The ability to communicate science effectively is a key attribute for science graduates, and considerable work has been done to establish the techniques and skills associated with effective communication. What is less clear however, is the learning progression students traverse as they develop proficiency in science communication. In this study we…

Things we can do because of learning are called outcomes of learning. Outcome based education (OBE) was propounded by William Spady in the 90s to bring the focus of formal education to what the students learn rather than what they were taught. OBE is a system of education giving priority to ends, purpose, accomplishments, and results. All…

This paper critically reflects on the pedagogical approach underlying a professional development course in eLearning. The aim of the course was to teach faculty based eLearning officers the necessary practical and theoretical skills to fulfil their roles in supporting Faculties with eLearning initiatives. Whilst the course was successful--judged…

Points out that instructors lack a scheme for making connections between teaching techniques and particular learning objectives. Samples the literature concerning teaching techniques for sociology in the context of Bloom's "Taxonomy of Educational Objectives." Proposes a model that will aid in matching teaching techniques with…

States that a major source of frustration for the second language teacher is the difficulty of bridging the gap between the formal aspects of language and the exploitation of the language in authentic situations. Suggests steps that can be taken to overcome the problem and to meet students' expectations. (MES)

Reports the results of a study of the match between teacher-made tests and level of instructional objectives for 74 secondary social studies teachers. Concludes that: (1) only a slight majority of teachers think higher order objectives are important, and (2) that few translate this opinion into their instruction or testing. (JDH)

An outline of AADS curricular guidelines for gross anatomy in dental education includes primary educational goals, prerequisites, core content, specific course objectives for each section of content, sequencing, faculty requirements, and facility and equipment needs. (MSE)

A sequential approach to implementing an associate degree nursing program at Mohegan Community College, Norwich, Connecticut, is presented in a conceptual framework. The framework utilizes Bloom's taxonomy of cognitive learning as a guide and incorporates objectives for learning level, sample course, and sample unit. (MF)

Describes an Interactive Team Teaching approach for presenting women's content, which offers cognitive and affective learning experiences in order to change basic attitudes about the roles of men and women. The approach recognizes underlying power differentials between men and women in society and utilizes methods which maximize attitude change.…

Discusses service learning and presents models of instruction that academic libraries might offer to service learning pedagogy. Highlights include the role of information literacy; reflection; affective and cognitive learning outcomes of service learning; impact of service learning on libraries; learning process model; course objectives model;…

Nine college classes on Communist political systems were evaluated, according to students' memory and comprehension of information; ability to apply, analyze and synthesize the information; and beliefs and values toward selected Communist States and issues involving Socialism and Communism. (Author/GDC)