#Class Again? How Education Faculty Engage the Disengaged College Student     

Lori Dassa  Michelle Vaughan 《Clearing house (Menasha, Wis.)》2018,91(1):42-45

Technology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers.  相似文献   

Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts   总被引：1，自引：0，他引：1  

Brian Hand  Liesl Hohenshell  Vaughan Prain 《Instructional Science》2007,35(4):343-373

This paper reports on a study that examined the cumulative effects on students’ learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met.  相似文献   

Message from the “Island group”: What is literacy in science literacy?     

Brian M. Hand  Donna E. Alvermann  James Gee  Barbara J. Guzzetti  Stephen P. Norris  Linda M. Phillips  Vaughan Prain  Larry D. Yore 《科学教学研究杂志》2003,40(7):607-615

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Insights into Vocational Learning from an Applied Learning Perspective     

Bruce Pridham  Simon O’Mallon  Vaughan Prain 《Vocations and Learning》2012,5(2):77-97

A theoretical framework for understanding applied learning processes is now warranted given the frequency with which these processes are now being utilised. Drawing in part from the literature on applied education in schools as well as theories of vocational learning such a framework is offered here that seeks to explain these learning processes in terms of the interplay of multiple accounts of influences at micro, meso and macro levels. This framework integrates current and emerging theories around practical learning, and provides insights into vocational and workplace education processes. We clarify how features of our framework complement broader current debates and concepts in the literature on vocational and work-related learning, particularly focusing on influences for that learning at the micro level of individuals’ experiences and understandings entailed in embodied cognition, or knowing through practice. Moreover, the value of this framework is demonstrated through its application to two very different case studies of learning processes in workplace settings. In conclusion, some implications for further theoretical and practical work in this area are advanced.  相似文献   

Acting on Sustainability     

Vaughan Prain 《Research in Science Education》2012,42(1):149-154

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DEVELOPING AN UNDERSTANDING OF IONS IN JUNIOR SECONDARY SCHOOL CHEMISTRY     

Bruce Waldrip  Vaughan Prain 《International Journal of Science and Mathematics Education》2012,10(5):1191-1213

There is growing research interest in the challenges and opportunities learners face in representing scientific understandings, processes and reasoning. These challenges include integrating verbal, visual and mathematical modes in science discourse to make strong conceptual links between representations and classroom experiences. Our paper reports on a project that aimed to identify practical and theoretical issues entailed in a representation-intensive approach to guiding students’ conceptual learning in science. We focus here on a teacher developing students’ understanding of the formation of ions and molecules. We argue that the representations produced by students in this process met the criteria for representational competence proposed by diSessa (Cognition and Instruction, 22, 293–331, 2004) and Kozma & Russell (2005). The students understood that an effective representation needed to show relevant information, focus on pertinent points, be self-sufficient in its claims about the topic and provide coherent links between different parts of the representation. The final activity showed that their representations reached Kozma & Russell’s (2005) highest level of competence, where the students were able to use specific features of their representations to critique their suitability for explaining bonding and were able to show how their representation linked to the periodic table as a representation. We conclude by considering the implications of these findings.  相似文献   

An evaluation of pharmacogenomic information provided by five common drug information resources     

K. T. L. Vaughan  Kelly L. Scolaro  Heidi N. Anksorus  Mary W. Roederer 《Journal of the Medical Library Association》2014,102(1):47-51

Introduction:

This study evaluated whether pharmacogenomic information contained in the Food and Drug Administration (FDA)–approved package inserts of sixty-five drugs was present in five drug information resources.

Methods:

The study searched for biomarkers from the FDA package inserts in 5 drug information sources: American Hospital Formulary Service Drug Information (AHFS), Facts & Comparisons 4.0 (Facts), ePocrates Online Free (ePocrates Free), Lexicomp Online (Lexicomp), and Micromedex 2.0. Each resource had the opportunity to present biomarker information for 65 drugs, a total of 325 opportunities. A binary system was used to indicate presence or absence of the biomarker information. A sub-analysis was performed on the 13 most frequently prescribed drugs in the United States.

Results:

Package insert biomarker information was available, on average, for 81.5% of the 65 FDA-listed drugs in 2011. Percent availability for the individual resources was: Lexicomp, 95.3%; Micromedex 2.0, 92.3%; Facts, 76.9%; AHFS, 75.3%; and ePocrates Free, 67.7%. The sub-analysis of the 13 top drugs showed Lexicomp and Micromedex 2.0 had the most mentions, 92.3%; ePocrates Free had the least, 53.8%.

Conclusion:

The strongest resource for pharmacogenomic information was Lexicomp. The gap between Lexicomp and ePocrates Free is concerning. Clinicians would miss pharmacogenomic information 6.6 times more often in ePocrates Free than in Lexicomp.

Implications:

Health sciences librarians should be aware of the variation in biomarker availability when recommending drug resources for licensing and use. Librarians can also use this study to encourage publishers to include pharmacogenomics information from the package insert as a minimum standard.  相似文献   

Sharing personalised stories on iPads: a close look at one parent–child interaction     

Natalia Kucirkova  David Messer  Kieron Sheehy  Rosie Flewitt 《Literacy》2013,47(3):115-122

Little is known about how specific iPad applications affect parent–child story‐sharing interactions. This study utilises a case‐study approach to provide an insight into the patterns of interaction, which emerge when a mother and her 33‐month‐old daughter share a self‐created, audio‐visual ‘iPad story’. Multimodal analysis allowed us to gain insights into the complex interaction patterns orchestrated in this new, personalised story‐sharing medium. We found that the app‐mediated story‐sharing context produced a harmonious and smooth interaction, achieving a coherence that is typical of ‘happy’ oral stories. We suggest that the observed interaction resembles that of experiencing a piece of art, and we highlight the need for a holistic approach to understanding the implications for research and practice of children's interactions during multimedia story sharing.  相似文献   

Development of Targeted Online Modules for Recurring Reference Questions     

K. T. L. Vaughan 《Medical reference services quarterly》2013,32(3):211-220

When students are given assignments with specific information needs, they may turn to the library for help. The UNC Health Sciences Library developed three short online modules to teach first-year pharmacy students how to find early/animal studies, mechanism of action information, and specific study types in an effort to lessen demand on the reference desk. The modules filled two goals: to free up time that had been spent on three common low-level questions and to provide a pedagogically sound online tool to teach students how to find answers to these three questions. The modules were created using Adobe Captivate. Developing and promoting the modules took three hours of the pharmacy librarian's time compared with nearly 23 hours spent answering individual questions via e-mail, in consultations, and at the reference desk before the modules were introduced. After introducing the modules, only one student asked for help from the library compared to more than 60 who viewed the online modules at least once.  相似文献   

Complex collaborations: India and international agendas on girls’ and women's education, 1947–1990     

Rosie Peppin Vaughan 《International Journal of Educational Development》2013

This article explores the dynamics of global campaigns for education through a study of the movement for girls’ and women's education in India since independence in 1947. In particular, it uses the trajectory of ideas within India to theorise about international collaboration on educational goals, with UNESCO and the World Bank being two of the most prominent agencies in the second half of the twentieth century. The article presents an analysis of shifting discourses around women's education at national and international level, along with an exploration of the diverse points of contact between policymakers, activists and academics at both levels.  相似文献