Comparing two equivalence‐based instruction protocols and self‐study for teaching logical fallacies to college students

2021 ◽  
Vol 36 (2) ◽  
pp. 434-456
Author(s):  
Emily E. Gallant ◽  
Kenneth F. Reeve ◽  
Sharon A. Reeve ◽  
Jason C. Vladescu ◽  
April N. Kisamore
Keyword(s):  
College Students ◽  
Self Study ◽  
Based Instruction ◽  
Logical Fallacies

Using equivalence-based instruction to teach college students to identify logical fallacies

2018 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Triton Ong ◽  
Matthew P. Normand ◽  
Merritt J. Schenk
Keyword(s):  
College Students ◽  
Based Instruction ◽  
Logical Fallacies

Inquiry-based instruction within a community of practice for gifted–ADHD college students

2012 ◽  
Vol 30 (1) ◽  
pp. 74-86 ◽  
Author(s):  
Olivia (Liv) Hua ◽  
Bruce M Shore ◽  
Evgeniya Makarova
Keyword(s):  
College Students ◽  
Attention Deficit Hyperactivity Disorder ◽  
Community Of Practice ◽  
Undergraduate Students ◽  
Talent Development ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Integral Role ◽  
Authentic Community ◽  
Based Instruction

A number of characteristics are shared between attention-deficit hyperactivity disorder (ADHD) and gifted populations. They include issues with sustaining attention, following directions, and completing tasks. When an individual is both gifted and has ADHD (gifted–ADHD) he has unique educational needs that may put him at risk for underachievement. To date the literature largely addresses how to remediate perceived deficits. Less has been written about how to develop the talent of these twice-exceptional individuals. The present semi-autobiographical narrative proposes that inquiry-based instruction within an authentic community of practice can play an integral role in talent development for gifted–ADHD undergraduate students.

scholarly journals Self-Study and Cooperation of Pupils in Project Based Instruction

2011 ◽  
Vol 19 (30) ◽  
pp. 61-66
Author(s):  
Jan Kostelník ◽  
Veronika Horňáková
Keyword(s):  
Questionnaire Survey ◽  
Project Based Learning ◽  
Vocational Schools ◽  
Models Of Teaching ◽  
Self Study ◽  
Based Instruction

Self-Study and Cooperation of Pupils in Project Based Instruction This paper is focused on the use of cooperative and individualized concepts of instruction in project based learning. Part of the paper includes partial results of the questionnaire survey carried out within the grant project KEGA No. 031-035 SUT — 4 "Project models of teaching at the secondary vocational schools".

scholarly journals Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences

2015 ◽  
Vol 12 (1) ◽  
pp. 2-10 ◽  
Author(s):  
Jūratė Klizaitė ◽  
Renata Arlauskienė
Keyword(s):  
Social Sciences ◽  
College Students ◽  
Student Thinking ◽  
Professional Activity ◽  
Student Survey ◽  
Sources Of Information ◽  
Self Study ◽  
Generic Competences ◽  
Independent Work ◽  
Educational Paradigms

Abstract In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.

Ten Lessons for the Age of Disinformation

2020 ◽  
pp. 36-88
Author(s):  
Thomas Joseph Froehlich
Keyword(s):  
College Students ◽  
High School ◽  
Social Media ◽  
Adult Learners ◽  
Psychological Factors ◽  
Intellectual Freedom ◽  
American Democracy ◽  
False Information ◽  
Multifaceted Approach ◽  
Logical Fallacies

This chapter outlines the structure and content of a course devoted to developing strategies to cope with the massive assault of disinformation on American democracy. Ten lessons for the age of disinformation will provide pedagogical techniques to teach high school, college students, or adult learners how to cope with our current environment, which the author calls the “Age of Disinformation.” It provides a multifaceted approach in which each facet reinforces the others. The 10 lessons are (1) characteristics of the age of disinformation; (2) the varieties of false information; (3) knowledge, opinion, and second-hand knowledge; (4) deception and self-deception; (5) psychological factors; (6) cognitive authorities; (7) social media, intellectual freedom, and libraries; (8) logical fallacies; (9) ethical principles; and (10) information, media, and digital literacies and personal, political, and professional commitments. Each lesson outlines the key ideas for each lesson and provides exercises that reinforce the key ideas of each lesson.

Assessment of Case-Based Instruction in a Graduate Educational Psychology Course

2021 ◽  
pp. 91-120
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Classroom Management ◽  
Educational Psychology ◽  
Teacher Candidates ◽  
Future Research ◽  
Practitioner Inquiry ◽  
Self Study ◽  
Future Research Directions ◽  
Based Instruction ◽  
Psychology Course ◽  
Case Based

This chapter showcases a teacher educator's assessment of case-based instruction in an advanced level educational psychology course. First, action research, self-study, and reflective practice are explained as constructs of practitioner inquiry. Then, case-based instructional models related to teacher candidates' classroom management proficiencies are reviewed. Next, the teacher educator's examination of own teacher preparation practice is described to highlight development, implementation, and improvement of the target educational psychology course geared towards advancement of teacher candidates' classroom management capacities. Thereafter, solutions and recommendations for promoting teacher candidates' P-12 grades classroom management expertise are discussed. Finally, future research directions are proposed for ascertaining effectiveness of case-based instruction as evidence-based pedagogical approach for strengthening teacher candidates' P-12 grades classroom management aptitudes.

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