scholarly journals Undergraduates’ Interest Towards Learning Genetics Concepts Through Integrated Stemproblem Based Learning Approach

2020 ◽  
Vol 22 (12) ◽  
Author(s):  
Shamimah Parveen Abdul Rahim ◽  
◽  
Mohd Ali Samsudin ◽  
Mohd Erfy Ismail ◽  
Mohd Hasril Amiruddin ◽  
...  
Keyword(s):  
Higher Education ◽  
Problem Based Learning ◽  
First Year ◽  
Learning Approach ◽  
First Semester ◽  
Learning Module ◽  
Integrated Stem ◽  
And Mathematics ◽  
Based Instruction ◽  
Programs Of Study

Scientific and innovative society can be produced by giving priorities in Science, Technology, Engineering, and Mathematics (STEM) as emphasized by Malaysian Higher Education Blueprint (2015-2025). STEM need to be implemented at higher education because universities need to produce competent graduates to support economy growth and sustainable development. Learning STEM through Problem Based Learning might allow the undergraduates to become more enthusiastic when problem-based instruction is incorporated with STEM by implementing teamwork and problem-solving techniques to engage the first-year undergraduates fully with the learning. This study was conducted to investigate whether Integrated STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts among first-year undergraduates. Topics in genetics was considered difficult not only to teach but also to learn. In this research, to overcome the genetic concepts learning difficulties, genetic related topics were chosen to introduce STEM through problem-based learning approach, which might help first-year undergraduates to acquire deep genetic content knowledge. This is very vital for the first-year undergraduates, as the knowledge gained in their first semester will be applied in the upcoming courses in their entire undergraduates’ programs of study. A Pre-Experimental research design with one group-posttest design was applied. A total of 50 participants who are first-year undergraduates from Faculty of Biology from one of the public universities in Malaysia were involved. The Genetics Interest Questionnaire used to study if the STEM Problem Based Learning module could enhance and retain the interest towards genetics concepts. The research has proven that Integrated STEM through problem-based learning approach could enhance and retains the interest in learning genetics concepts among first-year undergraduates.

Data Analytics and STEM Student Success: The Impact of Predictive Analytics-Informed Academic Advising Among Undeclared First-Year Engineering Students

2018 ◽  
Vol 22 (3) ◽  
pp. 497-521 ◽  
Author(s):  
Yu (April) Chen ◽  
Sylvester Upah
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
Data Analytics ◽  
Predictive Analytics ◽  
First Year ◽  
Program Of Study ◽  
Science Technology ◽  
Mathematics Student ◽  
And Mathematics

Science, Technology, Engineering, and Mathematics student success is an important topic in higher education research. Recently, the use of data analytics in higher education administration has gain popularity. However, very few studies have examined how data analytics may influence Science, Technology, Engineering, and Mathematics student success. This study took the first step to investigate the influence of using predictive analytics on academic advising in engineering majors. Specifically, we examined the effects of predictive analytics-informed academic advising among undeclared first-year engineering student with regard to changing a major and selecting a program of study. We utilized the propensity score matching technique to compare students who received predictive analytics-informed advising with those who did not. Results indicated that students who received predictive analytics-informed advising were more likely to change a major than their counterparts. No significant effects was detected regarding selecting a program of study. Implications of the findings for policy, practice, and future research were discussed.

scholarly journals Entering Higher Professional Education: Unveiling First-Year Students’ Key Academic Experiences and Their Occurrence Over Time

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonas Willems ◽  
Liesje Coertjens ◽  
Vincent Donche
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Critical Incident ◽  
Transition Process ◽  
Academic Experiences ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Academic Transition ◽  
First Semester

To date, little understanding exists of how first-year students in professionally oriented higher-education (HE) programs (i.e., those that provide vocational education to prepare students for a particular occupation) experience their academic transition process. In the present study, we first argued how the constructs of academic adjustment and academic integration can provide complementary perspectives on the academic transition of first-year students in (professional) HE. Next, we examined what first-year students in professional HE contexts perceive to be the most important experiences associated with their academic transition process in the first semester of their first year of higher education (FYHE). To this end, we adopted the fundamentals of the critical incident technique and asked 104 students in a Flemish (Dutch-speaking part of Belgium) university college (which offers professional HE programs, such as nursing) to complete “reflective logs” with open questions at the start of the second semester of their FYHE, wherein they reflected on three critical academic experiences during their first semester. An inductive, cross-case content analysis of the collected narratives showed that students reported on nine themes of academic experiences, which relate to five adjustment themes (dealing with the organization of the study program, organizing study work, committing to the study, following class and taking notes, and processing learning content outside class) and four integration themes (feeling competent, feeling stressed, feeling prepared, and feeling supported). Further analyses showed that although some of the nine themes of academic experiences appear to be more important at different times in the first semester, they all seem to be meaningful throughout the whole semester.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

scholarly journals A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

2021 ◽  
Vol 6 (1) ◽  
pp. 242-264
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Secondary Schools ◽  
Needs Assessment ◽  
Stem Education ◽  
Secondary Level ◽  
Learning Approach ◽  
Integrated Stem ◽  
Science Technology ◽  
And Mathematics ◽  
Lower Secondary Schools

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.   Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria.   31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.   Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.   Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.   Keywords: STEM education, needs assessment, case study, gap, interventions   Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

Beyond problem-based learning: using dynamic PBL in chemistry

2015 ◽  
Vol 16 (2) ◽  
pp. 251-259 ◽  
Author(s):  
Tina L. Overton ◽  
Christopher A. Randles
Keyword(s):  
Sustainable Development ◽  
Real World ◽  
Dynamic Problem ◽  
Problem Based Learning ◽  
Learning Activity ◽  
First Year ◽  
Learning Approach ◽  
Data Sets ◽  
Transferable Skills ◽  
Real World Problems

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach sustainable development to first year chemistry undergraduates. Results indicate that the resources described here motivated students to learn about sustainability and successfully developed a range of transferable skills.

scholarly journals Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

2018 ◽  
Vol 13 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Ken Brown ◽  
Vic Lally
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Group Discussion ◽  
First Year ◽  
Online Assessment ◽  
Continuous Assessment ◽  
First Semester ◽  
Individual Interviews ◽  
Pedagogical Design ◽  
Engineering Mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns.

scholarly journals Sustainable Feedback: Students’ and Tutors’ Perceptions

2016 ◽  
Author(s):  
Gerry Geitz ◽  
Desirée Joosten - Ten Brinke ◽  
Paul Kirschner
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Problem Based Learning ◽  
Personal Characteristics ◽  
Active Role ◽  
Individual Behavior ◽  
First Year ◽  
Education Students ◽  
Learning Skills

Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importance of feedback contributions of all participants, and developing the necessary skills to ask questions and give feedback.

scholarly journals Balancing Cost and Value: Scandinavian Students’ First Year Experiences of Encountering Science and Technology Higher Education

2018 ◽  
Vol 14 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Fredrik Jensen ◽  
Ellen Karoline Henriksen ◽  
Henriette Tolstrup Holmegaard ◽  
Lene Møller Madsen ◽  
Lars Ulriksen
Keyword(s):  
Higher Education ◽  
Educational Institutions ◽  
Future Research ◽  
First Year ◽  
Online Questionnaire ◽  
Research Directions ◽  
Students First ◽  
Future Research Directions ◽  
And Mathematics ◽  
Better Than

This paper investigates the experiences of students in science, technology, engineering and mathematics (STEM) during their first year in higher education, based on 874 Danish and 1314 Norwegian students’ responses to an online questionnaire. Rather than focusing on averages, we compare the experiences of two distinct groups of students: those who rated their overall study situation as better than expected (the satisfied group) and those who rated it as worse than expected (the dissatisfied group). Although the satisfied group were more positive to many aspects of their study situation, the dissatisfied group were also relatively positive to many aspects. All respondents expressed that the study cost more time and effort than anticipated, but only for some students (notably the satisfied group) was this high cost counterbalanced by a high value in terms of subject interest and social integration. Implications are discussed in terms of future research directions and how educational institutions can improve students’ meeting with higher education.

Blended Teaching and Learning Methodology: Flipped Classroom, Peer and Problem-Based Instruction

2019 ◽  
Author(s):  
Matheus Pereira Lobo
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
And Mathematics ◽  
Based Instruction ◽  
Selection Of ◽  
Blended Teaching

This article presents a selection of ideas borrowed from active methodologies–namely, Flipped Classroom (FC), Peer Instruction (PI), and Problem Based Learning (PBL)–as a blended approach for teaching and learning physics and mathematics.

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