Evaluation of the effect of Problem Based Learning course
DOCUMENT
Peer discussions play a major role in students’ collaborative problem-solving activity. These discussions provide researchers and teachers with a wealth of information about the students' reasoning. To analyse such discussions, different theoretical lenses are available, such as Schoenfeld’s problem solving model, the Florida Taxonomy of Cognitive Behaviour, and the Scheme for Educational Dialogue Analysis. The question is, however, how these three perspectives can complement each other. To investigate this, the discussion between four students was analysed through the three lenses. Results indicate that these frameworks are both complementary and connected. This connection allows an in-depth analysis of the discussion and reveals possibilities and limitations for an integration of the three models, which will guide future discussions’ analyses in our study.
DOCUMENT
This study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. Twenty-nine teachers (initial and in-service students) took part in the project. The main idea is that teachers opinions about their pupils and themselves influence the way they act in their classrooms. Their thoughts and ideas about students - their personal constructs - are generally unconscious. To clarify and to develop teachers constructs, we used Kellys repertory grid technique and Garmans reflective approach. Both methods give a powerful impulse to the development of thinking and acting of teachers. They can use the experiences as an integral part of their own action research. & I am one of the teachers who took part in the constructs research.A personal set of fifteen constructs on twenty-eight pupils was collected. These constructs showed me what kinds of constructs I have (mainly social-emotional and cognitive ones) and made me reflect. They also made clear to me that I think less positively on problem children. Participation in this research includes coaching, theoretical orientation and continuous reflection, making me conscious of what (problem) behaviour I like or dislike and what I should change to get a professional, holistic view. Then problem behaviour will be more easily tolerated by me and I can teach my colleagues about my new insights in intercommunicative sessions and by personal counselling.
DOCUMENT
Equestrianism is currently facing a range of pressing challenges. These challenges, which are largely based on evolving attitudes to ethics and equine wellbeing, have consequences for the sport’s social licence to operate. The factors that may have contributed to the current situation include overarching societal trends, specific aspects of the equestrian sector, and factors rooted in human nature. If equestrianism is to flourish, it is evident that much needs to change, not the least,human behaviour. To this end, using established behaviour change frameworks that have been scientifically validated and are rooted in practice — most notably, Michie et al.’s COM-B model and Behaviour Change Wheel — could be of practical value for developing and implementing equine welfare strategies. This review summarises the theoretical underpinnings of some behaviour change frameworks and provides a practical, step-by-step approach to designing an effective behaviour change intervention. A real-world example is provided through the retrospective analysis of an intervention strategy that aimed to increase the use of learning theory in (educational) veterinary practice. We contend that the incorporation of effective behaviour change interventions into any equine welfare improvement strategy may help to safeguard the future of equestrianism.
DOCUMENT
DOCUMENT
Background Anxiety and challenging behaviour (CB) often occur simultaneously in people with intellectual disabilities (ID). Understanding the associations between anxiety and CB may contribute to more accurate diagnoses and management of both anxiety and CB in this population. Aims To examine the relationship between anxiety and CB. Methods A literature review covering the period from January 2000 to January 2012. Results Seven studies about the relationship between psychiatric disorders, including anxiety, and CB were identified. These studies confirm the relationship between anxiety and CB in people with ID, although the precise nature of this relationship remains unclear. Conclusions The study points toward the existence of a moderate association between anxiety and CB. Further research is needed to clarify the complex nature of the association between anxiety and CB.
DOCUMENT
Present study focuses on revealing and developing personal constructs regarding problem behaviour in classrooms. The main idea is that teachers opinions about their students and themselves influence the way they interact with them. Their thoughts and ideas about students - their personal constructs - are generally unconscious. We used the Personal Construct Theory from Kelly (1955) and his Repertory Grid Technique for exploration mental constructs. They can give an impulse to the development of thinking and acting of teachers. We think it can help them to build up their professional identity towards problem children. Twenty-nine teachers formed the sample that worked with this method. We investigated the number of unique construct pairs mentioned by the teachers. This number happened to be remarkably high. While assessing pupils, the teachers use primarily personality characteristics. There is hardly any agreement between the teachers constructs, which complicates their communication about their pupils. We considered the number of construct pairs named by one participant. This number seems to depend on the type of education the teacher is involved in. The type of the school the teacher is working at also influences the average scores on the constructs. We shall also turn to the issue of pupils sex and its role if any in the teachers scores. No significant differences have been found.
DOCUMENT
Torpedo is a digital learning environment for developing mathematical problem-solving ability through self-study for pre-service teachers in primary teacher education. To achieve this, Torpedo supports and challenges pre-service teachers’ reflection during and after solving non-routine mathematics problems. To investigate the feasibility of the Torpedo approach, 271 pre-service teachers used Torpedo during one month in a pilot study. They used and evaluated Torpedo’s reflective elements differently. The results varied from pre-service teachers who experienced that reflection really contributed to the development of their problem-solving ability, to pre-service teachers who hardly reflected. The last group consisted of those who found the problems too difficult to reflect upon and those who used Torpedo to prepare for the National Mathematics Test and preferred to do so by drill and practice. As a conclusion, the study provides clues for improving Torpedo so that it invites more reflective self-study behaviour. For pre-service teachers who consider reflection valueless, however, self-study in a digital learning environment may be insufficient to change this attitude.
DOCUMENT
(‘Co’-)Designing for healthy behaviour greatly benefits from integrating insights about individual behaviour and systemic influences. This study reports our experiences in using insights about individual and systemic determinants of behaviour to inform a large co-design project. To do so, we used two design tools that encourage focusing on individual determinants (Behavioural Lenses Approach) and social / systemic aspects of behaviour (Socionas). We performed a qualitative analysis to identify 1) when and how the team applied the design tools, and 2) how the tools supported or obstructed the design process. The results show that both tools had their distinctive uses during the process. Both tools improved the co-design process by deepening the conversations and underpinnings of the prototypes. Using the Behavioural Lenses under the guidance of a behavioural expert proved most beneficial. Furthermore, the Socionas showed the most potential when interacting with stakeholders, i.c. parents and PPTs.
MULTIFILE
Malnutrition is a serious and widespread health problem in community-dwelling older adults who receive care in hospital and at home. Hospital and home care nurses and nursing assistants have a key role in the delivery of high-quality multidisciplinary nutritional care. Nursing nutritional care in current practice, however, is still suboptimal, which impacts its quality and continuity. There appear to be at least two reasons for this. First, there is a lack of evidence for nutritional care interventions to be carried out by nurses. Second, there are several factors, that influence nurses’ and nursing assistants’ current behaviour, such as lack of knowledge, moderate awareness of the importance and neutral attitudes. This results in a lack of attention towards nutritional care. Therefore, there is a need to generate more evidence and to focus on targeting the factors that influence nurses’ and nursing assistants’ current behaviour to eventually promote behaviour change. To increase the likelihood of successfully changing their behaviour, an evidence-based educational intervention is appropriate. This might lead to enhancing nutritional care and positively impact nutritional status, health and well-being of community-dwelling older adults. The general objectives of this thesis are: 1) To understand the current state of evidence regarding nutrition-related interventions and factors that influence current behaviour in nutritional care for older adults provided by hospital and home care nurses and nursing assistants to prevent and treat malnutrition. 2) To develop an educational intervention for hospital and home care nurses and nursing assistants to promote behaviour change by affecting factors that influence current behaviour in nutritional care for older adults and to describe the intervention development and feasibility.
DOCUMENT
