我国专业型护理硕士研究生培养探讨

通过查阅文献,从课程设置与教材选择、实践能力培养、师资队伍及考核评价体系方面,分析对比国内外专业型护理硕士研究生培养特点,对我国专业型护理硕士研究生培养提出建议,加快完善护理研究生培养工作。     

广电教育专网网管平台的建设与实施方案

主要介绍对各类网络设备进行时间同步、配置信息备份、日志信息记录、拓扑管理以及端口流量实时监控等网络管理方面的操作方法。网管平台建立后,通过远程管理模式可以实时了解网络状况,迅速定位故障点,提高了服务水平,树立了广电专线的良好声誉。     

青年教师教学能力提升的探究

本文以"可靠性理论"课程的教学为例,结合这门课程的特点,分析青年教师教学过程中存在的问题。笔者研究探讨了如何将科研工作的新进展以及工程实例应用到这门课程的教学当中,通过合理利用多媒体教学、引导学生课外调研等措施,激发学习兴趣,让学生通过实践印证理论,促使其发现问题,提高教学效果和学生的实践能力。     

本科生参与科研活动的关键因素探索

学生参与科研活动是培养高层次创新型人才的重要途径。本文从本科生参与科研活动的实例出发,阐述了本科生进行科研活动的必要性和可行性;指出科研活动中的观念转变、兴趣培养、知识储备、科研课题选定、工具软件使用以及外语水平等是其中的关键因素。     

基于B/S远程在线教育系统的设计与实现

针对传统课堂教学不能很好地延伸和拓展,学生不能灵活地掌握学习主动权,学生学习和教师教学缺乏有效交流平台等问题,将Browser/Server三层体系结构、Servlet、JDBC技术应用于远程在线教育系统中.研究了系统实现的技术原理,系统功能需求,从系统用例图、时序图、协作图、状态图方面进行了系统UML建模、完成了数据流图、数据字典、系统流程和数据库设计,最后对系统进行了黑盒测试,测试结果达到了预期效果.     

Preparing preservice elementary teachers to teach engineering: Impact on self‐efficacy and outcome expectancy

Research indicates there is a need for teachers to experience multiple mastery experiences with engineering teaching in order to improve teaching engineering self‐efficacy. To prepare future K–5 teachers to teach the engineering design process, one science methods course integrated 2‐day engineering mini‐units into the class meeting and school‐based field experience. The preservice teachers participated as students in an exemplar mini‐unit and then designed their own mini‐unit, which they later taught to K–5 students. Pre‐ and post‐testing of the preservice teachers indicated significant improvement in engineering pedagogical content knowledge self‐efficacy, engagement self‐efficacy, and disciplinary self‐efficacy. Significant improvement was not observed in engineering outcome expectancy.     

Integrated STEM in practice: Learning from Montessori philosophies and practices

In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross‐disciplinary and situated in real‐world problem‐solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the United States, and its alignment with the conceptual framework of integrated STEM. We selected Montessori adolescent environments because the Montessori philosophy involves interdisciplinary application contextualized in purposeful work and learning. Our research sought to investigate how Montessori middle schools have designed their science programs, and to situate these findings within the current landscape of STEM education and reform‐based science. Based on the results of our survey of 96 U.S. Montessori middle schools, we argue Montessori offers an integrated educational approach that meaningfully situates academic disciplines to mirror local and global challenges, well supported by theory and literature on STEM and situated learning theories. We assert that integrated STEM happens organically in many Montessori middle schools, and takes place through authentic work in communities of practice. Our research communicates the value of looking outside traditional school settings to examine alternative formal education spaces, like Montessori classrooms where integrated STEM happens organically.     

“Do we teach subjects or students?” Analyzing science and mathematics teacher conversations about issues of equity in the classroom

Teachers involved in a Master's level course in diversity participated in virtual, synchronous, anonymized discussions around issues of ethnic and racial diversity, gender, and stereotypes that could impact their students’ participation in fields related to science, technology, engineering, and mathematics (STEM). Guided by theoretical frameworks from Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT), a convenience sample of 14 science and mathematics teachers participated in a series of virtual chats using open‐ended questioning and facilitated by two university instructors. Using conversation and critical discourse analyses, three primary themes emerged: understanding of issues related to stereotypes, encouragement of females and minorities to pursue careers in STEM, and the place for diversity discussions in science and mathematics classrooms. The teachers felt burdened by curricular and administrative constraints that inhibit their ability to participate in thought‐provoking critical conversations. The paper concludes with a discussion of ways teachers can assist in the STEM career identity development of their underrepresented females and students of color and calls for research that combines the key findings in SCCT and CRT to build confidence and capacity for teachers to effectively confront issues of racism, sexism, and stereotyping in science and mathematics classrooms.     

Supporting disciplinary and interdisciplinary knowledge development and design thinking in an informal,pre‐engineering program: A Workplace Simulation Project

In this paper, we examined students’ engagement in an implementation of a Workplace Simulation Project (WSP). The WSP was designed to actively engage students in learning disciplinary content by inviting engineers from industry to have a physical presence within the school building to collaborate with teachers and students to complete projects which simulate the tasks authentic to their work. We focus on the first year implementation of the program that partnered a high school in the rural Midwest with an engineering unit of a government organization. Using a multiple methods study design, we analyzed disciplinary and interdisciplinary pre and posts test along with students’ interviews to determine learning gains as well as students’ interpretations of creative and critical thinking as experienced in the project and their knowledge of the engineering design process. Effect sizes showed that students in the WSP group had notable gains over the control group participants. Additionally, students’ knowledge of core elements of the design process were identified in inductive analyses of the interviews. Findings from this study will provide usable knowledge about effective ways to support systems and design thinking and ways to support expert‐novice collaboration to ensure success.