Pub Date : 2019-11-15DOI: 10.1007/s41686-019-00036-z
J. Phillips, James D. Klein, E. Dunne, M. Siriwardena
{"title":"Using Formative Data to Make Evidence-Based Decisions During Re-Design","authors":"J. Phillips, James D. Klein, E. Dunne, M. Siriwardena","doi":"10.1007/s41686-019-00036-z","DOIUrl":"https://doi.org/10.1007/s41686-019-00036-z","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"133 - 145"},"PeriodicalIF":1.5,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00036-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1007/s41686-019-00035-0
A. Tawfik, Julaine Fowlin, Kristi Kelley, Max C. Anderson, Scott W. Vann
{"title":"Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing","authors":"A. Tawfik, Julaine Fowlin, Kristi Kelley, Max C. Anderson, Scott W. Vann","doi":"10.1007/s41686-019-00035-0","DOIUrl":"https://doi.org/10.1007/s41686-019-00035-0","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"111 - 122"},"PeriodicalIF":1.5,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00035-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41619403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-20DOI: 10.1007/s41686-019-00034-1
Araceli Rodríguez, E. Díez, Ismael Díaz, J. Gómez
{"title":"Catching the Attention of Generation Z Chemical Engineering Students for Particle Technology","authors":"Araceli Rodríguez, E. Díez, Ismael Díaz, J. Gómez","doi":"10.1007/s41686-019-00034-1","DOIUrl":"https://doi.org/10.1007/s41686-019-00034-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"146 - 157"},"PeriodicalIF":1.5,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00034-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-17DOI: 10.1007/s41686-019-00033-2
Enilda Romero-Hall, Leonor Adams, Megan Osgood
{"title":"Examining the Effectiveness, Efficiency, and Usability of a Web-Based Experiential Role-Playing Aging Simulation Using Formative Assessment","authors":"Enilda Romero-Hall, Leonor Adams, Megan Osgood","doi":"10.1007/s41686-019-00033-2","DOIUrl":"https://doi.org/10.1007/s41686-019-00033-2","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"123 - 132"},"PeriodicalIF":1.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00033-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1007/s41686-019-00032-3
Jamie L. Gallo, Thomas J. Roberts
College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.
由于全国范围内基于绩效的资助计划导致的经济变化，大学越来越多地提供大学职业课程，并试图确保更多的学士学位毕业生的工作安置(Devlin The Journal of College Placement, 34(4)， 62-68, 1974;Studley 2004;Fouad等人。职业评估，17(3)，338-347,2009;《新生体验与转型中的学生》，24(2)，33-61,2012)。本案例研究扩展了Gallo(2017)的开创性工作，并评估了在一所综合性大学开设一门新的跨学科职业探索课程的有效性，该课程向所有学生开放，而不仅仅是那些尚未决定大学专业的学生。课程设计遵循建构主义课程，并有机会进行形成性评估，从而形成最终的课程项目。采用前测/后测模型、职业决策量表(CDS)和职业决策自我效能量表简表(CDSE-SF)对学生的职业决策和职业决策自我效能进行了测量。结果表明，跨学科职业课程课程对学生职业决策水平和职业决策自我效能感有正向影响。
{"title":"College Students’ Career Decision-making and Career Decision-making Self-efficacy: a Case Study in Formative Assessment and Course Design","authors":"Jamie L. Gallo, Thomas J. Roberts","doi":"10.1007/s41686-019-00032-3","DOIUrl":"https://doi.org/10.1007/s41686-019-00032-3","url":null,"abstract":"College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"108 1","pages":"88-95"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1007/s41686-019-00031-4
S. Shubha, B. N. Meera
Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.
{"title":"The Effect of Visual Representation in Developing Conceptual Understanding of Magnetic Force","authors":"S. Shubha, B. N. Meera","doi":"10.1007/s41686-019-00031-4","DOIUrl":"https://doi.org/10.1007/s41686-019-00031-4","url":null,"abstract":"Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"43 2 1","pages":"82-87"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1007/s41686-019-00030-5
Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom
We developed a novel online platform, Rex (Real experiments), that immerses students in a scientific investigative process. Rex is a virtual Web-based biological science experiment platform, hosted by real scientists and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students’ attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.
{"title":"Development of an Online Experiment Platform for High School Biology","authors":"Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom","doi":"10.1007/s41686-019-00030-5","DOIUrl":"https://doi.org/10.1007/s41686-019-00030-5","url":null,"abstract":"We developed a novel online platform, Rex (Real experiments), that immerses students in a scientific investigative process. Rex is a virtual Web-based biological science experiment platform, hosted by real scientists and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students’ attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"13 1","pages":"62-81"},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-22DOI: 10.1007/s41686-019-00029-y
Laurie O. Campbell, Jamie Stickl Haugen, Claudia C. Sutter, Glenn W. Lambie
Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.
{"title":"Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation","authors":"Laurie O. Campbell, Jamie Stickl Haugen, Claudia C. Sutter, Glenn W. Lambie","doi":"10.1007/s41686-019-00029-y","DOIUrl":"https://doi.org/10.1007/s41686-019-00029-y","url":null,"abstract":"Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"22 1","pages":"53-61"},"PeriodicalIF":1.5,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-07DOI: 10.1007/s41686-019-00028-z
Nancy B. Hastings, H. Handley
{"title":"School-Based Attributes Instrumental in Student Success in a Florida Charter Middle School: a Formative Case Study","authors":"Nancy B. Hastings, H. Handley","doi":"10.1007/s41686-019-00028-z","DOIUrl":"https://doi.org/10.1007/s41686-019-00028-z","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"39 - 52"},"PeriodicalIF":1.5,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00028-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-20DOI: 10.1007/s41686-019-00027-0
Michael K. Thomas, Andria Shyjka, Skip Kumm, Rigel Gjomemo
The purpose of this paper is to explore the notion of formative design in the context of the design, development, implementation, and evaluation of a collectible card game (CCG) for teaching cybersecurity to middle school students. The approach involved a formative design approach, educational design research (EDR) that evolved from design-based research and design experiments commonly employed in fields such as the learning sciences, educational technology, and instructional design. The authors assert that the EDR process used to design an educational CCG is an effective approach for formative learning game design work.
{"title":"Educational Design Research for the Development of a Collectible Card Game for Cybersecurity Learning","authors":"Michael K. Thomas, Andria Shyjka, Skip Kumm, Rigel Gjomemo","doi":"10.1007/s41686-019-00027-0","DOIUrl":"https://doi.org/10.1007/s41686-019-00027-0","url":null,"abstract":"The purpose of this paper is to explore the notion of formative design in the context of the design, development, implementation, and evaluation of a collectible card game (CCG) for teaching cybersecurity to middle school students. The approach involved a formative design approach, educational design research (EDR) that evolved from design-based research and design experiments commonly employed in fields such as the learning sciences, educational technology, and instructional design. The authors assert that the EDR process used to design an educational CCG is an effective approach for formative learning game design work.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"108 1","pages":"27-38"},"PeriodicalIF":1.5,"publicationDate":"2019-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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