Statistics courses are frequently perceived by tertiary students as extremely difficult and anxiety-inducing, negatively impacting student outcomes and experiences. To address this, the present study considered worked example videos (where an instructor demonstrates the solution to a problem while narrating the process) as a blended learning…

Research Findings: This study investigated teachers' Concept development (CD) strategy use in whole-group math teaching and its associations with children's higher-order thinking processes in 25 Chinese preschool math lessons. We utilized the CD dimension within the Classroom Assessment Scoring System (CLASS) to guide our exploration. CD…

A collaboration between geoscience professors and pedagogic and technical support experts at Universidad de los Andes led to a teaching innovation, as part of a project entitled GEOC-SENSE. GEOC-SENSE was based on the use of active pedagogy techniques aided by information and communication technologies (ICT) to improve motivation and acquisition…

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such…

In general, integration of spatial information can be difficult for students. To study students' spatial thinking and their self-efficacy of interpreting stratigraphic columns, we designed an exercise that asks college-level students to interpret problems on the principles of superposition, original horizontality and lateral continuity, and…

At the Pennsylvania College of Optometry, a core course in pediatric optometry was revised to use a problem-centered approach and implemented with a class of 147 students. Students were assigned specific roles to distribute work evenly. A survey found students responded positively to this approach. (MSE)

Three studies involving 44 learning-disabled junior high students assessed the impact of strategy instruction in individual, small group, and whole class instruction in one knowledge domain: algebra. The three studies are contrasted, outcome data are compared, and the issue of generality-specificity in strategy instruction is examined. (JDD)

To address specific difficulties with self-directed problem-based learning in a large-group pharmacy course, one teacher experimented with use of structured dialogs with small groups of students to provide support, emphasize process, explore concepts, and discuss assessment. Course structure, classroom experiences, and success in addressing the…

A large-group (110 students) pharmaceutics course, designed to use small-group case-based problem solving to address pharmaceutical manufacturing problems, is described; and student response to the course is examined. The 11 case studies used in the curriculum are summarized. The peer evaluation form is included. (MSE)