its goals, we have recoded the comprehensive programmatic assessment Ecology and Evolution‐Measuring Achievement and Progression in Science (EcoEvo‐MAPS) and reanalyzed a national dataset of over 2000 undergraduate student responses. Here, we show how the EcoEvo‐MAPS questions align to the 4DEE framework and provide student performance data across the dimensions and elements. We also include information from student interviews to help inspire educators to develop new lessons, additional assessment questions, and other course materials in these areas. Finally, we provide information on a new web‐based portal that allows instructors to easily administer EcoEvo‐MAPS to students and receive an automatically generated score report that aligns results to the 4DEE framework.

The ADSA Ten Minutes Saves a Life! App

The ADSA Ten Minutes Saves a Life! App

Shellfish Aquaculture Map Viewers: An Assessment of Design, Data, and Functions to Inform Planning and Siting in the United States

Shellfish aquaculture in the United States contributes to the global seafood supply, provides habitat and restoration opportunities, and enhances the economic sustainability of coastal communities. Most marine aquaculture production (two-thirds by value) in the United States comprises bivalve shellfish (oysters, clams, and mussels). As the marine aquaculture footprint grows, so too does the potential for negative environmental and space–use interactions. To streamline shellfish aquaculture permitting, many states have developed web-based aquaculture map viewers to communicate critical regulatory, space–use, and natural resource information. In this study, 18 state-level shellfish aquaculture map viewers were reviewed for common design approaches, important data considerations, and useful tools and functions. Key characteristics of a successful shellfish aquaculture map viewer include a user-friendly interface, instructional guidance, the ability to assess both opportunity and risk, inclusion of authoritative data, and a long-term maintenance plan for the viewer and data. The most common design approaches reviewed were Esri Web AppBuilder and Google. Viewers ranged from having 3–27 layers, with “view orthoimagery” (94%) as the most commonly occurring function. This review provides valuable information on using map viewers and technological innovation to communicate shellfish aquaculture planning and permitting information to a variety of stakeholders.

A methodology to surface aspects of organizational culture to facilitate Lean Implementation within SMEs

The purpose of this paper is to provide an instructional guidance on how to surface aspects of organisational culture (OC) that effect lean implementation within small and medium sized manufacturing organisation. This paper describes how grounded theory and action research can be used inside each other. The paper suggests to not only using a translation method to validate the result but to use also inter-rate reliability to increase the validity and reduce the subjectivity. The paper also demonstrates how different technique can help management research by including in a time effective way.

Is hybrid-PBL advancing teaching in biomedicine? A systematic review

BackgroundThe impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance such as problem-based learning (PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences.MethodsStudies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL were systematically reviewed. Specifically, this review addressed the following question: does h-PBL in biomedical sciences result in superior marks and a better student’s perception of the teaching and learning process?ResultsWe found that the use of h-PBL in higher biomedical sciences was superior compared to TT and pure-PBL. This was evidenced by the higher performance of the students in h-PBL as well as the level of student’s satisfaction as compared to TT or pure PBL.ConclusionsThese findings encourage more research on investigating the pedagogical benefits of h-PBL. In addition, these data support an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

Effects of system response delays on elderly humans\u2019 cognitive performance in a virtual training scenario

Observed influences of system response delay in spoken human-machine dialogues are rather ambiguous and mainly focus on perceived system quality. Studies that systematically inspect effects on cognitive performance are still lacking, and effects of individual characteristics are also often neglected. Building on benefits of cognitive training for decelerating cognitive decline, this Wizard-of-Oz study addresses both issues by testing 62 elderly participants in a dialogue-based memory training with a virtual agent. Participants acquired the method of loci with fading instructional guidance and applied it afterward to memorizing and recalling lists of German nouns. System response delays were randomly assigned, and training performance was included as potential mediator. Participants’ age, gender, and subscales of affinity for technology (enthusiasm, competence, positive and negative perception of technology) were inspected as potential moderators. The results indicated positive effects on recall performance with higher training performance, female gender, and less negative perception of technology. Additionally, memory retention and facets of affinity for technology moderated increasing system response delays. Participants also provided higher ratings in perceived system quality with higher enthusiasm for technology but reported increasing frustration with a more positive perception of technology. Potential explanations and implications for the design of spoken dialogue systems are discussed.

A Study on the Assessment in Art Education for Developing the Next National Art Curriculum

본 연구의 목적은 교육과정에서 제시하는 미술과의 평가를 종합적으로 점검하고 이를 토대로 차기 교육과정의 핵심 역량에 기초한 미술과 내용 체계 및 교수·학습 방법과 연계한 미술과 평가를 제안하는 것이다. 이 시대의 교과 평가는 학생들의 학습 능력을 점검하고 이를 다시 교사의 교수·학습 계획에 환류할 수 있는 실질적인 기능을 해야 한다는 데 본 연구의 핵심이 있으며, 이를 위하여 교육과정 내에서 연계적 특성이 고려되어야 한다는 생각에서 본 연구가 출발하게 되었다. 이를 위하여 첫째, 2015 개정 교육과정의 각 교과별로 평가 및 평가도구가 교과 특성에 따라 어떻게 제시되었는가를 알아보았으며, 제1 차부터 2015 개정 교육과정까지 일반 교육과정에서 미술과의 평가가 어떻게 변화되었는지를 살펴보았다. 둘째, 2015 개정 교육과정의 초·중학교 미술과 성취기준에 따른 평가기준을 점검함으로써 차기 교육과정에서 성취기준 및 평가기준의 개발 시 고려해야 할 사항을 제안하고자 하였다. 셋째, 선행 연구를 통해 제시한 바 있는 핵심 역량에 기초하여 내용 체계 및 교수·학습 방법과의 연계를 고려한 미술과 평가도구의 실제를 제안하였다. 본 연구는 미술과 평가에 대한 전반적이고 포괄적 인 연구로서, 차기 교육과정 개발을 위한 의미 있는 기초 연구로 활용되기를 기대한다.The purpose of this study was to examine the system of the assessment in national curriculums including art education, and to propose the assessment for the next National Art Curriculum in relation to the core competencies and instructional methods in art education based on previous studies of co-workers. The assessment in the curriculum should be focused on examining students learning abilities and being a practical standard for teachers’ instructional guidance as feedback. For this purpose, the following were planned. First, each subject’s assessment in 2015 revised National Curriculum and historical change of the assessment in art education from the 1st to 2015 revised National Curriculum were examined. Second, the achievement and assessment standards of 2015 revised National Art Curriculum were analyzed in order to draw better implications. Third, the assessment methods in art education were proposed, which can be linked with the core competencies, the content system and instructional methods for the next National Curriculum. It was expected that this study would be used as a meaningful basic research for the development of the next curriculum.

Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support

The goal of the study was to develop an adaptive, gaze-contingent learning environment that would support learners in their information-processing behavior when learning from illustrated texts. To this end, three experiments were conducted. In Experiment 1 (N = 32) three groups of learners were identified based on differences in their eye movements obtained while they were learning with a non-adaptive multimedia learning environment. The group of learners who displayed longer fixations times and higher fixations counts on text and pictures as well as more text-picture transitions had better learning outcomes than a group with a less intense information-processing behavior. These findings were used to develop a gaze-contingent adaptive system. It analyzes learners’ eye movements during learning in real time and - in case of poor information processing (i.e., behavior similar to that of the unsuccessful learner group in Experiment 1) - alters the presentation of the materials in a way that is expected to trigger a more adequate processing (e.g., by highlighting relations between text and pictures). In Experiment 2 (N = 79) and Experiment 3 (N = 62) the adaptive multimedia learning system was compared to a non-adaptive, static presentation of the same materials. Experiment 2 showed no differences between both learning systems in terms of learning outcome. In Experiment 3, where the thresholds for adaptive responses were slightly modified, the gaze-based adaptive system hindered learners with weaker cognitive prerequisites, but tended to support learners with stronger cognitive prerequisites. Possible reasons are discussed and future research directions suggested.

Assessment to Promote Equity and Epistemic Justice: A Use-Case of a Research-Practice Partnership in Science Education

Efforts to align educational assessments with the sociocultural foundations of learning and with instruction are limited because we lack evidence of how such systems can be developed and maintained in inherently complex educational settings. Credible use cases are helpful to developing the evidence base, and we present one here: a research-practice partnership between a university and a large urban school district. The goals of our codesigned system include supporting the redistribution of educational opportunities in science classrooms (equity) and supporting and repairing students’ self-perceptions as agents of knowing and reasoning in science classrooms and in the community (epistemic justice). We describe components of the partnership and educational practices that work together to accomplish these aims: curricula with embedded assessments allowing students to figure out rather than be told core ideas, exit tickets that elicit students’ classroom experience, and an instructional guidance system focused on iterative refinement of teacher learning opportunities to support student agency.

A Research‐Driven Laboratory and Literature Course for Senior Biochemistry/Molecular Biology Undergraduates

Biochemistry/molecular biology (BMB) course‐based undergraduate research experiences (CUREs) are part of a growing movement to involve a greater number of undergraduates in authentic research experiences. Positive outcomes of CUREs are manifold, including improvement in scientific aptitude, confidence, and critical thinking skills that make students more likely to become career scientists. Here we describe the structure and outcomes of a one‐semester, senior BMB capstone CURE that pairs two 75‐min weekly discussion/problem‐solving sessions with semester‐long, weekly laboratory research. Within the context of two complex systems (bacterial and influenza infections), students were taught how to approach BMB literature. In the first three weeks of the course, students read and discussed primary literature directly relevant to their laboratory project. Additional literature selected for its demonstration of BMB techniques was presented by students throughout the remainder of the term in an alternating seminar/problem solving format. In the laboratory, all of the students studied homologs of the RNA‐binding protein Hfq, which is small (~11 kDa), thermostable, and present in about half of sequenced bacterial species. All students expressed and purified a previously uncharacterized, wild type Hfq homolog, enabling them to improve their technique with some instructor guidance. Simultaneously, students used databases and primary literature to design independent projects to test their own hypotheses about Hfq from various bacterial species. All pairs of students cloned novel proteins using synthetic biology and successfully purified Hfq at least once. This scaffolded approach to experimentation contextualized fundamental BMB technical skills, boosting understanding of sequence databases, cloning, SDS‐PAGE, protein expression/purification, three‐dimensional protein structure, and activity assays. Final laboratory papers were written using a manuscript submission template from a professional journal and a class‐wide, blinded peer review, furthering the emphasis on an authentic research experience. Students gained an appreciation for the medical impact of basic science and a multidimensional understanding of our discipline. This type of integrated course can be easily customized to emphasize other themes (e.g. cancer) and enhance undergraduate contributions to other original research projects within the time frame of a single semester.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Five Practices for Supporting Inquiry in Analysis

This article describes an inquiry-oriented real analysis classroom in which students were guided to discover mathematics for themselves. To support student inquiry, the framework of “five practices” from K-12 education was used. To illustrate this framework, two case examples are given from actual discussions that took place in this classroom. These examples focus on student construction of sequences of functions, both the space-filling Z-order curve and the Cantor staircase function. The article closes with practical guidance for other instructors who would use the five practices in their higher-level mathematics courses.

Teaching with Cases in Disaster and Emergency Management Programs: Instructional Design Guidance

There is a long history of the use of cases in teaching in post-secondary programs and some fields (e.g., law, medicine, business) have their own distinctive approach to the use of case-based learning methods. Within disaster and emergency management (DEM), which is a relatively new field of post-secondary study, there are as of yet no formally recognized approaches to the use of cases in teaching, and further there is limited research on the disciplinary characteristics of teaching practices in the DEM field. This article presents findings from a study that explored how and why cases are used in post-secondary DEM programs. The methodological approach to the study supported the development of a domain-based outcome theory that explains three different approaches for using case-based learning methods in DEM programs and the functions of cases relative to each of the different types of learning outcomes. This novel conceptual framework for teaching with cases was found to address deficiencies in existing schema for conceptualizing the use of cases in teaching.

Organisation of Instructional Guidance in Zimbabwe: the case of Vocational and Technical subjects in Grade three secondary schools within Masvingo District.

Organisation of Instructional Guidance in Zimbabwe: the case of Vocational and Technical subjects in Grade three secondary schools within Masvingo District.

Experimentation in biology lessons: guided discovery through incremental scaffolds

ABSTRACTExperimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students’ prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners’ individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students’ knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (Mage = 13.02 ± 0.81 years) participated in a four-hour teaching unit on animals’ overwintering strategies. In the pre- and posttest, we assessed the students’ conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students’ knowledge in the posttest when compared to working with no scaffolds or worked-out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples.

The Variability Effect: When Instructional Variability Is Advantageous

Based on cognitive load theory, this paper reports on two experiments investigating the variability effect that occurs when learners’ exposure to highly variable tasks results in superior test performance. It was hypothesised that the effect was more likely to occur using high rather than low levels of guidance and testing more knowledgeable than less knowledgeable learners. Experiment 1, which tested 103 adults studying pre-university mathematics, showed no interaction between levels of variability (high vs. low) and levels of instructional guidance (worked examples vs. unguided problem solving). The significant main effect of variability indicated a variability effect regardless of levels of instructional guidance. Experiment 2, which tested another group of 56 adults enrolled in the same mathematics program, showed an interaction between levels of variability (high vs. low) and levels of learner expertise (novices vs. experts). More experienced learners learned more from high rather than low variability tasks demonstrating the variability effect, while less experienced learners learned more from low rather than high variability tasks demonstrating a reverse variability effect. It was suggested that more experienced learners had sufficient available working memory capacity to process high variability information while less experienced learners were overwhelmed by high variability and learned more using low variability information. Subjective ratings of difficulty supported the assumptions based on cognitive load theory. The major educational implication is that learners should initially be presented with low variability or easier tasks, and as they gain more experience in the task domain, variability or task difficulty should increase.

The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information

AbstractThe new Framework for Information Literacy for Higher Education (ACRL, 2016) highlights the ability to synthesize ideas from multiple sources of information as one of the key knowledge practices. There is little generalizable empirical research based on cognitive science principles to guide information literacy instruction practice. The present study examined the effectiveness of elaborative interrogation instructional strategy on integration and transformation of ideas from multiple sources of information. 86 participants took part in the study via Amazon Mechanical Turk platform. The experiment involved reading five texts on the topic of climate change and responding to embedded elaborative interrogation prompts (treatment groups only), and writing a synthesis paragraph on the topic. Two one-way ANCOVAs were employed to test the hypotheses which indicated that elaborative interrogation prompts did not significantly improve performance on transformation and integration measures. This study contributes to the growing body of literature addressing information literacy instruction based on the new Framework and provides a promising long-term cross-disciplinary research partnership in terms of linking evidencebased guidance for instruction based on cognitive science principles to information literacy knowledge practices in the new Framework.