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Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

ABSTRACT: In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained.

SUBMITTER: Geveke CH

PROVIDER: S-EPMC5334571 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

Geveke Carla H CH Steenbeek Henderien W HW Doornenbal Jeannette M JM Van Geert Paul L C PL

Frontiers in psychology 20170303

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empir ...[more]

PMID: 28316578

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Project description:Objective: In order to evaluate the quality of postgraduate medical education in Germany, we examined how the learning of theoretical and practical competencies is conceptualized and how the learning process takes place in real terms. The training conditions, as perceived by medical residents, are compared with the learning objectives, as stated by the Federal Chamber of Physicians in its regulation on postgraduate education. The analysis is based on the data of the "KarMed" study (abbreviation of "career progression and career breaks among physicians during postgraduate education"), a multicentre cohort study of medical school graduates from seven universities who arre followed until they receive their licenses as specialist physicians. The study was conducted by the Institute of Primary Medical Care of the University Medical Center Hamburg-Eppendorf starting in 2008. Methodology: The KarMed study is based on annual, standardized surveys of the population described above. 48% responded in the initial survey (n=1012) and 85% or more in each of the following surveys. Descriptive statistics and logistical regressions were used for analysis. Gender-specific analyses were performed where possible in order to highlight the differences in the professional objectives and workloads between female and male physicians. Results: The study shows that both the practical and the theoretical components of postgraduate medical education in Germany are insufficient. There is a lack of a curriculum with precise learning objectives and descriptions of the corresponding educational settings. In fact, the act of learning is identical to daily clinical work. There is no structuring of the work process with regard to learning; for example, documentation procedures and feedback discussions are prescribed but largely omitted. Evidence-based medicine is not a systematic part of the training, nor is the evaluation of residents' progress. The summative final oral examination pretends that the necessary specialist competencies can be evaluated within 30 minutes. Many factors indicate that female doctors, especially those with children, have fewer learning opportunities than male doctors. Conclusion: The quality of postgraduate medical education in Germany has become inadequate, especially in an international comparison. The deficits are well known. The responsible institutions are called upon to implement sustainable reforms in the sense of postgraduate education that is structured according to educational principles and whose quality is assured.

Project description:BACKGROUND:Mental illness contributes substantially to global disease burden, particularly when illness onset occurs during youth and help-seeking is delayed and/or limited. Yet, few mental health promotion interventions target youth, particularly those with or at high risk of developing mental illness ("at-risk" youth). Community-based translational research has the capacity to identify and intervene upon barriers to positive health outcomes. This is especially important for integrated care in at-risk youth populations. METHODS:Here the Integrated Science Education Outreach (InSciEd Out) program delivered a novel school-based anti-stigma intervention in mental health to a cohort of seventh and eighth grade at-risk students. These students were assessed for changes in mental health knowledge, stigmatization, and help-seeking intentions via a classroom activity, surveys, and teacher interviews. Descriptive statistics and Cohen's d effect sizes were employed to assess pre-post changes. Inferential statistical analyses were also conducted on pilot results to provide a benchmark to inform future studies. RESULTS:Elimination of mental health misconceptions (substance weakness p?=?0.00; recovery p?=?0.05; prevention p?=?0.05; violent p?=?0.05) was accompanied by slight gains in mental health literacy (d?=?0.18) and small to medium improvements in help-seeking intentions (anxiety d?=?0.24; depression d?=?0.48; substance d?=?0.43; psychosis d?=?0.53). Within this particular cohort of students, stigma was exceptionally low at baseline and remained largely unchanged. Teacher narratives revealed positive teacher views of programming, increased student openness to talk about mental illness, and higher peer and self-acceptance of mental health diagnoses and help-seeking. CONCLUSIONS:Curricular-based efforts focused on mental illness in an alternative school setting are feasible and integrated well into general curricula under the InSciEd Out framework. Preliminary data suggest the existence of unique help-seeking barriers in at-risk youth. Increased focus upon community-based programming has potential to bridge gaps in translation, bringing this critical population to clinical care in pursuit of improved mental health for all. Trial registration ClinicalTrials.gov, ID:NCT02680899. Registered 12 February 2016, https://clinicaltrials.gov/ct2/show/NCT02680899.

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Project description:Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users' experience and the unique set of challenges that this mode of education brings. Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant's compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

Dataset Information

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

Publications

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

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