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- Buckley, Jeffrey, 1992-, et al.
(författare)
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Implicit theories of intelligence in STEM education: Perspectives through the lens of technology education students
- 2019
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804. ; 29:1, s. 75-106
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Tidskriftsartikel (refereegranskat)abstract
- The educational significance of eliciting students' implicit theories of intelligence is well established with the majority of this work focussing on theories regarding entity and incremental beliefs. However, a second paradigm exists in the prototypical nature of intelligence for which to view implicit theories. This study purports to instigate an investigation into students' beliefs concerning intellectual behaviours through the lens of prototypical definitions within STEM education. To achieve this, the methodology designed by Sternberg et al. (J Pers Soc Psychol 41(1):37-55, 1981) was adopted with surveys being administered to students of technology education requiring participants to describe characteristics of intelligent behaviour. A factor analytic approach including exploratory factor analysis, confirmatory factor analysis and structural equation modelling was taken in analysing the data to determine the underlying constructs which the participants viewed as critical in their definition of intelligence. The findings of this study illustrate that students of technology education perceive intelligence to be multifaceted, comprising of three factors including social, general and technological competences. Implications for educational practice are discussed relative to these findings. While initially this study focuses on the domain of technology education, a mandate for further work in other disciplines is discussed.
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| 4. |
- Melly, Conor, et al.
(författare)
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Patient-reported outcome measures (PROMs) after laparoscopic cholecystectomy : systematic review
- 2022
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Ingår i: BJS Open. - : Oxford University Press. - 2474-9842. ; 6:3
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Forskningsöversikt (refereegranskat)abstract
- BACKGROUND: Healthcare requires patient feedback to improve outcomes and experience. This study undertook a systematic review of the depth, variability, and digital suitability of current patient-reported outcome measures (PROMs) in patients undergoing laparoscopic cholecystectomy.METHODS: A PROSPERO-registered (registration number CRD42021261707) systematic review was undertaken for all relevant English language articles using PubMed version of MEDLINE, Scopus, and Web of Science electronic databases in June 2021. The search used Boolean operators and wildcards and included the keywords: laparoscopic cholecystectomy AND patient outcome OR patient-reported outcome OR patient-reported outcome measure OR PRO OR PROM. Medical Subjects Heading terms were used to search PubMed and Scopus. Articles published from 1 January 2011 to 2 June 2021 were included.RESULTS: A total of 4960 individual articles were reviewed in this study, of which 44 were found to evaluate PROMs in patients undergoing laparoscopic cholecystectomy and underwent methodological index for non-randomized studies (MINORS) grading. Twenty-one articles spanning 19 countries and four continents met all inclusion criteria and were included in the qualitative data synthesis. There was significant heterogeneity in PROMs identified with eight different comprehensive PROM tools used in the 21 studies. There was wide variation in the time points at which PROMs were recorded. Fourteen of 21 studies recorded PROMs before and after surgery, and 7 of 21 recorded PROMs only after surgery. Follow-up intervals ranged from 3 days to 2 years after surgery.CONCLUSIONS: This study identified that while post-laparoscopic cholecystectomy PROMs are infrequently measured currently, tools are widely available to achieve this in clinical practice. PROMs may not capture all the outcomes but should be incorporated into future cholecystectomy outcome research. The EQ-5D™ (EuroQoL Group, Rotterdam, the Netherlands) provides a simple platform for the modern digital era.
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| 5. |
- O'Connor, Adrian, et al.
(författare)
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Identifying, developing and grading “soft skills” in higher education : A technological approach
- 2016
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Konferensbidrag (refereegranskat)abstract
- Identifying, developing and grading soft skills, i.e., transversal cross-curricular competencies, in higher education requires the recognition of key qualities, the capacity to discriminate between these qualities and a mechanism to validly and reliability grade soft skill acquisition. This research proposes a technological infrastructure that acknowledges the importance of self-assessment, peer observation and teacher evaluation when adjudicating on subjective and often personal data. The proposal has the capacity to balance, weight and triangulate the objective and subjective evidence of soft skill acquisition ensuring the validity and reliability of the resultant accreditation. Accreditation of soft skills was in the form of digital badges. Using the proposed technological approach, the identification, development and grading of soft skills can be reviewed, tracked and managed over time to demonstrate competencies with respect to both the context and situation. The technological approach empowers stakeholders as critical partners within the assessment process and supports the ecological validity of their judgements based on the evidence submitted for accreditation. Reliability is strengthened by the triangulation of these judgements. Though more significantly, the technological approach facilitates the capacity to weight stakeholders’ decisions relative to the context and situation.
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| 6. |
- O’Connor, A., et al.
(författare)
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The experiential domain : Developing a model for enhancing practice in D&T education
- 2016
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Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; , s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- Creativity and innovation are leading topics for the twenty-first century, not only in individual, cultural or social contexts but also within a wider perspective in business or economic development. For that reason, creative and innovative activities have started to feature in many design-based programs in second level education. Design and Technology (D&T) education has a special importance in promoting creativity and innovation, particularly when conceptual and material aspects of the design process reciprocally support one another. In the classroom, it is common for pupils to take part in creative and innovative activities in pairs or small groups. However, the complex and non-linear nature of these design-based activities calls for dynamic, collaborative problem solving. While collaborative settings and virtual learning environments in D&T education are receiving considerable attention in current research literature, we know very little about shared interactions in design-based activity. Accordingly, there is a need to examine both the collaborative and individual evidence of design-based activity by turning our attention to the interactions around that evidence as teachers and pupils engage in these activities. The purpose of this paper is to examine a pedagogical approach focusing on the social and cognitive interaction of teachers and pupils which is supported by technology and situated in the context of design-based activity. This research found that such interactions not only augmented the design process but led to a conceptual model which demonstrates evidence-based progress through the active configuration of knowledge and understanding.
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- O'Connor, A., et al.
(författare)
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The psychological domain : Enhancing traditional practice in K-12 education
- 2016
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Ingår i: Optimizing K-12 Education through Online and Blended Learning. - : IGI Global. - 9781522505082 - 1522505075 - 9781522505075 ; , s. 109-127
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter will attempt to frame the potential of a flexible approach to teaching and learning that provides diagnostic and formative evidence to enhance traditional practice in K-12 education. Commencing with a brief account of the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) as a potential framework for online and blended learning, this chapter investigates what is it about traditional classroom practice that researchers wish to enhance, the challenges facing contemporary systems of online and blended learning, and how new ubiquitous configurations for teaching and learning have become possible. With an emphasis on supporting discourse through the development of social and cognitive behavior, this chapter will endeavor to qualify the processes that evidence psychological development in a ubiquitous learning environment and provide data to inform the relative efficacy of utilizing such processes in the design of a new pedagogical approach.
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