Classical Teaching Methods Research Articles

Expertise in Interpretation of 12-Lead Electrocardiograms of Staff and Residents Physician: Current Knowledge and Comparison between Two Different Teaching Methods

Background and objectives: Electrocardiogram is a commonly used procedure for diagnosis of heart disease. It is not known doctor skills nowadays and utility of intensive course electrocardiogram teaching. The objective is to evaluate the accuracy in the interpretation of electrocardiograms among residents and staff doctor and evaluate the usefulness of an intensive training course in ECG (one week, 20 hours long) with a standard rotation in cardiology unit. Methods: Participants were included prospectively and divided into two groups for analysis: Hospital Group (82 residents during their Cardiology rotation) and Course Group (71 residents and 41 staff physicians from the audience to a specific electrocardiogram course). They fill in 2 different questionnaires of 10 basic electrocardiograms: “Initial Test” at the beginning and “Final Test” at the end. We assign one point for each correct answer and zero for incorrect one (score range was 0 to 10 points). Results: The score achieved in the “Initial Test” (standard deviation) was 5.09(1.81). Residents obtained 5.28(1.8), and Seniors 4.4(1.6), p=0.006. In the “Final Test” score achieved was 5.91(1.9), Residents obtained 6.03(1.98) and staffs 5.48(1.7), p=0.104. We found no differences in the “Final Test” score between both ECG teaching methods after adjusting. Conclusion: Real ECG knowledge between doctors is poor. Residents obtained better results than staff at the beginning but at the end there were not statistic differences. Intensive course were similar to classical teaching method.

Study on Classical Chinese Characters Vocabulary's Teaching and Learning Methods

Study on Classical Chinese Characters Vocabulary's Teaching and Learning Methods

Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms

This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms.

Challenges of Teaching English Language to English language learners at Private Universities in Jordan

Teaching English language in a foreign environment can be a hard task for both ESL teachers and English language learners (ELLs. The current teaching methods used in some of the classrooms in foreign environments are similar to classical teaching methods. Students sit, listen, and wait for the teacher to explain everything related to class. Therefore, ELLs would agree with their teachers most of the time. The result of such a teaching method is not always satisfactory for students because teachers forget the fact that students have different learning preferences and different cultural backgrounds. Consequently, teaching English in such environment challenges ESL teachers and make teaching process difficult. This paper focuses on some of the major challenges in teaching English language at private universities in Jordan. The finding of this qualitative research study showed that the academic level of ELLs was affected by their cultural backgrounds and their first language.

Emotions at Work. The Management of Emotions in the Act of Teaching

“Emotions at work” is about combining the process of teaching with the power of emotion. Managing the emotions during teaching process conducts to the best memorising process. We just set emotion on its place. Teaching by emotion makes school more fun and more attractive. It can be performed under any system, into any country, into any culture. This is a theoretical base for developing a longitudinal scientific survey for the named method. The performance of the method will be evaluated against the classical teaching methods. Our next goal is presenting the results on the 7th International Conference Edu World 2016.

Инженерно-графическая подготовка студентов строительных специальностей с использованием современных программных комплексов

We should equip the graduates of technical universities with the most modern knowledge. It is one of the most impor - tant teaching aims. Civil engineer must be able to draw, read drawings, simulate parts, mechanisms, structures, buildings and sites on their computers. This is a great amount of knowledge and a huge range of skills, and their formation requires a gradual transition from drawings using pencil and ruler, through a standard drawing program (such Autodesk AutoCAD and Compass ASCON) to the more complex software systems (AutoCAD, Revit and AutoCAD Civil 3D). The article presents our experience in developing educational programs for undergraduate and specialties. The program is designed for "General construction", "Railway Construction", "Management of the technical condition of the railway track", "Bridges", "Tunnels and Subways", "Industrial and Civil Engineering", "Water supply and sanitation". The system of training is based on a modular principle. The first module "Descriptive Geometry" uses the classic teaching methods. Although it is supplemented by modern visualization tools (electronic posters, presentations, 3D models). The second module "Engineering Graphics" is built with a focus on computer way of doing drawings. At this stage, we form the basic skills of drawing and 3D-modeling. The main goal the next phase of training (course "Computer Graphics") is to form good skills in computer-aided design. In the last stage (course "Software"), we use the most modern software systems using BIM. An integrated approach can effectively reach both local and general educational purposes and creates a base for the formation of core professional competencies engineer.

Spanish instructors’ operationalisation of task complexity and task sequencing in foreign language lessons

A main goal of research on task-based/supported language teaching is to inform foreign/second language classroom practices. However, while literature abounds detailing how tasks can be sequenced to maximise learners’ cognitive engagement and language development in experimental contexts, little is known about how instructors interpret and incorporate this research into their classroom practices. The current study contributes to this research need by examining how university-level Spanish FL instructors operationalise task complexity and determine task sequencing in a lesson following training on the Triadic Componential Framework and SSARC model, and how instructors interpret the outcomes of their task sequence. Eight graduate student instructors of FL Spanish in a task-supported language department participated in the study, which took place over a year. In the fall semester, instructors took a FL teaching methods class, which included a unit in which they designed a two-task sequence of increasing complexity. The following spring, the instructors implemented their task sequence in a lesson, were interviewed afterwards and completed an electronic questionnaire. Results demonstrate that graduate student instructors utilised the research presented in training when operationalising cognitive complexity and determining task sequencing. These instructors also focused on task outcomes relating to the requirements of their highly structured teaching context (e.g. the linguistic outcome of the task) rather than communicative, real-world task demands.

The Effect of Computer Assisted Instruction on Achievement and Attitude of Primary School Students

The purpose of this study is to determine the effects of using computer assisted teaching method. The model of the study is experimental design. A sample of 46 students was randomly selected and assigned into experimental and control groups. While the lessons of the experimental group were taught with computer based teaching method, the lessons of the control group students were taught with classical teaching methods. The data were obtained by using mathematical achievement test and by using mathematics attitude scale. Data were analyzed using independent t-tests at a .05 level of significance. According to results, the mathematical achievements of all students increased after this process; however the improvement of the experimental group students is higher than control group students. Besides, the average scores of experimental group students obtained from mathematics attitude scale after the teaching process is significantly higher than their scores obtained before the teaching process.

Examining Student Perceptions of Flipping an Agricultural Teaching Methods Course

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, “minds-on” learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods course required in an agricultural teacher education program. Students offered mixed perceptions about this flipped class. The emergent themes included: (a) positive aspects of online lecture, (b) technological issues, (c) positive aspects of classroom learning activities, (d) negative aspects of classroom learning activities, and (e) student beliefs regarding the flipped classroom approach. Based on the findings from this study, a flipped classroom approach seems to have promise as a model for delivering a teaching methods class. As a result, we suggest other instructors of similar courses attempt a flipped classroom approach to test the model in other contexts.

Modeling Collaboration for ESL Teacher Candidates

This article reports on a semester-long project where a TESOL professor and English Education professor modeled collaborative teaching and explicitly taught collaboration skills to a coscheduled teaching methods class consisting of TESOL and Secondary English teacher candidates. Data were collected in the form of pre- and postsemester surveys. In addition to the quantitative survey data, reflections from the candidates were analyzed as were focus group discussions from both groups. The data suggest that explicit instruction and modeling have a positive effect on knowledge and beliefs of preservice teachers relating to professional collaboration.

Simulation techniques in the anatomy curriculum: review of literature

Modern medical education faces a problem of combining the latest technology, procedures and information with classic teaching methods. Simulation is a technique, which replaces or amplifies doctor-patient experiences in controlled conditions and therefore evokes or replicates substantial aspects of the real world in a fully interactive manner. The basic course of anatomy in medical education could be recognised as the best example of implementing new educational techniques such as simulation, into the traditional medical curriculum. The PubMed database was searched using specific key words. Finally 72 articles were accepted and were divided into 3 basic categories of teaching methods: Category 1 - cadaveric dissection, Category 2 - simulator based education and Category 3 - other. A state of the art anatomical curriculum offers numerous possibilities and solutions including the oldest like cadaveric dissection and newest like simulators. Different simulation techniques are used with different intensity; however cadaveric dissection is still the most popular method. The second most frequent method is simulation-based training, in which North America is the leading country. The identification of anatomical structures during virtual surgical procedures or laparoscopic robotic procedures can be integrated into the traditional anatomy course. New technologies are supportive and beneficial in anatomy teaching however each excitement of new technologies sometimes should be tempered and evaluated for its usefulness in making the learning process constructive for students and their future practice.

Initial Validation of a Virtual-Reality Learning Environment for Prostate Biopsies: Realism Matters!

A virtual-reality learning environment dedicated to prostate biopsies was designed to overcome the limitations of current classical teaching methods. The aim of this study was to validate reliability, face, content, and construct of the simulator. The simulator is composed of (a) a laptop computer, (b) a haptic device with a stylus that mimics the ultrasound probe, (c) a clinical case database including three-dimensional (3D) ultrasound volumes and patient data, and (d) a learning environment with a set of progressive exercises including a randomized 12-core biopsy procedure. Both visual (3D biopsy mapping) and numerical (score) feedback are given to the user. The simulator evaluation was conducted in an academic urology department on 7 experts and 14 novices who each performed a virtual biopsy procedure and completed a face and content validity questionnaire. The overall realism of the biopsy procedure was rated at a median of 9/10 by nonexperts (7.1-9.8). Experts rated the usefulness of the simulator for the initial training of urologists at 8.2/10 (7.9-8.3), but reported the range of motion and force feedback as significantly less realistic than novices (P=0.01 and 0.03, respectively). Pearson r correlation coefficient between correctly placed biopsies on the right and left side of the prostate for each user was 0.79 (P<0.001). The 7 experts had a median score of 64% (59%-73%), and the 14 novices a median score of 52% (43%-67%), without reaching statistical significance (P=0.19). The newly designed virtual-reality learning environment proved its versatility and its reliability, face, and content were validated. Demonstrating the construct validity will necessitate improvements to the realism and scoring system used.

The Impact of a Health Methods Class on Pre-service Teachers' Self-Efficacy and Intent to Teach Health

Background Elementary schoolteachers are an important vehicle for teaching students health skills that will carry them through life and reduce their future risk of disease linked to health behaviors. Purpose To determine whether university classroom instruction resulted in increased self-efficacy and intent to teach a skill-based health curriculum for elementary pre-service teachers seeking certification. Methods A quasi-experimental design examined pre-service teachers' self-efficacy, outcome expectations, outcome value, and intent to teach health skills and content in pre-service teachers seeking certification who participated in a teaching methods class compared to controls who did not. Results A significant interaction between groups over time was found for self-efficacy, outcome expectations, and intent to teach. Furthermore, pre-service teachers exposed to the course were more likely to express an intent to teach skill-based health education and outcome values were higher postintervention. Discussion A skill-based health methods class increases pre-service teachers' self-efficacy and desire to teach skill-based health education. Translation to Health Education Practice The importance of health issues in the elementary school, coupled with the fact that most elementary health education is taught by classroom teachers and that self-efficacy is linked to teacher effectiveness, implies that well-designed curricula are imperative for future elementary schoolteachers.

Effect of Different Types of Small-Group Activities on Students’ Conversations

Teaching reform efforts in chemistry education often involve engaging students in small-group activities of different types. This study focused on the analysis of how activity type affected the nature of group conversations. In particular, we analyzed the small-group conversations of students enrolled in a chemistry course for nonscience majors. Group work in this course was designed and facilitated by preservice teachers enrolled in a science teaching methods class. Our results suggest that the types of activities in which students were engaged influenced the extent to which group talk focused on content-related issues. In particular, activities that asked students to compare and contrast different systems, different ideas, or predicted and actual behaviors were often associated with higher student engagement in constructing, transforming, and applying knowledge to make sense of concepts and ideas discussed in class.

The Use of Caricatures in Teaching Verbs1

The aim of this study is to prove that teaching the verbs through caricatures has a great effect on the success of the students in the Turkish lessons. In the study, pre test-post test controlled group model was used. The sample of the study were 80 7 th grade students who were attending a secondary school in Bursa during the education years of 2012-2013. The students were seperated into two groups, each group consisting of 40 students. After having been taught the subject the students were taken to post-test to measure their success. With the experimental group the verbs were taught through caricatures but with the control group the same topic was processed with the classical and traditional teaching methods. At the end of the study the outcomes were compared by considering the sex of the samples towards the Turkish lesson. According to the data obtained, the conclusion was that teaching the verbs through caricatures increases the success in Turkish lessons and it affects the attitudes towards the lesson positiveley. In addition, it was observed that the rate of post- test scores of male students who learned the vebs by means of caricatures was higher than that of post-test scores of female students.

The Perception of Binus University Chinese Speaking Teachers Towards The Speaking Test Questions

In relation to teaching and learning language, speaking always becomes an important skill. Speaking lesson has been designed as the main course in foreign language teaching and teachers have to master the teaching method in class, and he must be able to design a standard speaking test to assess student capability in speaking. In this article, the writer uses the theory of standard speaking test design, and combines it with the result of interview with three speaking teachers of the Chinese Department, BINUS University. This is to analyze the speaking test design and content. The result of the analysis shows that the important parts in speaking test design are reading, questions and answers, and the narration. It is used to assess student’s expression, communication, and the level of phonetic abilities For the test content, the three teachers think that the material must be studied before and it is also possible to use small part from other materials outside the textbook.

THE EFFECT OF COMPUTER ASSISTED TEACHING METHODS ON STUDENT SUCCESS WHEN TEACHING GRAMMAR IN GERMAN LESSONS

The purpose of this study is to compare the effect of Computer assisted education on the students following first grade students of Cukurova University, Department of Turizm ĠĢletmeciligi ve Otelcilik in “Deklination von Adjektiven” with the students learning the same unit with classical teaching method. In this study was an experimental design implemented and performed during 20092010 educational year fall semester. There were 63 students in the control group and 68 students in the experimental group. The application period of the research lasted for 4 weeks. Classical teaching method was carried on in the control group class and in the class of experimental group grammatical education based on Computer-based instruction with the software “Tell Me More”. When the study came to an end, both groups were given the above mentioned 55-question test and told to answer the questions. While the questions were being prepared, the unity of the subject was taken into consideration. The research has revealed that the computer supported teaching is more effective on the student success in the grammatical subjects than the traditional teaching methods. It is such a way that it enlivens the learning medium with audio and visual materials. Thuscourses become more enjoyable and fun, making the student interest, motivation andparticipation rise. Besides, it helps lessen the individual differences and accelerate the learning process according to the cognitive characteristics of the student.

The application of associative approach to general surgery class teaching

According to the characteristics of general surgery class teaching,methods and experiences of the application of associative approach to general surgery class teaching were analyzed,such as word,picture,contrast,comprehensive,analogical and association,which is advantageous to the improvement of class teaching methods,effects and students' study interests and ideation. Key words: Associating teaching; General surgery; Class teaching

USE OF TEACHING METHODS OF BIOLOGY TEACHERS AND OPINIONS ABOUT THE EFFECTS OF THESE METHODS ON STUDENT SUCCESS

USE OF TEACHING METHODS OF BIOLOGY TEACHERS AND OPINIONS ABOUT THE EFFECTS OF THESE METHODS ON STUDENT SUCCESS

E-education in pathology including certification of e-institutions

E–education or electronically transferred continuous education in pathology is one major application of virtual microscopy. The basic conditions and properties of acoustic and visual information transfer, of teaching and learning processes, as well as of knowledge and competence, influence its implementation to a high degree. Educational programs and structures can be judged by access to the basic conditions, by description of the teaching resources, methods, and its program, as well as by identification of competences, and development of an appropriate evaluation system. Classic teaching and learning methods present a constant, usually non-reversible information flow. They are subject to personal circumstances of both teacher and student. The methods of information presentation need to be distinguished between static and dynamic, between acoustic and visual ones. Electronic tools in education include local manually assisted tools (language assistants, computer-assisted design, etc.), local passive tools (slides, movies, sounds, music), open access tools (internet), and specific tools such as Webinars. From the medical point of view information content can be divided into constant (gross and microscopic anatomy) and variable (disease related) items. Most open access available medical courses teach constant information such as anatomy or physiology. Mandatory teaching resources are image archives with user–controlled navigation and labelling, student–oriented user manuals, discussion forums, and expert consultation. A classic undergraduate electronic educational system is WebMic which presents with histology lectures. An example designed for postgraduate teaching is the digital lung pathology system. It includes a description of diagnostic and therapeutic features of 60 rare and common lung diseases, partly in multimedia presentation. Combining multimedia features with the organization structures of a virtual pathology institution will result in a virtual pathology education institution (VPEI), which can develop to a partly automated distant learning faculty in medicine.