1 / 24

Qualifying Exam Presentation

Qualifying Exam Presentation. Brian Heglund University of Florida. Question 1. Professional goals. Professional Goals. Question 2. Three designs based on philosophical foundations. Approach: Behaviorism. Learning theory: skinner’s (1937) operant conditioning. Approach: Cognitivism.

ogden
Télécharger la présentation

Qualifying Exam Presentation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Qualifying Exam Presentation Brian Heglund University of Florida

  2. Question 1 Professional goals

  3. Professional Goals

  4. Question 2 Three designs based on philosophical foundations

  5. Approach: Behaviorism

  6. Learning theory: skinner’s (1937) operant conditioning

  7. Approach: Cognitivism

  8. Learning theory: ausubel’s(1963) meaningful reception learning

  9. Instructional theory: gagne’s(1965) Events of instruction

  10. approach: Sociocultural

  11. Learning theory: Vygotsky’s (1978) zone of proximal development

  12. Instructional theory: problem-based learning

  13. Question 3 Area of specialization and conceptual framework

  14. Question 4 Critique of articles

  15. 1- non existent 2- needs improvement 3- proficient 4- exemplary

  16. Q1 references • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. doi:10.1016/j.compedu.2010.07.009 • McNeil, L. E. (n.d.). Transforming introductory physics teaching at UNC-CH. Retrieved April 29, 2014, from http://user.physics.unc.edu/~mcneil/physicsmanifesto.html#toc280 • Ornek, F., Robinson, W. R., & Haugan, M. P. (2008). What makes physics difficult ? International Journal of Environmental & Science Education, 3(1), 30–34. • Physics education research. (2009). Retrieved June 08, 2014, from http://www.physicsandastronomy.pitt.edu/research/physics_education_research • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(January), 24–30. Retrieved from http://www.physics.umd.edu/perg/qm/qmcourse/NewModel/research/whatwork/ • Thompson, J. R., Christensen, W. M., & Wittmann, M. C. (2011). Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research. Physical Review Special Topics - Physics Education Research, 7(010108), 1–11. doi:10.1103/PhysRevSTPER.7.010108

  17. Q2 references • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12. doi:10.1002/tl.37219966804 • Dabbagh, N. (2002). Select Instructional Models/Theories to Develop Instructional Prototypes. Retrieved April 20, 2014, from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/index.htm • Duffy, T. M., & Cunningham, D. J. (2001). 7 . Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen, P. Harris, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology: A project of the association for educational communications and technology (1st ed., pp. 1–31). Mahwah, NJ: Lawrence Erlbaum Associates. • Ertmer, P., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. • Gagne’s 9 Events of Instruction. (2014). Retrieved April 25, 2014, from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ • Hannum, W. (2005). Learning Theory Fundamentals. Retrieved April 20, 2014, from http://www.theoryfundamentals.com/differences.htm

  18. Q2 references continued • Learning-Theories.com: Knowledge base and webliography. (2007). Retrieved April 20, 2014, from http://www.learning-theories.com/ • Recker, M. (2006). Learning and Communication Theories in Instructional Technology. Retrieved from http://itls.usu.edu/~mimi/courses/6260/gagne.html • Schuh, K. L., & Barab, S. A. (2008). Philosophical Perspectives. In J. M. Spector, M. D. Merrill, J. Van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., Vol. 92, pp. 67–82). New York, NY: Lawrence Erlbaum Associates. • Scott, S., & Palincsar, A. (2013). Sociocultural Theory. education.com. Retrieved January 26, 2014, from http://www.education.com/reference/article/sociocultural-theory/ • Winn, W. (2004). Cognitive perspectives in psychology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 79–112). Mahwah, NJ: Lawrence Erlbaum Associates.

  19. Q3 references • Beavers, H., Collins-Eaglin, J., Green, D., Nathan, G., & Wolfe, K. (2002). From theory to practice: Behaviorist principles of learning and instruction. The Office for Teaching and and Learning Newsletter, 7(2), 1. • Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. doi:10.1016/j.compedu.2012.10.019 • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459. • Coca, D. M., & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17–24. • Dabbagh, N. (2002). Select instructional models/theories to develop instructional prototypes. Retrieved April 20, 2014, from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/index.htm • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in large enrollment physics class. Science, 332(6031), 862–864. doi:10.1126/science.1201783 • Ertmer, P., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72.

  20. Q3 references continued • Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64. doi:10.1119/1.18809 • Hannum, W. (2005). Learning theory fundamentals. Retrieved April 20, 2014, from http://www.theoryfundamentals.com/differences.htm • McNeil, L. E. (n.d.). Transforming introductory physics teaching at UNC-CH. Retrieved April 29, 2014, from http://user.physics.unc.edu/~mcneil/physicsmanifesto.html#toc280 • Mervis, J. (2011). A better way to teach? Science. Retrieved April 29, 2014, from http://news.sciencemag.org/2011/05/better-way-teach • Rimer, S. (2009). At M.I.T., large lectures are going the way of the blackboard. New York Times. Retrieved April 29, 2014, from http://www.nytimes.com/2009/01/13/us/13physics.html?pagewanted=all&_r=0 • Scott, S., & Palincsar, A. (2013). Sociocultural theory. education.com. Retrieved January 26, 2014, from http://www.education.com/reference/article/sociocultural-theory/ • Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 36–49. doi:10.1063/1.2155756

More Related