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Search Results: 1 - 10 of 16708 matches for " learning strategies "
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Teaching Clinical Pharmacology to Undergraduate Nursing Students: Barriers and Strategies  [PDF]
Victoria Foster, Elicia Collins, Han Dong, Grace Nteff, Laura Pinkney
Open Journal of Nursing (OJN) , 2017, DOI: 10.4236/ojn.2017.78068
Abstract: This study examined perceived learning barriers to and strategies for teaching clinical pharmacology to undergraduate nursing students. The purposes of this study were to discuss barriers and strategies for teaching clinical pharmacology to undergraduate nursing students and compare those findings to student evaluation responses. This study used a comparative, cross-sectional design and examined data from nursing faculty who had taught pharmacology and from student evaluations over the past five years to compare perceived barriers and strategies. Several barriers were identified, including content saturation, course placement, English as a second language, and resources. Effective teaching strategies identified were lectures, teaching by drug class, reviewing pathophysiology, and case studies. Students’ evaluations revealed that students found that the course content was substantial and felt that the textbook did not fully demonstrate nursing considerations. Other answers were nonspecific. Using these strategies is critical to effectively deliver pharmacological material and to foster understanding among undergraduate students. Faculty members agree that having pharmacological concepts threaded throughout the curriculum increases students’ knowledge of medications and medication management. Additional creative approaches to teaching clinical pharmacology to undergraduate nursing students are needed.
Active Teaching and Learning Methodologies: Some Considerations  [PDF]
Clóvis Luís Konopka, Martha Bohrer Adaime, Pedro Henrique Mosele
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.614154
Abstract: Drawing the students’ attention and keeping them engaged are essential points to the learning process. Active methodologies place the students at the center of this process and make them the protagonists of discovery, rather than just passive information receivers. There are different teaching strategies to create an active learning environment and to engage the students to it. Current evidences indicate that active learning improves understanding and information retention. It is also effective in developing higher-order cognitive skills. Nevertheless, the adoption of active methodologies is still low. The authors of the current paper encourage the reflection on the traditional teaching practices and suggest that the active methodologies are an education option for secondary and higher education level courses as a way to meet nowadays needs in education.
The Instruction of Learning Strategies and Their Reflection on Cognitive Processes: Elementary Teacher and Student in Turkey
Ali Ozel,Nida Bayindir,Muhammet Usak,Mehmet Bahar
Journal of Applied Sciences , 2007,
Abstract: Learning to learn is the most important element of effective learning and it includes various learning strategies that students use while they learn. In this research it was aimed to identify whether the learning strategies have been sufficiently taught to the students in elementary schools or not. The research was carried out with a sample of 260 teachers and 500 students in primary schools in Istanbul during the academic year of 2004-2005. Survey method was used to accomplish the aims stated above and an attitude scale was also applied to reveal the teachers level of awareness about learning strategies. The data showed that learning strategies were not emphasized sufficiently in the schools and only their advantages were mentioned superficially teachers were not efficient at teaching those strategies and teachers were eager to participate in an in-service training program related to the learning strategies.
Scale of Teaching Strategies for Collaborative Learning: Design, Validation and Evaluation of Its Psychometric Properties in High School Education  [PDF]
Magaly Cárdenas Rodríguez, Luz Marina Méndez Hinojosa, César Alejandro Ortiz Páez
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102019
Abstract: Most of the educational programs worldwide have focused on the diverse competences of the students, but in all of them, collaborative learning plays an important role. It is likely that many institutions are unaware of the teaching strategies that can produce collaborative learning in the classroom. Therefore, the present study aimed to design and evaluate the psychometric properties of a scale that examined the frequency of use of teaching strategies that led to collaborative learning in students. Nine subscales were designed, each one measuring a different strategy, these were evaluated by expert judgment and subsequently, they were applied to a sample of 200 high school teachers. Based on the data obtained, it is possible to provide evidence, through exploratory factor analysis and Cronbach’s alpha, of the instrument’s validity and reliability.
Aprender: Necesaria unión entre el Querer, el Saber y el Poder
Revista de Pedagogía , 2002,
Abstract: this paper presents a set of reflections on teaching and learning processes, with a special emphasis on the need to combine practice in the teaching-learning environments, and the theoretical presuppositions that support and explain such processes. this might be done from the point of view of cognitive information-processing models, additionally with epistemologically constructivistic and dynamic-evolutive systemic approaches. as for learning, the role of wanting, knowing, and becoming capable are emphasized. as for teaching, some guidelines directed towards the improvement of the role of teachers in strategic teaching are emphasized.
Development and Validation of the Self-Regulated Learning Test Anxiety Scale  [PDF]
Rayne A. Sperling, Philip M. Reeves, Amanda L. Gervais, James O. Sloan
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.814145
Abstract: Four studies report the development and psychometric properties of the new Self-Regulated Learning Test Anxiety Scale (SRLTAS). The measure assesses aspects of test anxiety (TA) from a Self-Regulated Learning (SRL) perspective and provides evidence regarding areas of TA that may be targeted for subsequent learning strategy interventions. Study 1 provided descriptive information, explored the factor structure, and addressed variance in TA across test item formats and student characteristics. Study 2 examined the stability of the SRLTAS and explored initial relations between the SRLTAS and other known TA measures. Study 3 provided confirmatory validity evidence and tested the factor structure in a new sample. Study 4 provided extended validity evidence as SRLTAS scores were examined with other representative SRL scores.
The Place and Importance of Encoding Strategies in Social Sciences Courses
Bayram TAY
Journal of Kirsehir Education Faculty , 2004,
Abstract: In this study, it was pointed out learning, learning strategies and encoding strategies of them and social sciences. How primary school students have used encoding strategies was explained by the examples. The aim of this study is to emphasize the encoding strategies pointing out easy learning of the subjects of social sciences courses and emphasize the importance of strategies.
The Analysis of the Learning Strategies Utilized By Students in Music Class in Terms of Some Psychosocial Variables ( rencilerin Kulland Müzi i renme Stratejilerinin Baz Psikososyal De i kenler Bak m ndan Analizi)
Ayfer KOCABA?,Zeynep SEVER
Dokuz Eylül üniversitesi Sosyal Bilimler Enstitüsü Dergisi , 2011,
Abstract: The aim of the study was to bring up learning strategies in music used by 4th, 5th and 6th graders in primary schools in terms of some psychosocial variables. This study is important as it lights the way for the future of our education system and specially strategy teaching in music. The problems and their possible solutions faced during learning of the music were represented. The Sample of this study was composed of totally 200, 4th, 5th and 6th graders in two different primary schools from zmir-Bornova. The method of the study was Survey model. The opinions of the students regarding their strategies of learning music were gathered by the triple Likert type scale called “Scale for Strategies of Learning Music” which was developed by Kocaba (1998b). The data analysis was computed under SSPS 15.0 program by using T-test and one way variance. The reliability of the scale of this study was 0,83. As a result of this study, it was observed that gender; school types, the existence of musical education outsources, a person in the family having musical background or playing a musical instrument were effective on the opinions about the strategies followed and used by students during learning music.
Dise?o e implementación de una práctica de metacognición en la asignatura de Fisiología Humana (Facultad de Medicina)
Escanero-Marcen,J.F.; González-Haro,C.; Ezquerra,L.; Borque,L.;
Educación Médica , 2009, DOI: 10.4321/S1575-18132009000100008
Abstract: aim. to present the design and results found in a practical lecture on metacognition in the subject of human physiology (school of medicine). subjects and methods. the practical lecture was attended by 119 students (95 women and 24 men). this one was divided into two parts: in the first, students determined by themselves their learning style (kolb test) in order to show that not everyone learns the same way and makes them reflect on the essential features of each style found; in the second, they wrote on the recommendations made to his/her best friend on how to study the physiology and then put them to rest. results and conclusions. the results respect to the learning modes showed two facts: one, the highest score was obtained by abstract conceptualization, for both men and women; and another, in relation to the second option the active experimentation was reported by women (significantly greater than men) versus reflective observation indicated by men. regarding learning styles of students, these were assimilator and converger, with little difference between them. by gender, the following fact was found: in men predominated assimilator style (13 versus 8), whereas women were the most converger one (44 versus 36). in the second part of the practical lecture (metacognition) both groups expressed to use the same learning strategies, independently of the learning style. some strategies were used by students with different sophistication levels.
Estratégias de estudo de alunos dos 5o e 7o anos e resultados em ciências
Dias,Paulo Coelho;
Revista Portuguesa de Educa??o , 2009,
Abstract: this study is part of a major study whose principal aim was finding whether or not there is effective learning in science by watching scientific television programs about the nature (informal education) comparatively to science classes (formal education). within this goal and in terms of sociology of education, the learning process of the students has been analysed in both contexts (television and classroom), considering the influence of some fundamental social factors based, mainly, on the theory of bourdieu & passeron (s. d.). in this specific text we have analysed one of the axis resulting from the referred major study. specifically, we have studied the learning process of the students considering the two principal ways of getting information for the study of science whose efficacy the research wanted to compare and eventually other information resulting by using at home didactic resources (scientifique videos and films and scientifique revues and books). we have worked with 340 students of the 5th form and 311 students of the 7th form corresponding to a sample of the four schools of olh?o, portugal.
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