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Descriptors:
Ethics; Crime; International Trade; Water Quality; Stakeholders; Federal Legislation; Law Enforcement; Corporations; Developing Nations; Foreign Countries; Case Studies; Business Administration Education; Law Related Education; Case Method (Teaching Technique)

Abstract:
This case study examines the role of bribery in the global marketplace through an example involving access to safe drinking water in the developing world. Parts II and III set out the objectives and methods of classroom delivery for the case study. Part IV is the background reading relating to bribery with particular emphasis on the Foreign Corrupt Practices Act (FCPA) in the United States. This background information is followed by a discussion of the problem of lack of access to safe drinking water in the developing world, a hypothetical state in which a water treatment facility is to be constructed to address this problem, and background information regarding four potential bidders for construction of the facility. These four bidders represent a wide range of companies from publicly traded corporations with strong antibribery cultures and protections to privately and governmentally owned enterprises with weaker anticorruption measures. These factual sections are followed in Part VI by questions addressing stakeholders and the application of ethical theories to the bidding process for the construction of the facility. (Contains 147 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Teachers; Learning Strategies; Pretests Posttests; Lecture Method; Teaching Methods; Case Method (Teaching Technique); Preservice Teacher Education; Comparative Analysis

Abstract:
This paper investigates dynamics in approaches to learning within different learning environments. Two quasi-experimental studies were conducted with first-year student teachers (N[subscript Study 1] = 496, N[subscript Study 2] = 1098) studying a child development course. Data collection was carried out using a pre-test/post-test design by means of the Approaches to Learning and Studying Inventory. Study 1 compared a lecture-based learning environment with a student-centred learning environment. Results were opposite to the premise that student-centred instruction deepened student learning. Instead, the latter pushed students towards a surface approach. Study 2 investigated whether mixed learning environments consisting of lectures and case-based learning could enhance students' approaches to learning, compared to learning environments in which either lectures or case-based learning were used. Results showed that the deep and strategic approach decreased in the lecture-based, the case-based and the alternated learning environment, in which lectures and case-based learning were used by turns, while they remained the same in the gradually implemented case-based learning environment. With respect to the surface approach, the strongest decrease was found in the latter learning environment. In conclusion, this paper shows the added value of gradually implementing case-based learning. Nevertheless, it remains difficult to enhance the deep approach, monitoring studying, organised studying and effort management. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Activities; Science Instruction; Science Laboratories; Physiology; Biology; Research Design; Student Motivation; Problem Based Learning; Case Method (Teaching Technique); Symptoms (Individual Disorders); Animals; Veterinary Medicine; Clinical Diagnosis; Problem Solving

Abstract:
Students are provided with a mystery concerning dogs that are paralyzed. This motivates a laboratory exercise to measure parameters from the dog's "blood" to determine whether the paralysis is due to pesticide poisoning or an autoimmune attack on nerve myelin. Most of the materials are available from the grocery store. The real-world nature of the problem, and the mystery, engages the students in thinking about nerve, muscle, and immune system function. Alternative versions require less familiarity with physiology and can be used as engagement activities to encourage learning laboratory skills and experimental design or as motivation for learning nerve and muscle physiology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary School Teachers; Science Fairs; Pedagogical Content Knowledge; Science Instruction; Case Method (Teaching Technique); Science Projects; Student Projects; Inservice Teacher Education; Methods Courses

Abstract:
This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed classes. The results show that: (1) Elementary teachers who have taken "theory course combined with sample introduction" course consider that: (a) Introducing the samples can let them clearly understand the process of how to guide students to do their science fair project; and (b) Following the description sample to make their science fair project topic, extend these topic form original science courses, draw the conception map and flow table, handle the scientific experiment, and then teach students to be familiar with the content of science fairs project; (2) In-service teachers who have chosen "theory course combined with case method teaching" course consider that: (a) Case-method teaching helps them understand the contents of the curricula; and (b) It provides them models to observe and imitate. With such an increase of awareness, knowledge transference had been brought out. Thus, professional knowledge would be promoted. Both teachers who have accepted these courses had hiatus when guiding students to develop their product: (1) Teachers are inadequately comprehending the basic scientific theory of subjects of their science fair project; (2) Scientific verification is not scientificalness; (3) Verify facts which are already known; and (4) Be careless about the control variable. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Educational Technology; Instructional Design; Fidelity; Accuracy; Educational Environment; Cues; Communication (Thought Transfer); Feedback (Response); Visual Aids; Case Method (Teaching Technique); Technology Uses in Education

Abstract:
Authenticity is a key to using technology for instruction in ways that enhance learning and support learning transfer. Simply put, a representation is authentic when it shows learners clearly what a task, context, or experience will be like in real practice. More authentic representations help people learn and understand better. They support learning transfer by giving learners an opportunity to see key features and reference points that show when and how tasks need to be done, and how information is relevant to actual task performance. However, designers may need to adjust components of authenticity to optimize initial learning and eventual transfer, depending on the task, learners, and context. This chapter unpacks the concept of authenticity, then discusses and illustrates how considering various elements of authenticity can help designers and trainers make more effective decisions to support learning and development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Peace; Conflict Resolution; Vignettes; Simulation; Case Method (Teaching Technique); Educational Games; Games; Teaching Methods; Experiential Learning; Instructional Design

Abstract:
Simulations and games can offer valuable insight into the management of conflict and the achievement of peace. This special symposium issue of "Simulation & Gaming" examines several such approaches, used in both educational settings and to prepare practitioners to deal with the concrete challenges of peacebuilding. In the introduction, the authors offer some brief thoughts on the how and why of simulations and games-based approaches, scenario choices (abstract, fictional, and real world), intended audiences, and design approaches. They also address the question of how games might (or might not) contribute to policy making in this field. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Chemistry; Class Activities; Learning Activities; Science Instruction; Case Method (Teaching Technique); Writing Across the Curriculum; High School Students; Case Studies; Academic Achievement; Correlation

Abstract:
This study investigated the impact on chemistry learning of the degree to which students embedded or integrated multiple modes of representation in end of unit writing-to-learn activities. A multi-case study approach utilizing quasi-experimental methodology involving intact high school chemistry classes taught by two different teachers was employed. Approximately half of the classes for each teacher were designated treatment classes and students in these classes participated in specific classroom activities designed to encourage the use of strategies to embed multiple modes within text in student writing. Control classes did not participate in these activities. All classes with the same teacher participated in identical end of unit writing tasks followed by identical end of unit assessments. Writing tasks and end of unit assessments were teacher designed and were therefore unique to each setting. Data from each teacher was initially analyzed independently to explore characteristics of student writing and student performance on end of unit assessments. This was followed by cross case analysis. Analysis of quantitative data indicated that for the first teacher (n = 70 students), treatment classes significantly outperformed control classes on two different measures of writing characteristics during a first unit of study, two measures of writing for the second unit, and three categories of end of unit instruction for the second unit. For the second teacher (n = 95), treatment classes outperformed control classes on two writing characteristics and three end of unit assessment categories during the only unit of study assessed. In addition, at both sites, significant positive correlations were found between all writing characteristic measurements and end of unit assessment performance. These results not only support the use of multimodal writing-to-learn tasks as a pedagogical tool to improve chemistry learning, but specifically suggest benefit when multiple modes are effectively linked within these tasks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Science Instruction; Case Method (Teaching Technique); Classrooms; Epistemology; Secondary School Teachers; Scientific Principles; Science Curriculum; Science Education; Validity; Tutors; Intervention; Questionnaires; Models; Science History; Philosophy; High School Students; Junior High School Students

Abstract:
For quite some time, many EU and Italian Ministry of Education official documents have warmly suggested the introduction of the history and the philosophy of science in the teaching of science disciplines at school. Accordingly, there is a shared agreement between pedagogists and science historians about the efficacy of this approach towards an understanding of the current curriculum content and the Nature of Science. What is missing, at least in Italy, is a concrete fieldwork in the classroom to show the validity of these declarations. This essay is a report of the experience of introducing history and philosophy of science into junior and senior high school classrooms in Apulia (Italy). The aims of this project are: (a) to build a model of research involving high school teachers and university lecturers in the design and construction of teaching units that use the story of science and epistemology for teaching science and (b) produce evidence that this approach is effective in getting more interest from students in science. We relied on many schools for carrying out the historical-scientific teaching modules. The modules were carried out through the case study approach. In the first phase, the participating teachers were trained by University tutors on the modalities of this particular teaching approach. In the second phase, the teachers carried out the modules in their classes and finally these modules were presented in a conclusive conference. Moreover, we evaluated the efficacy of the intervention through specifically created agreement questionnaires. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Feedback (Response); Case Method (Teaching Technique); Teacher Education Programs; Preservice Teachers; Comparative Analysis

Abstract:
The current research investigates the efficacy of the case-based instructional method for teacher education when seductive details (i.e. interesting but extraneous details) are included or removed. Aspiring teachers (n = 108) learned about principles of writing effective feedback in a text-based lesson without a description of a classroom case (C control), with a classroom case that contained seductive details (SD group), or with a classroom case that did not contain seductive details (NSD group). All participants then took retention and transfer tests. Results indicated equivalent group performance on retention, but improved performance for the NSD group compared to the SD group on transfer (d = 0.64). Results encourage the use of cognitive design principles to support meaningful learning when using classroom cases in instruction. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Method (Teaching Technique); Secondary School Teachers; Science Instruction; Secondary School Science; Science and Society; Science Teachers; Questionnaires; Interviews; Science Curriculum; Mixed Methods Research

Abstract:
The research is an investigation of teachers' experience of working with socio-scientific issues (SSI). A large group of teachers (55) chose one of six cases with the characteristics of SSI and were free to organize the work as they found appropriate. The research focuses on how teachers chose content, organized their work and experienced the students' interest and learning. The teachers answered a questionnaire after working with the cases and seven of them were interviewed to provide in-depth understanding of issues raised in the questionnaire. The teachers found the SSI to be current topics with interesting content and relevant tasks and they felt confident about the work. They were quite content with the students' learning of scientific facts, how to apply scientific knowledge and to search for information. However, they found that the students did not easily formulate questions, critically examine arguments or use media to obtain information about the task. The interviewed teachers did not find this work new, but they organized it as "a special event". They understood SSI work as "free" work and group work was frequent, but only a few of the teachers developed explicit strategies for teaching SSI. They had different ideas about learning but they all talked about knowledge as a set of facts to be taken in by the students. They all included elements of SSI but mostly to introduce the regular science content. However the teachers started to reflect upon the potential of using SSI to cover more goals in the curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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