The aim of this research is to identify the effect of the educational curriculum according to Kolb’s theory in developing the mental perception of young people, as well as its effect on learning the ...skill of preparation in volleyball. The research hypothesized that the approach in this work had a significant effect in developing mental perception and learning the skill of preparation in volleyball. The research community is represented by the emerging neighborhood club players for the season 2020-2021 in State of Wasit Governorate, Iraq, which has nominated a 27 players. A two groups were chosen by lottery to represent the control and experimental sample. Each group consisted of 10 players. The research involved an exploratory experiment to extract the scientific parameter for the tests under search tribal. The application of the educational curriculum and after completing the application of the curriculum the post tests were conducted under the same conditions and variables similar to the tribal tests. Among the most important conclusions reached in this work are the educational curriculum according to Kolb's theory has a positive effect in the process of developing mental imagery which in turn provides a better view of learning skills. The experimental group outperformed compare to control group in mental perception.
To evaluate and implement the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum. A quasi-experimental pretest-posttest design without a control group was used to measure children's pedestrian ...safety knowledge. Knowledge assessments consisting of multiple-choice and short-answer questions were administered pre- and post-curriculum implementation by classroom teachers. Knowledge assessments gauged prekindergarten students' knowledge of pedestrian safety activities prior to safety curriculum implementation and, again, after the students received the curriculum. A total of 605 children (aged 3- to 5-year) from 38 prekindergarten classrooms in 16 randomly selected elementary schools participated in the pedestrian safety education pilot program. Subjects were of multiethnic and diverse backgrounds from the Miami-Dade County Public School District. Of the 605 educated subjects, 454 children completed both pre- and posttests. A statistically significant difference was found between pretest knowledge (M = 5.49, SD = 1.54) and posttest knowledge (M = 6.64, SD = 1.35) assessment scores across all 454 subjects, t(452) = -16.22, p < .001, 95% CI -1.29, -1.01. Previous studies have shown that classroom-based training of children as young as 4 years old can yield significant improvements in traffic safety knowledge. The statistical findings of the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum revealed statistically significant improvements in pedestrian safety knowledge of these young children. Future research efforts will focus on longitudinal behavioral changes in these students and an increase in pedestrian safety behaviors (e.g., utilization of crosswalks or sidewalks).
The purpose of this study is to identify the perception of educational factors upon the introduction of digital textbooks as educational tools for primary classes. They are identificated the negative ...effects that will be using these tools on personality development of students in terms of socialization and self-esteem development, the child's general motility caused by lack of physical activism, the development of mental processes; school managers bring to your attention that this measure financial costs involved and the difficulty will be supported by the school; parents are identified positive effects in terms of developing school motivation.
Purpose: This is the first survey about professionalism curricula in medical schools in Japan. Methods: Persons in charge of medical education at each school were asked whether they had a formal ...professionalism curriculum this year or would have one next year or both. Syllabuses from these schools were analysed. Results: Of 80 medical schools, only 12 follow formal and explicit professionalism curricula. Curricula were implemented as a component of multiple courses （9 schools）, a single course （2 schools）, and an integrated sequence of courses （2 schools）. Most curricula were implemented in the preclinical years; only 1 was implemented in the 5th year （clinical） of the 6–year medical school course. Several teaching methods, such as lectures, workshops, interprofessional exercises, and ceremonies, were used. Students were assessed through reports, participation in discussions, rating scales, and portfolios. Conclusions: Providing an explicit professionalism curriculum is important for promoting the professional development of medical students. This study revealed that only 15％ of medical schools in Japan followed an explicit professionalism curriculum. In addition, many of these curricula were implemented in the preclinical years and lacked a means of assessing students. The numbers of schools with professionalism curricula and of curricula in the clinical years are expected to increase.
Emergency medical technician (EMT) training programs for certification vary greatly from course to course, but it is necessary that each course at least meets local and national requirements. It is ...reasonable to expect that EMTs' performance should improve after a structured educational curriculum. We hypothesized that EMTs' performance in airway management would improve after a sequential structured educational curriculum involving airway, followed by cardiopulmonary resuscitation (CPR) modules, beyond what is achieved after only the airway module.
To evaluate this, 76 EMTs were assigned to a 2-week airway module with a structured curriculum. This was followed by the 2-week CPR module, and the EMTs were tested before (preCPR test) and after (postCPR test) the CPR modules for improvement in their airway skills. EMTs also completed a questionnaire to evaluate the curriculum.
PostCPR test mean scores were higher than those of the preCPR test (P < 0.05) except for the bag valve mask domain. EMTs evaluated the curriculum and gave a score of 3.7/5 for perceived achievement of goals of the syllabus for improving their airway skills.
Thus, a sequential, structured curriculum in airway management followed by CPR, improves EMTs' performance levels above what they achieved after only the airway module, except for bag valve mask ventilation.
With its mission to move science into practice, the Visual Analytics Science and Technology Challenge has become an integrated part of the annual Visual Analytics Science and Technology Conference ...since its inception in 2006. In this article, we discuss how we can transfer this objective into a classroom setting by using the Visual Analytics Science and Technology Challenge datasets and by encouraging student submissions to the challenge. By means of Bloom’s Taxonomy of Educational Objectives for Knowledge-Based Goals, we show how the Visual Analytics Science and Technology Challenge enables the integration of additional learning objectives into two types of courses: a dedicated course that focuses on the contest participation and an integrated course that uses the contest data to emphasize practical course elements. The core contribution of this article is that we assess the opportunities and pitfalls that we experienced at the University of Konstanz in Germany and Virginia Tech in the United States when augmenting the educational curriculum with the Visual Analytics Science and Technology Challenge.
The purpose of this study was to explore special educational curriculum design at senior secondary school level and whether this helps to enhance the academic attainment and self‐confidence of ...students with learning difficulties. An in‐depth discussion focuses on lesson planning for the individual needs and group needs of students by implementation of self‐regulated learning strategies, based on a case study in a special school in Hong Kong. A multiple methods research design was envisaged for the implementation phase of this participatory action research. Lesson observations, video recordings, teachers’ diaries and students’ interviews were collected during one academic year in a form 5 (equal to year 12 in the UK) classroom. It is suggested that curriculum design should include various elements: learning knowledge, values and attitudes, and generic skills. This differentiated curriculum design showed how subject learning targets could be responsive to both the individual and the group needs of students with learning difficulties. Conclusions also indicate that assisting students to become aware of their individual needs is beneficial both for learning and for curriculum design.
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