Teaching Instrument Research Articles

Kolekcje chrześcijaństwa w średniowieczu – próba odczytania znaczenia na podstawie wybranych przykładów

Niniejszy tekst rozważa znaczenie i treść trzech typów średniowiecznych kolekcji kościelnych – skarbców, bibliotek i zbiorów relikwii. Przypadkiem szczególnym są prywatne zbiory osób należących do elit. Jednakże średniowieczne kolekcje chrześcijańskie poprzedzone były poprzez pogańskie zwyczaje gromadzenia przedmiotów wyłączonych z codziennego użytku w grobach. Przytoczono jako przykłady grób Childeryka w Tournai i grób Raedwalda w Sooton Hoo. Skarbiec zawierał przedmioty służące sprawowaniu liturgii oraz regalia – symbole władzy królewskiej. Miały one symbolizować jedność regnum i sacerdotium, głównych rzeczywistości społecznych średniowiecza. Biblioteka – kolekcja książek stanowiła zbiór narzędzi do nauczania i prowadzenia badań naukowych. Zbiór relikwii był obrazem nadprzyrodzonej wspólnoty świętych – osób zbawionych oraz uobecniał jej chwałę przed oczami wiernych. Kolekcja różnorodnych przedmiotów – książek, relikwii, klejnotów, przedmiotów liturgicznych – należąca do uczonego albo do osoby sprawującej władzę spełniała wyjątkową rolę i niosła szczególne znaczenie. Ujawniała ona intelektualne preferencje tej osoby oraz religijne i duchowe wartości, jakimi ona żyła. Znaczenie kolekcji zostało opracowane przez Krzysztofa Pomiana. Twierdził on, że kolekcja jest pośrednikiem między sferą widzialną i niewidzialną, między rzeczywistością śmiertelnych i rzeczywistością nieśmiertelnych. Jednakże koncepcja Krzysztofa Pomiana wydaje się niewystarczająca wobec zawartości, ról i znaczeń wyżej przeanalizowanych kolekcji średniowiecznych. Możliwe jest jednakże zastosowanie do opisu i interpretacji kolekcji pojęć epifanii i znaku czasu.

Design of warm-acupuncture technique training evaluation device

To design a warm-acupuncture teaching instrument to train and evaluate its manipulation. We refer to the principle and technical operation characteristics of traditional warm-acupuncture, as well as the mechanical design and single-chip microcomputer technology. The device is consisted of device noumenon, universal acupoints simulator, vibration reset system and circuit control system, including frame, platform framework, the swing framework, universal acupoints simulator, vibration reset outfit, operation time circuit, acupuncture sensation display, and vibration control circuit, etc. It can be used to train needle inserting with different angles and moxa rubbing and loading. It displays whether a needle point meets the location required. We determine whether the moxa group on a needle handle is easy to fall off through vibration test, and operation time is showed. The device can objectively help warm-acupuncture training and evaluation so as to promote its clinical standardization manipulation.

科教协同、产教融合，成就实验教学新特色

湖北省材料科学与工程实验教学示范中心以科教协同、产教融合为实践育人的特色模式，以“学生为本，夯实基础、依托学科、突出创新、注重能力”为实验教学理念，全力打造了“三四五”立体化实验教学体系，通过科研课题项目化、知名学者导师制、科研小组进团队和科研设备本科化等先进的管理模式作保障，在实验教学改革、师资队伍建设、实验教学管理、运行机制建设等方面都取得了系列成果。 Based on the education model of coordination of science & education, integration of production & study and the teaching philosophy of “student-oriented, consolidating the foundation, relying on disciplines, highlighting the innovation, focusing on ability”, materials science and engineering experimental teaching demonstration center of Hubei province formed a “three four five” three-dimensional experimental teaching system. The center through a series of advanced management mode, such as transforming the research projects into engineering projects, requiring well-known scholars as mentors, encouraging students to follow their teachers to carry out scientific research and using parts of scientific instruments in the experimental teaching of undergraduate, has made a series of achievements in experimental teaching reform, teaching staff construction, experimental teaching management, operational mechanism construction, and so on.

C-Negotiation Game: An educational game model for construction procurement and negotiation

Abstract Construction procurement and negotiation is one of the key subjects in construction management education. However, most related courses involve only lectures without engaging students in real cases. Although educational games have been reported to be effective in motivating students' learning, a limited number of studies have focused on developing a realistic negotiation game as a teaching instrument in a class. We developed a web-based negotiation game, named C-Negotiation Game, for enabling students to make simulated decisions in construction procurement and negotiation processes. The game enables students to play the role of either contractor or supplier, schedule the required procurement, evaluate prospective negotiating parties, conduct parallel negotiations, allocate materials to projects, and manage the cash flow. The game is also equipped with randomization features such as assigning random quality performance levels to different suppliers. An experiment was conducted using 72 participating students, and the results indicated a significant improvement of at least 20.16% in the students' posttest scores regardless of the pretest scores.

Het Belgische tijdschrift Grafiek en de katholieke interpretatie van de modernistische typografie tijdens de jaren dertig en veertig

Grafiek (1936–2000) was a Belgian graphic arts periodical published by KOLVO, the alumni union of the ‘Kunstdrukschool Sint-Lucas’ in Ghent. Focusing on the first 25 issues (1936–1948) this article is a first investigation of how the graphic style evolved at this school during the early period of the modern graphic design. Leading man of both the Kunstdrukschool and Grafiek was friar Jan Peeters, who tinkered a design method that served as a pedagogical instrument. His method was inspired (directly or indirectly) by the writings of modernist pioneers such as Jan Tschichold. For a Catholic designer in Belgium in the early twentieth century, shaping the new profession of the graphic designer that combined progressive (modernist) aesthetics with deep religious catholic incentives clearly was a struggle. DOI: 10.18146/2213-7653.2016.264

Het Belgische tijdschrift Grafiek en de katholieke interpretatie van de modernistische typografie tijdens de jaren dertig en veertig

Grafiek (1936–2000) was a Belgian graphic arts periodical published by KOLVO, the alumni union of the ‘Kunstdrukschool Sint-Lucas’ in Ghent. Focusing on the first 25 issues (1936–1948) this article is a first investigation of how the graphic style evolved at this school during the early period of the modern graphic design. Leading man of both the Kunstdrukschool and Grafiek was friar Jan Peeters, who tinkered a design method that served as a pedagogical instrument. His method was inspired (directly or indirectly) by the writings of modernist pioneers such as Jan Tschichold. For a Catholic designer in Belgium in the early twentieth century, shaping the new profession of the graphic designer that combined progressive (modernist) aesthetics with deep religious catholic incentives clearly was a struggle.

Validation of Teaching and Learning Guiding Principles Instrument for Malaysian Higher Learning Institutions

Validation of Teaching and Learning Guiding Principles Instrument for Malaysian Higher Learning Institutions

WATCH Scrubs: a video observational study of workplace-based learning at Sacred Heart Hospital.

Workplace-based learning remains the cornerstone of clinical training. Teaching in the clinical environment promotes active engagement as trainees are required to combine their competencies (e.g. skills in history taking, examination and clinical reasoning) to determine an appropriate course of action. High-quality clinical teaching supports and scaffolds trainees' learning in clinical workplaces. This study aimed to explore the quality of clinical teaching at a large teaching hospital. A retrospective video observational study of 9years of workplace-based learning at Sacred Heart Hospital, a large private teaching hospital, was conducted. Each academic year was observed by one researcher. Clinical teaching encounters were identified and analysed using the Warwick Assessment insTrument for Clinical teacHing (WATCH). Descriptive observation notes were recorded and analysed thematically. A total of 131 teaching encounters provided by 12 tutors were identified. The 15-item instrument demonstrated a Cronbach's alpha of 0.89. The hidden curriculum, role modelling and reflection played prominent roles in trainees' personal and professional development. Trainees' learning in clinical workplaces extends beyond the formal teaching they receive to include the development of professional behaviours through role modelling and reflection on clinical encounters.

PENGEMBANGAN PERANGKAT PEMBELAJARAN TERPADU BERBASIS KEARIFAN LOKAL UNTUK KELAS III SEKOLAH DASAR DI KABUPATEN MADIUN

<p>This research is attempted to: (1) describe the steps of the development of local-wisdom-based integrated teaching media; (2) describe the quality of the local-wisdom-based teaching media; (3) describe the implementation of local-wisdom-based teaching media; and (4) describe the impacts of the implementation of local-wisdom-based teaching media. The method of the research is Dick and Carey’s model of Research and Development, which frames the development of teaching instruments. The objects of the research are the developed teaching instruments, and the subjects are 10 students of Balerejo II and 30 students of Balerejo IV. The data are analyzed descriptively by using observation record for the teaching events, and appraisal technique for the teaching instruments. The results of the analysis show that: (1) the teaching instruments can be well-developed being measured by the Dick and Carey’s model, which are scored as: 4.22 for Lesson Plan, 4.5 for Media, 4.14 for Teacher’s Guide, 4.26 for Book, and 3.96 Student Work Sheets; (2) the quality of the local-wisdom media is good; (3) the implementation of the model is good, by 89.75% of the application of lesson plan in the fisrt meeting and 91.01% in the second meeting. Students’ response is good, by 40.6 (agree) and 41.2 (very much agree). Teacher’s activities are good in response to the suggested activities of the lesson plan. Students’ activities are good with 99.41% of the activities are relevant to lesson plan, and the average achievement raise significantly. (4) Supporting factors cope with students’ experience in learning amusingly without disturbing contact to their mates. Some disadvantagous factors can be resolved by teacher’s improvisations.</p><p> </p><p>Key words: Teaching Media Development, Integrated Teaching and Learning<em></em></p>

O USO DE MAPAS CONCEITUAIS COMO INSTRUMENTO DIDÁTICO PARA IDENTIFICAR INDÍCIOS DE APRENDIZAGEM SIGNIFICATIVA EM DIFERENTES NÍVEIS DE ENSINO

Atualmente o processo de ensino requer estratégias educacionais que contribuam com a efetiva aprendizagem dos estudantes de maneira dinâmica, bem como novos instrumentos para avaliar esta aprendizagem. Nesse sentido, a elaboração de Mapas Conceituais apresenta-se como uma possibilidade para professores e estudantes acompanharem e caracterizarem o domínio de conceitos e suas relações. O presente trabalho objetivou investigar a contribuição do uso de Mapas Conceituais como instrumento didático promotor de aprendizagem em distintos níveis de ensino, identificando indícios da aprendizagem significativa. Para tanto foram analisados 84 Mapas Conceituais de forma qualitativa de acordo com critérios utilizados como referência para classificá-los em três categorias que indicaram o nível de ocorrência desta aprendizagem. Constataram-se casos de avanços e retrocessos no processo de aprendizagem, características individuais dos estudantes na forma de representação do conhecimento e as evidências da aprendizagem significativa. Com esta análise foi possível compreender os Mapas Conceituais como instrumento didático e avaliativo atual e abrangente para promover aprendizagens significativas. Com ele o estudante é ativo e sujeito principal da aprendizagem, o professor pode valer-se desta ferramenta para averiguar aquilo que o aluno já sabe e ensiná-lo de acordo, um dos preceitos da Teoria da Aprendizagem Significativa.

Accommodating Different Learning Styles in the Teaching of Economics: with Emphasis on Fleming and Mills’s Sensory-based Learning Style Typology

Students prefer to learn in different ways. These learning preferences are commonly known as learning styles. This variety in learning styles among students suggests that instructors should teach their course materials in different ways to cater to different learning styles. In addition, according to (Nilson 2010), when our society is concerned with fairness and equality, teaching to different styles is a main facet of equity. This paper focuses on Fleming and Mill’s VARK model (1992) to describe students’ different learning styles and explain why and in what ways economics instructors can accommodate different learning styles in their teaching. More specifically, the present paper aims to examine different learning styles and introduce teaching tools for accommodating different learning styles in the context of teaching economics. In addition to identifying learning-style-specific teaching instruments for the teaching of economics, the paper provides some prominent examples of each in the literature of economic education. Finally, considering recent advancements and availability of various technologies, existing evidence, general growing consensus on the issue, and many other reasons mentioned throughout the paper, it is argued and suggested that it makes more sense to take a multimodal approach to the teaching of economics.

Ensino de línguas estrangeiras: a poesia como recurso didático

O presente trabalho tem como objetivo fazer uma análise da utilização da literatura, com ênfase na poesia, como recurso didático no ensino de línguas estrangeiras (LE). A análise está baseada na contribuição teórica de alguns textos importantes sobre a temática que mostram quando, por que e de que forma é possível o uso da poesia para esse fim. Levantam-se alguns problemas quanto à utilização inadequada do texto literário nas aulas de E/LE, assim como uma enumeração de argumentos a favor e contra o uso da poesia com essa finalidade. Sugere-se, finalmente, um possível caminho de abordagem metodológica que contemple a poesia como instrumento para o ensino de LE.

Music as an experience integral to the ethnicity of the Mbyá-Guarani of South America

ABSTRACTThe Mbyá culture forms a part of the Guaraní ethnic group that mainly inhabits the territories of south-eastern Brazil, in the Province of Misiones – Argentina, and the Republic of Paraguay. This article will focus mainly on field observations I have made in different communities in these countries, and which will try to synthetically reveal aspects of musical transmission that cross horizontally with an analysis thereof. It forms part of a larger work of investigation which dates from the year 2001, arising from my professional concern to address a gap in the knowledge available to student teachers taking the subject of Didactics of Music during Teacher Training course for Primary School. As a basic requisite of the course, the students were asked to do some research work concerning the native guaraní music, but unfortunately they were not able to find regarding material. The manifest lack of information led me to develop a training programme for teachers in the Province of Misiones that was called ‘The Mbyá Sound Art as a Pedagogical Instrument, in the service of education for the cultural identity’, which was sanctioned by the Ministry of Culture, Education, Science and Technology of the Province. My objective was to communicate general aspects of Mbyá history and culture, to teach also the musical expressions through the implementation of workshops that included the construction of the mimby etá1 and the learning of dances and songs.

Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching

The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positive attitudes towards basic science teaching. However, the respondents had some reservations about their ability to facilitate hands-on activities and laboratory work in their future science lessons. It was recommended that science tutors should integrate science content into their science methods courses to improve the pre-service teachers’ science content and pedagogical content knowledge.

Understanding the patient experience through the power of film: A mixed method qualitative research study

BackgroundFor decades film has proved to be a powerful form of communication. Whether produced as entertainment, art or documentary, films have the capacity to inform and move us. Films are a highly attractive teaching instrument and an appropriate teaching method in health education. It is a valuable tool for studying situations most transcendental to human beings such as pain, disease and death. ObjectivesThe objectives were to determine how this helps students engage with their role as health care professionals; to determine how they view the personal experience of illness, disease, disability or death; and to determine how this may impact upon their provision of patient care. Design, Setting and ParticipantsThe project was underpinned by the film selection determined by considerate review, intensive scrutiny, contemplation and discourse by the research team. 7 films were selected, ranging from animation; foreign, documentary, biopic and Hollywood drama. Each film was shown discretely, in an acoustic lecture theatre projected onto a large screen to pre-registration student nurses (adult, child and mental health) across each year of study from different cohorts (n=49). MethodA mixed qualitative method approach consisted of audio-recorded 5-minute reactions post film screening; coded questionnaires; and focus group. Findings were drawn from the impact of the films through thematic analysis of data sets and subjective text condensation categorised as: new insights looking through patient eyes; evoking emotion in student nurses; spiritual care; going to the moves to learn about the patient experience; self discovery through films; using films to link theory to practice. ResultsDeeper learning through film as a powerful medium was identified in meeting the objectives of the study. Integration of film into pre registration curriculum, pedagogy, teaching and learning is recommended. ConclusionThe teaching potential of film stems from the visual process linked to human emotion and experience. Its impact has the power to not only help in learning the values that underpin nursing, but also for respecting the patient experience of disease, disability, death and its reality.

Student Perceptions to Teaching Undergraduate Anatomy in Health Sciences

Anatomy and physiology teaching has undergone significant changes to keep up with advances in technology and to cater for a wide array of student specific learning approaches. This paper examines perceptions towards a variety of teaching instruments, techniques, and innovations used in the delivery and teaching of anatomy and physiology for health science students, and asks whether active learning through more progressive methods of teaching is beneficial for students across health science disciplines. In total, 138 health science students consisting of 32 biomedical science students, 52 exercise and sports science students, and 54 health and physical education students completed the retrospective study. Biomedical science students were least receptive to progressive teaching modalities, preferring anatomical dissections to laboratory workbooks ( p <0.05) and body painting ( p <0.05). In comparison, students from health and sport related degrees responded significantly better to anatomical models and laboratory workbooks than anatomical dissections ( p <0.001). While gender differences were subtle, males responded positively to online multiple-choice question resources (p < 0.05) in comparison to females. Following a multimodal delivery of anatomy and physiology, students from all cohorts reported feeling significantly more confident ( p < 0.005) when discussing all material in the course. The results obtained demonstrate differences amongst cohorts, which indicate that student perceptions to learning anatomy and physiology are dependent on individual course expectations. Moreover, these results support “hands on” practical teaching, and the use of a variety of teaching tools to foster learning and enjoyment of anatomy and physiology in health sciences.

A Study of The Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

Background:Appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students’learning frustration and obstacle caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students 'attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load.With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect.Material and methods:It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment.Results:The results show that including images into structural text information presents significant effects on students’learning outcome and the reduction of cognitive load.Conclusions:This paper presents recommendations for the results, hoping it is help for our teachers to enhance students' learning and teaching methods.

Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times

Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times

Implementasi Kurikulum 2013 Bagi Guru SMA Negeri Aceh Tamiang

In order to meet the educational goals, teachers have to prepare the tools of learning. Those tools have the roles as the instrument of teaching and learning activities Teaching and learning activities have to be supported by interesting stages activities, so students have more focus and have the active roles in learning. The objectives of learning can be achieved if teachers can adapt the learning activities into the changing policies, one of them are, the 2013 curricula. This research aims to see the implementation of 2013 curicula in the learning activities of biology teachers in government highschool of Aceh Tamiang. The method used in this research is the descriptive qualitative. The samples are 10 biology teachers. The location of research are in government highschool in Aceh Tamiang, including SMA Negeri 1 Manyak Payed, SMA Negeri 2 Percontohan, SMA Negeri 1 Kejuruan Muda, SMA Negeri 2 patra Nusa dan SMA Negeri 2 Kejuruan Muda. The instruments of the research are 1) Observation 2) Interview. Result of this research shows that schools are implementing the 2013 curricula.However, the research shows that the implementation of 2013 curricula is not fully completed. This shows that socialization and the training are not fully implemented, the ineffective of the training of 2013 Curricula. Teachers are not in maximum effort in implementing the 2013 curricula because the limited of the organizing system, the resources are not sufficient, and the assessment that seems so difficult. The result of analysis above shows the teachers preparedness in implementing of 2013 curricula is categorized as not sufficient.

Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course

Abstract Background: Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL. Methods: Data were collected from senior students (n=85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teaching instrument. After intervention, perceptions of both the groups about their respective teaching method were evaluated using questionnaires, the resulting scores were compared to those obtained in the LBL group. Results: The CBL group showed significantly better scores in course examination (p&lt;0.05) as compared to the LBL group. Seventy-seven (90.6%) students in the CBL group opined that CBL improved their learning and clinical problem-solving skills. CBL also provided them with better understanding (90.6%) and preparation for examinations (90.6%). CBL group improved markedly in comparison to the LBL group with regard to learning motivation (p=0.040), clinical reasoning ability (p=0.023) and clinical problem-solving ability (p=0.022). Conclusions: Our findings demonstrate that CBL is a more effective teaching strategy as compared to LBL in a CLI course. Consequently, the implementation of CBL in teaching a CLI course helps students to improve their learning motivation, problem solving abilities and mastery of knowledge.