scholarly journals Towards a program of focused and applied curriculum research

2013 ◽  
Vol 4 (2) ◽  
pp. e52-e55
Author(s):  
Marcel D'Eon, PhD
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
Student Learning ◽  
Real World ◽  
Scientific Method ◽  
Research Agenda ◽  
Applied Research ◽  
Experimental Designs ◽  
The Real ◽  
Curriculum Research

Though hundreds of journal pages have been packed with studies describing, analyzing, and synthesizing benefits of PBL over conventional curricula we still don’t really know why because there are so many differences between them that it is impossible to say which of the various elements contributes to any incremental student learning. We need to apply the scientific method to studies of curriculum delivery. Accumulating evidence from strong studies in messy real-world situations will eventually yield important insights and instrumental truths for real medical schools and real medical students that teachers and administrators can then implement. Examples of feasible experimental designs are described including a factorial study. More effective curriculum development is only possible through a renewed applied research agenda that is both focused and grounded in the real world.

scholarly journals An innovative approach for training medical students for the real world of public health

2011 ◽  
Vol 1 (1) ◽  
pp. 3 ◽  
Author(s):  
Samuel Stebbins ◽  
Sean Tackett ◽  
Charles J. Vukotich
Keyword(s):  
Public Health ◽  
Medical Students ◽  
Real World ◽  
Innovative Approach ◽  
The Real

Music Education’s Hero Collective: More Like the Justice League Than Superman

2017 ◽  
Vol 2 (Volume 2, Issue 2: Winter 2017) ◽  
pp. 88-94
Author(s):  
Clint Randles
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Music Education ◽  
Real World ◽  
Creative Process ◽  
Change Process ◽  
Hero's Journey ◽  
The Real ◽  
K 12

This article is the author’s autoethnographic exploration of change in music education (Randles, 2013, 2015a) as illustrative of a hero collective, a term used here to represent a sociocultural explanation of Campbell’s hero’s journey as outlined in The Hero with a Thousand Faces (2008). The hero collective is a term that is inclusive of all individuals working in the field of music education who would like to see much more diversity in offerings and modes of musicianship represented in the curriculum of primary and secondary (K-12), as well as higher education music. Tensions involved in this pursuit are presented as part of the separation-initiation-return cycle of Campbell’s hero’s journey as expressed specifically by Vogler (2007). The hero collective is proposed to be a more realistic explanation of how to conceptualize the hero’s journey, given the current discourse in the creativity literature around sociocultural as opposed to purely individualized notions of creativity (Sawyer, 2012). The author makes the case, in line with previous work, that curriculum development is a creative process, and that the hero’s journey might be used as one way of conceptualizing what the change process might look like in the real world.

Transition to Life—A Sendoff to the Real World for Graduating Medical Students

2012 ◽  
Vol 24 (1) ◽  
pp. 36-41 ◽  
Author(s):  
Wendy C. Coates ◽  
Tahlia S. Spector ◽  
Sebastian Uijtdehaage
Keyword(s):  
Medical Students ◽  
Real World ◽  
The Real

scholarly journals Scientific abilities in undergraduate projects and laboratory

2016 ◽  
pp. 69-72
Author(s):  
David R Mills
Keyword(s):  
Education Research ◽  
Student Learning ◽  
Real World ◽  
Physics Education ◽  
Physics Education Research ◽  
First Year ◽  
Physics Teaching ◽  
The Real ◽  
Wide Range

Projects are being increasingly used to provide a richer experience in physics teaching laboratories, and in the higher years, these may well approximate to the real world of industry and research. In first year, however, a wide range of approaches are utilised, from projects to open-ended experiments, yet questions remain about how students can best acquire a range of desired scientific abilities. Recent physics education research has suggested tools and approaches to help develop and measure the abilities such as needed to design and implement an experiment. Examples from several countries illustrate the need for matching the task with students' capabilities, and how various goals may be achieved for student learning in the laboratory.

Using MapBox Software to Help Students See Trends in Biology

2016 ◽  
Vol 78 (5) ◽  
pp. 426-427 ◽  
Author(s):  
DorothyBelle Poli ◽  
Lisa Stoneman ◽  
Anna Siburn ◽  
William Bader ◽  
Emma Clarke
Keyword(s):  
Student Learning ◽  
Real World ◽  
Research Process ◽  
Large Datasets ◽  
The Real ◽  
Mapping Software ◽  
Emerging Trends ◽  
Student Teams ◽  
Technology Applications ◽  
Science Classes

Technology applications can offer an accessible way for teachers to bring the real world into science classes. Using MapBox Studio, a free mapping software program, our cross-disciplinary student teams were able to visually conceptualize large datasets and see emerging trends for themselves, facilitating the research process while making student learning more active and engaged.

Best Practices for Authentic Assessments in Learner-Centered Classrooms

2017 ◽  
pp. 257-273
Author(s):  
Barbara Hagler
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Real World ◽  
Educational Levels ◽  
The Real ◽  
Hard Skills ◽  
Learner Centered ◽  
Authentic Assessments

Although not new, many believe authentic assessments need to be used more frequently than traditional objective assessments in classrooms of all types and at all educational levels. Authentic assessments are subjective, provide a better picture of student learning, and require students to perform tasks more similar to what they will be required to do in the real world. While completing the assessments students also improve skills and apply knowledge from content learned in previous situations. Authentic assessments can be used to evaluate knowledge as well as soft and hard skills. Rubrics are frequently created and used by the teacher to evaluate these assessments.

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