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Tagg, John – Change: The Magazine of Higher Learning, 2022
Higher education has defined merit largely in terms of speed. It rewards not those who learn the most or the best, but those who report their learning back by the deadline, whether that's the time limit for the test or the end of the semester. Resilient learning takes time. More time spent in study results in longer retention, and elapsed time…
Descriptors: Higher Education, Rewards, Ability, Social Systems
Liu, Bowen; Wu, Yonghe; Xing, Wanli; Guo, Shouchao; Zhu, Lijuan – Interactive Learning Environments, 2023
3D design and modeling is an important part of design education. Self-directed learning (SDL) has been considered in order to effectively learn and teach 3D design and modeling. Exploring the relationship between students' SDL ability and their behavior in learning 3D design will not only promote the 3D design learning process and outcomes, but…
Descriptors: Independent Study, Computer Simulation, Design, Models
Joshua Samani; Steven C. Pan – npj Science of Learning, 2021
We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems…
Descriptors: Undergraduate Students, Physics, Science Instruction, Problem Solving
Wahyuddin; Ernawati; Satriani, Sri; Nursakiah – Anatolian Journal of Education, 2022
The industrial revolution 4.0 make change in the educational paradigm that focuses on knowledge production and innovation applications of knowledge. One of the important elements that must be of concern to encourage economic growth and the nation's competitiveness in the era of the 4.0 industrial revolution is to prepare a more innovative learning…
Descriptors: Cooperative Learning, 21st Century Skills, Skill Development, Critical Thinking
Kirmizigul, Asli Saylan; Bektas, Oktay – Cypriot Journal of Educational Sciences, 2019
The study aims to determine pre-service science teachers' epistemological beliefs. For this purpose, five fourth grade pre-service science teachers enrolled at the education Faculty of a University in Kayseri participated in the research. Phenomenology design was used and a semi-structured interview including 13 items was conducted. The data were…
Descriptors: Preservice Teachers, Beliefs, Epistemology, Individual Differences
Xin, Weihao; Jia, Chanjuan; Liu, Chunling; Wang, Jingying; Chen, Amber La Rayne – International Journal of Inclusive Education, 2020
In this study, 227 pre-service teachers majoring in special education at two normal universities in eastern China were studied using a questionnaire survey. The survey sought to understand pre-service teachers' beliefs about students and teachers' role in special education, using a metaphor approach. The results are as follows: First, in terms of…
Descriptors: Preservice Teachers, Beliefs, Teacher Role, Special Education
Johnson, Staci N.; Gallagher, Eliza D. – Advances in Physiology Education, 2021
This qualitative study investigated processes used by undergraduate students over a course sequence in anatomy and physiology (A&P). Longitudinal data for each participant include weekly written reflections and interviews at the beginning, middle, and end of the two-semester sequence. The themes that emerged describe three variations of…
Descriptors: Anatomy, Physiology, Undergraduate Students, Learning Processes
Rios, Christopher M.; Golde, Chris M.; Tractenberg, Rochelle E. – Education Sciences, 2019
A steward of the discipline was originally defined as "someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application". This construct was articulated to support and strengthen doctoral education. The purpose of…
Descriptors: Learning Processes, Professional Identity, Professional Development, Doctoral Programs
Fulmer, Gavin W.; Liang, Ling L.; Liu, Xiufeng – International Journal of Science Education, 2014
This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the…
Descriptors: Secondary School Science, High School Students, College Science, College Students