Scientists Taking a Nature of Science Course: Beliefs and Learning Outcomes of Career Switchers

Erin Peters-Burton

doi:10.1111/ssm.12161

The Effect of the Application of the Nature of Science (NOS) Learning Model on Student Learning Outcomes

International Journal of Multi Discipline Science (IJ-MDS) ◽

10.26737/ij-mds.v3i1.2394 ◽

2020 ◽

Vol 3 (1) ◽

pp. 26

Author(s):

Nursalam Matondang ◽

I Kusumawati ◽

Eka Murdani

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Nature Of Science ◽

Sampling Technique ◽

Student Learning Outcomes ◽

Learning Model ◽

Test Question ◽

Before And After ◽

Data Collection Instrument ◽

Post Test

<em>This study aimed to show the effect of implementing the Nature of Science (NOS) learning model on student learning outcomes. This type of research was a quantitative study with a sampling technique that is purposive sampling and a research design in the form of an experimental class and a control class. Based on statistical analysis using the SPSS application, it was identified that the data presented is normally distributed so that the data analysis in the next step used the parametric statistical T-test where it was found that sig 0.000 is smaller than 0.05, so H0 is rejected and Ha is accepted, which means that there was a significant effect on the learning outcomes of the experimental class students before and after the NOS learning model was applied to the Static Fluid material. The data collection instrument in this study was in the form of pre-test and post-test question sheets. After the data were analyzed using the effect size equation and it was found that the NOS learning model in the experimental class and control class had a difference of 1.681 with high criteria.</em>

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Desemination of Authentic Assessment in Local Content-Based Sciences Learning to Achieve The Learning Outcomes Based on Nature of Science

Journal of Physics Conference Series ◽

10.1088/1742-6596/1097/1/012034 ◽

2018 ◽

Vol 1097 ◽

pp. 012034

Author(s):

Supahar ◽

D Rosana

Keyword(s):

Learning Outcomes ◽

Nature Of Science ◽

Authentic Assessment ◽

Local Content

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Problem- and Case-Based Learning in Science: An Introduction to Distinctions, Values, and Outcomes

CBE—Life Sciences Education ◽

10.1187/cbe.12-11-0190 ◽

2013 ◽

Vol 12 (3) ◽

pp. 364-372 ◽

Cited By ~ 28

Author(s):

Douglas Allchin

Keyword(s):

Learning Outcomes ◽

Nature Of Science ◽

Skills Development ◽

Great Promise ◽

Pedagogical Strategies ◽

Student Autonomy ◽

Instructional Focus ◽

Case Based Learning ◽

Case Based

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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