By Toutatis! Trainee Teachers’ Motivation When Using Comics to Learn History
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ABSTRACT:
SUBMITTER: Moreno-Vera J
PROVIDER: S-EPMC8578684 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Cognitive challenges may provide a form of enrichment to improve the welfare of captive animals. Primates, dolphins, and goats will voluntarily participate in learning tasks suggesting that these are rewarding, but little work has been conducted on livestock species. We investigated the motivation of 10 pairs of Holstein heifers to experience learning opportunities using a yoked design. All heifers were trained to perform an operant response (nose touch) on a variable interval schedule. Learning heifers then performed this response to access a discrimination learning task in which colour and texture of feed-bin lids signified a preferred reward (grain) vs. a non-preferred reward (straw). Control heifers received the same feed without a choice of bins or association of feed with lid type. Learning heifers approached the target to begin sessions faster (p = 0.024) and tended to perform more operant responses (p = 0.08), indicating stronger motivation. Treatments did not differ in the frequency with which heifers participated in voluntary training sessions. We conclude that heifers are motivated to participate in learning tasks, but that aspects of the experience other than discrimination learning were also rewarding. Cognitive challenges and other opportunities to exert control over the environment may improve animal welfare.
| S-EPMC7176709 | biostudies-literature
Project description:BACKGROUND:Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. METHODS:The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one's own emotions and others' emotions, identifying and understanding the impact one's own feelings in adopting decisions, expressing one's own emotions and the stress experienced, and managing both one's own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. RESULTS:The results showed a significant improvement in the EI of students in the experimental group compared with the control group. CONCLUSIONS:This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. TRIAL REGISTRATION:The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html .
| S-EPMC6967020 | biostudies-literature
Project description:ObjectiveTo succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research.ResultsMotivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context.ConclusionsTo avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.
| S-EPMC5113774 | biostudies-literature
Project description:OBJECTIVES:Patients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements. DESIGN:We undertook content analysis of publicly available documents to characterise college research training curricula. SETTING:We reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents. PARTICIPANTS:Fifty-eight Australian specialist colleges and their subspecialty divisions. PRIMARY AND SECONDARY OUTCOME MEASURES:Two reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom's taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors' research experience were noted. RESULTS:Fifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the 'creating' domain of Bloom's taxonomy, whereas most learning outcomes mapped to the 'evaluating' domain. Overall, most research learning and assessment activities were related to leading a scholarly project. CONCLUSIONS:Australian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.
| S-EPMC7073806 | biostudies-literature
Project description:This paper provides detailed description of students' access to one critical educational resource, teachers that effectively promote learning. Using large scale administrative data from North Carolina in grades 3-8 and value-added measures of effectiveness, I find disadvantages for poor, American Indian, African American, and Hispanic students, but disparities represent less than 2% of observed achievement gaps. Gaps are driven by differential risks of exposure to especially ineffective teachers, which occur between and within schools. The distribution of teacher-related learning opportunities therefore highlights White and higher SES students' advantaged access to important educational resources as well as apparent limits to those advantages.
| S-EPMC7500583 | biostudies-literature
Project description:COMICS is an interactive and open-access web platform for integration and visualization of molecular expression data in anatomograms of zebrafish, carp, and mouse model systems. Anatomical ontologies are used to map omics data across experiments and between an experiment and a particular visualization in a data-dependent manner. COMICS is built on top of several existing resources. Zebrafish and mouse anatomical ontologies with their controlled vocabulary (CV) and defined hierarchy are used with the ontoCAT R package to aggregate data for comparison and visualization. Libraries from the QGIS geographical information system are used with the R packages "maps" and "maptools" to visualize and interact with molecular expression data in anatomical drawings of the model systems. COMICS allows users to upload their own data from omics experiments, using any gene or protein nomenclature they wish, as long as CV terms are used to define anatomical regions or developmental stages. Common nomenclatures such as the ZFIN gene names and UniProt accessions are provided additional support. COMICS can be used to generate publication-quality visualizations of gene and protein expression across experiments. Unlike previous tools that have used anatomical ontologies to interpret imaging data in several animal models, including zebrafish, COMICS is designed to take spatially resolved data generated by dissection or fractionation and display this data in visually clear anatomical representations rather than large data tables. COMICS is optimized for ease-of-use, with a minimalistic web interface and automatic selection of the appropriate visual representation depending on the input data.
| S-EPMC5772887 | biostudies-literature
Project description:Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development.
| S-EPMC4037129 | biostudies-literature
Project description:BackgroundIn recent years, point-of-care ultrasound (POCUS) has become an essential field of medical education. Bedside ultrasound has become a necessary skill for clinical physicians. Previous studies have already discussed the importance of advancements in ultrasound education. However, learning motivations for ultrasound education have seldom been analyzed in the literature. For medical students, learning ultrasound could have a relevance for their future career. The Existence, Relatedness and Growth (ERG) theory extended Maslow's hierarchy of needs through these three concepts. This theory has been widely used in the workplace to analyze employee job performance but has not yet been applied in medical education. In this study ERG theory was applied to analyze pre-clinical medical students' learning motivation toward ultrasound education.MethodThis mixed method study used online questionnaires consisting of open-ended questions as a data collection tool, and based on these results, both qualitative and quantitative analysis were conducted. Participants answered a series of neutral and open-ended questions regarding their motivations to learn ultrasonography. After data collection, a three-step analysis was conducted based on the grounded theory approach. Finally, the results of the thematic coding were used to complete additional quantitative analysis.ResultsThe study involved 140 pre-clinical medical students, and their responses fell into 13 specific categories. The analysis demonstrated that students' motivations toward ultrasound education were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more frequently than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = - 1.4%; p = .830).ConclusionThe results revealed that students placed a high value on existence and growth needs rather than relatedness based on the survey. In addition, the findings suggest that ERG theory can be a useful tool to conduct medical education motivation analysis.
| S-EPMC8375120 | biostudies-literature
Project description:In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students’ low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers’ feedback, which can play an important role in nurturing both students’ motivation and achievement. Given that less is known about how these variables collectively function in predicting students’ science achievement, the present study draws upon the Greek (N = 5,532 students, N = 211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students’ motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students’ motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers’ feedback practices and intrinsic motivation.
| S-EPMC10097932 | biostudies-literature
Project description:Knowledge and motivation of a teacher are two unchallenged, essential characteristics for successful education. Whilst the relevance of teachers' professional knowledge for successful students' learning has been studied in a sophisticated manner for years, the meaning of teachers' motivational orientations for students' performance still lacks a differentiated consideration. This construct is conceptualized by three domains: (1) self-efficacy, (2) subject-specific enthusiasm, and (3) enthusiasm for teaching the subject. Motivational orientations overall have shown to be relevant predictors of students' learning. However, there are several dimensions of motivation and their relative importance remains unclear. Our study goes beyond the available findings by considering in detail each of the three domains' relations to students' performance. Thus, we aim to further contribute to the clarification of the predictors of students' performance in school teaching. For this purpose, we conducted a study with 48 biology teachers and their 1036 students. To assess the three domains of teachers' motivational orientations, we applied paper and pencil tests. Concept maps and paper and pencil tests were used to measure students' performance. By specifying multilevel structural equation models, we examined the relationship between the domains of teachers' motivational orientations and the performance of the students. Our results reveal no relationship between teachers' self-efficacy and students' performance, but a significant positive relationship between the latter and teachers' subject-specific enthusiasm. Moreover, our results show a positive trend in the relationship between enthusiasm for teaching the subject and students' performance. The results provide a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher. We discuss our findings in terms of possible effect mechanisms and their relevance for further research on teacher motivation and the improvement of teacher education programmes.
| S-EPMC6248951 | biostudies-literature