Educational Methods Commons^™

Importance Of Auxiliary Theories In Research On University-Community Partnerships: The Example Of Psychological Sense Of Community, N. Andrew Peterson, Paul W. Speer, Christina Hamme Peterson, Kristen Gilmore Powell, Peter Treitler, Yuqi Wang

Collaborations: A Journal of Community-Based Research and Practice

Psychological sense of community (PSOC) has long been recognized as a key element of successful collaborative initiatives, particularly university-community partnerships. A critical challenge involves the development of auxiliary theories that guide the specification of measurement models in studies of PSOC and other theoretical constructs. Auxiliary theories can be especially useful in clarifying the differences between scales and indexes, and how each is uniquely specified and validated. Scales are based on reflective measurement in which classical test theory can be applied (e.g., reliability estimation, confirmatory factor analysis) to evaluate scores that are hypothesized to be highly correlated and as representing manifestations …

Critical Media Literacies In The Twenty-First Century: Writing Autoethnographies, Making Connections, And Creating Virtual Identities, Ah-Young Song

Journal of Media Literacy Education

Critical media literacies can help nurture students’ creative agencies and engender positive, sustained change in local communities. Kellner and Share (2005) have noted that students do need to develop faculties with digital technologies but that they must also participate in critical readings of cultural artifacts and discriminate between various multimedia sources. It is important for youth to conceptualize language as perpetuating different kinds of ideologies, for viewpoints are “connected to negotiable, changeable, and sometimes contested stories, histories, knowledge, beliefs, and values encapsulated into cultural models (theories) about the world” (Gee, 2008, p. 29). Semiotic meanings are in constant flux due …

Making Pictures, Writing About Pictures, Discussing Pictures And Lecture-Discussion As Teaching Methods In Art History, Jari M. Martikainen

Art History Pedagogy & Practice

This article discusses making pictures, writing about pictures, discussing pictures, and lecture-discussion as methods of teaching art history in Finnish Upper Secondary Vocational Education and Training (Qualification in Visual Expression, Study Programmes in Visual and Media Art Photography). A total of 25 students majoring in Visual Expression participated in the research by studying art history using picture-based–visual and verbal–methods and reflecting on their learning experiences. This article introduces the concept of ‘contextual subject-related didactics,’ by which conceptions of contemporary art history, together with the objectives and aims of the curriculum, guide the choice of teaching methods. The article argues that …

Inquiry Based Learning From The Learner’S Point Of View: A Teacher Candidate’S Success Story, Caroline Johnson Caswell, Derek J. Labrie

Journal of Humanistic Mathematics

The goal of this paper is to review current research on Inquiry Based Learning (IBL) and shed some light, from a student's perspective, on the challenges and rewards of this pedagogy. The first part of the article provides an extensive review of the literature on IBL. The second part focuses on one student's experiences in an IBL classroom.

In particular, a graduate secondary mathematics student reflects upon his experiences in a college mathematics class where the instructor implemented an Inquiry Based Learning model. His experience is validated by current research on IBL educational methodology which structures the classroom environment for …

Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss

Interdisciplinary Journal of Problem-Based Learning

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main …

Getting Started With Pbl—A Reflection, Tanja Müller, Thomas Henning

Interdisciplinary Journal of Problem-Based Learning

In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation strategy and address the first elementary steps. In order to demonstrate our Scholarship of Teaching and Learning mode of reflecting the implementation process, we examine selected instructional and pedagogical difficulties and our problem-solving more closely.

A Pedagogy Of Care For Adolescent English Learners: A Formative Experiment, Mary Amanda Stewart, Alexandra Babino, Katie Walker

TAPESTRY

In the case of educators of adolescents in the dynamic process of English acquisition, it is our goal to increase the fulfillment and success of the students we are privileged to serve through nurturing their academic, emotional, personal, social, and civic development. It is, therefore, essential that educators understand the implementation and impact of teaching through a framework of care.

The Value Of A Collegiate Far Part 141 Jeopardy-Crew Resource Management (Crm)-Simulation Event, Samuel M. Vance

Journal of Aviation/Aerospace Education & Research

This article explores the viability of using a FAR Part 141 collegiate crew resource management (CRM) flight simulator scenario event as a jeopardy event (a graded, syllabus item) in an upper-level professional pilot curriculum course. Ultimately, the objective is to suggest this approach as a value-added curriculum consideration for other collegiate professional pilot programs. The selection of four CRM criteria to be examined was made by the course professor. Using the four principles, the students assembled the grading rubric for their event. The simulator scenario placed students in airspace, geography and weather dissimilar to that in which they were training …

Forecasting The Air Race Classic: Lessons In Interdisciplinary Aviation Weather Support And Decision-Making, Shawn M. Milrad, Debbie Schaum

Journal of Aviation/Aerospace Education & Research

The Air Race Classic (ARC) is an all-female Visual Flight Rules air race held each June. Embry-Riddle Aeronautical University Daytona Beach (ERAU-DB) has had primarily student race teams participate and frequently place strongly in the ARC since 1996. The ERAU-DB Meteorology Program has provided successful weather support to ERAU-DB race team(s) for the past decade, including as the terminus host institution in 2016. In 2014, the weather support was formalized as a three-credit interdisciplinary summer course, incorporating a mix of aeronautical science (pilot), dispatch, and meteorology students. Using concepts of service and experiential learning, the ARC course has successfully integrated …

Rigorous Debates Over Debatable Rigor: Monster Functions In Introductory Analysis, Janet Heine Barnett

Analysis

No abstract provided.

The Derivatives Of The Sine And Cosine Functions, Dominic Klyve

Calculus

No abstract provided.

Solving A System Of Linear Equations Using Ancient Chinese Methods, Mary Flagg

Linear Algebra

No abstract provided.

The Definite Integrals Of Cauchy And Riemann, Dave Ruch

Analysis

Rigorous attempts to define the definite integral began in earnest in the early 1800's. One of the pioneers in this development was A. L. Cauchy (1789-1857). In this project, students will read from his 1823 study of the definite integral for continuous functions . Then students will read from Bernard Riemann's 1854 paper, in which he developed a more general concept of the definite integral that could be applied to functions with infinite discontinuities.

The Closure Operation As The Foundation Of Topology, Nicholas A. Scoville

Topology

No abstract provided.

A Compact Introduction To A Generalized Extreme Value Theorem, Nicholas A. Scoville

Topology

In a short paper published just one year prior to his thesis, Maurice Frechet gives a simple generalization one what we might today call the Extreme value theorem. This generalization is a simple matter of coming up with ``the right" definitions in order to make this work. In this mini PSP, we work through Frechet's entire 1.5 page paper to give an extreme value theorem in more general topological spaces, ones which, to use Frechet's newly coined term, are compact.

Primes, Divisibility, And Factoring, Dominic Klyve

Number Theory

No abstract provided.

Babylonian Numeration, Dominic Klyve

Number Theory

No abstract provided.

Gaussian Integers And Dedekind's Creation Of An Ideal: A Number Theory Project, Janet Heine Barnett

Number Theory

No abstract provided.

Construction Of The Figurate Numbers, Jerry Lodder

Number Theory

No abstract provided.

Pascal's Triangle And Mathematical Induction, Jerry Lodder

Number Theory

No abstract provided.