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1.
Abstract

The author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a certain breadth and depth, students would adopt the strategy of using knowledge from their major course in their general education course and using knowledge from their general education course to reflect on the major course. This kind of “two-way insertion” learning model reflects the mechanism of mutual facilitation between major education and general education on the course level. This conclusion has important insights into university general education reforms and general education course building and management.  相似文献   

2.
ABSTRACT

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers.  相似文献   

3.
Abstract

As an interdisciplinary team, we set out to create an applied statistics course that would cover the traditional introductory statistics topics in a consistent framework of social justice. The goal was to motivate students to understand and learn math while deepening their understanding of the interplay, at local and global levels, between social and economic issues: for example, crime, victimization, political access, wealth, education, health, gender, and race. This paper describes the process of creating the course, the pedagogical decisions, the intentionality in topic presentation, samples of classwork, and student impressions of the semester-long course.  相似文献   

4.
Abstract

The College of Education at The University of West Florida in Pensacola launched an interdisciplinary course in 1983 entitled “Humanity and Global Resources: Education for Tomorrow.” Fifteen professors, representing twelve departments and three colleges, addressed the global issues of food, population, energy, environment, arms and security, cultural differences, and world trade. The professor who developed and coordinated the course was from the College of Education. Students and community members welcomed the course as a significant contribution to their educations. Universities and their colleges of education or centers of teacher training should take responsibility for educating their students to global problems. To do otherwise is to neglect a crucial realm of information at a time when Planet Earth and its inhabitants are buffeted by forces that won't be controlled until they are understood.  相似文献   

5.
This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations.  相似文献   

6.
ABSTRACT

In order to increase student commitment from the beginning of students’ university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students’ basic psychological needs and in promoting students’ academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students’ basic psychological needs for competence, relatedness and autonomy and enhance students’ academic engagement.  相似文献   

7.
Abstract

Through qualitative analyses of narratives of what students and faculty wanted in their relationships, the authors identified three themes. The Teaching/Learning Environment theme illustrated needs for nurturing, open, nonthreatening, and respectful attitudes in student-faculty relationships. Exchange of Information students reported a desire to learn and interact with each other, but not with the instructor. With regard to Mentor/Peer Association theme, students wanted to develop networks of friends to help with course work, whereas teachers wanted to find principles of effective teaching to help students learn. Applications of this data for improving student-faculty interactions and instructional processes are discussed.  相似文献   

8.
ABSTRACT

Interdisciplinary collaboration, in the sense of partnership between English language teachers and content teachers, is significant for enhancing university students’ English-medium academic success. It has long been advocated, but it has not become a common phenomenon in higher education institutions. The present article aims to synthesize what has been revealed about such collaboration in tertiary contexts in the (English-medium) literature, and to consider implications for practice and research. A systematic approach was adopted in conducting the literature review. The main body of the article focuses on illustrating five themes grounded in the literature: theoretical perspectives on the need for interdisciplinary collaboration; motivations for interdisciplinary collaboration and slow development of the trend; interdisciplinary collaboration on a continuum of partnership; team teaching in interdisciplinary collaboration; and benefits of interdisciplinary collaboration. Implications for practice and research are then discussed.  相似文献   

9.
Abstract

Student achievement is not always the equivalent of what students learn, especially when educators use their feedback to shape daily instruction. When students share their classroom experiences, we can determine better ways to create interdisciplinary partnerships, manage workload, enhance historical understandings, and communicate conclusions. Being able to trust in what students are doing in class, how well they are doing it, and what they will be able to do motivated the authors, who are two veteran educators, to reevaluate when their own teaching seemed most effective. What they discovered is incongruent with the traditional delivery of instruction by a single teacher. The authors found that their collaboration as co-teachers not only benefited their students but increased their own professional learning in terms of pedagogy, content knowledge, and the use of disciplinary literacy.  相似文献   

10.
Abstract

Social work educators are increasingly using advanced information technologies in their distance education programs. Despite the widespread use of distance learning in social work education, there is limited information available regarding the effectiveness of courses, particularly practice courses, that use these technologies or the experiences of the students and instructors who are helping to pioneer these technological initiatives. This article presents reflections from students from two MSW practice classes linked together through interactive TV, also known as compressed video. The authors, who were course instructors using this technology, present their reflections on the process and make recommendations for future distance learning courses.  相似文献   

11.
ABSTRACT

This paper intends to present an interdisciplinary project carried out in a School of Engineering, and to refer to its effects in the development of students’ skills. This project’s main goal was to present students with an intellectually demanding challenge which implied overcoming the disciplinary barriers thus integrating knowledge to solve the problems they were challenged with. After the project had been concluded, a study was carried out using a qualitative methodology by conducting two focus groups (n?=?16). The main goal of this procedure was to get a better perception of (1) how students understood the project; (2) what kind of skills students considered to have developed throughout the project, and (3) the importance they have attributed to this kind of project. The results demonstrate that students are aware of the relevance of the project not only for their education process but also for the development of their skills. The results of the study also reveal that the students involved in the project have been capable of identifying the specific skills that the project work had intended to address and develop.  相似文献   

12.
M. L. Greer 《PRIMUS》2019,29(9):928-949
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13.
Abstract

The poet, Seamus Heaney, argues that transformations for both teachers and students may be engendered through recognising the connections and distinctions between the language of poetry and the language of everyday life. This article explores some of the ways in which choral reading of poetry, using multiple voices like musical instruments, may change student teachers’ perceptions of poetry. Five small groups of Secondary English student teachers on an initial teacher education Postgraduate Certificate of Education (PGCE) course constructed choral readings, each group working with a different poem. During the session, they wrote journal entries about how creating the readings and listening to other people led them to think differently about studying poetry with students in the classroom as future secondary English teachers. Several months later, a small voluntary group met to recollect the session and consider more critically the potential of choral reading as one possible approach to teaching poetry.  相似文献   

14.
ABSTRACT

This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline.  相似文献   

15.
在"新医科"背景下,医学人才培养注重"服务于国家战略、强化学科交叉的融合、构建大医学格局",是以往只注重医学专业单一需求的课程体系所不具备的.现代医学教育最重要的目标之一是使医学生成为具有人文精神的临床医生."人体解剖学"作为医学专业的基础课程,在培养医学生人文精神和人文素养中有举足轻重的作用,因此如何将人文教育以"润...  相似文献   

16.
Reflection is an increasingly essential component of experience-based learning in higher education to encourage students to draw connections between theoretical and practical knowledge and experiences. This qualitative study examines the reflections of undergraduate students in a service-learning course for secondary English teacher candidates. The authors use Fink's taxonomy of significant learning as a lens through which to examine the learning within and critical natures of students’ reflections. Findings from this study suggest that to consider and extend students’ academic content knowledge and to move students toward new and critical understandings of their service work, reflections should direct students toward more explicit considerations of academic course content over a period of time. To help students write critical reflections that achieve both academic and personal growth learning goals, the authors recommend explicitly teaching the reflective mode, introducing students to Fink's taxonomy, and instructing students to include course content in their reflections.  相似文献   

17.
A course entitled ‘Science and Engineering Education: Interdisciplinary Aspects’ was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is supposed to teach his/her peers. Sixteen students at advanced stages of their studies attended the course. The research presented here used qualitative instruments to characterise students’ attitudes towards interdisciplinary learning and teaching of science and engineering. According to the findings, despite the significant challenge which characterises interdisciplinary teaching, a notable improvement was evident throughout the course in the percentage of students who expressed willingness to teach interdisciplinary classes in future.  相似文献   

18.
Abstract

This study evaluated the impact of an environmental education program on students, parents, and the community. The program, in place for 5 years in 5th and 6th grade classes, was designed to help learners take an in-depth look at environmental issues in their community, make data-based decisions about those issues, and participate in resolving those issues. Qualitative and quantitative methodologies were employed (including student, parent, school personnel, and community member interviews). The authors discuss program connections to students' critical thinking, environmental literacy, and participation in the community; reading, writing, and speaking skills; student and teacher characteristics; and parent and community viewpoints.  相似文献   

19.
在国家大力实施创新驱动发展战略和知识生产模式转型背景下,实施跨学科课程对提高博士生培养质量具有很强现实意义。在实施博士生跨学科课程中,需要遵循知识体系中“博大”与“精深”的平衡、教学过程中“个体”与“团体”的互动、教学内容中“教学”与“科研”的协同三对逻辑关系。囿于传统博士生教育的路径依赖影响和博士生跨学科课程的内在逻辑衍生出的现实需要制约,高校实施博士生跨学科课程面临诸多困境。从成立跨学科组织、以实践为导向开展教学、改进课程评价机制、完善学术交流平台等几个方面提出了我国高校博士生跨学科课程实施的突破路径。  相似文献   

20.

In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investigation.  相似文献   

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