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Download full textScott R. Bartholomew; Mark P. Mahoney; Joanna Papadopoulos; Subrina D. Oliver; Euisuk Sung; Douglas Lecorchick; Geoff Wright; Todd R. Kelley – Technology and Engineering Teacher, 2022
The ITEEA's Council for Technology and Engineering Teacher Education (CTETE) Curriculum Committee solicited, collected, and analyzed several examples of international lesson plans to find out how various countries understand and/or apply the "Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM…
Descriptors: STEM Education, Comparative Analysis, Curriculum Evaluation, Foreign Countries
Direct linkShannon L. W. Accettone; Cassandra DeFrancesco; Lori Van Belle; Joel Smith; Erin Giroux – Journal of Chemical Education, 2022
The ability of students to perform quantitative analysis is a fundamental aspect of analytical chemistry courses and laboratories. In this laboratory experiment, students quantitatively analyze both liquid and solid samples through the use of internal standard calibration and ATR-FTIR spectroscopy. Using a problem-based approach to selecting their…
Descriptors: Chemistry, Spectroscopy, Science Education, Problem Solving
Tienken, Christopher H. – Kappa Delta Pi Record, 2020
The author examines select excerpts from John Dewey's writings on democracy, discusses the role of education in a democracy, and offers ideas on how to provide students with a democratic education.
Descriptors: Educational Philosophy, Democratic Values, Teaching Methods, Role of Education
Melnychenko, Anatolii; Akimova, Olena – Advanced Education, 2019
The paper focuses on the comparative analysis of professional competences development in public management and administration university programmes and the possibilities of implementation of international experience in Ukraine. Using the methods of comparative and system-functional analysis, synthesis and generalisation, the authors concentrate on…
Descriptors: Management Development, Public Administration, Problem Based Learning, Case Studies
Hadgraft, Roger; Dane, Jo – International Perspectives on Higher Education Research, 2014
In considering this conundrum, this chapter is viewed through two lenses: (1) a teacher practising problem-based learning (PBL) for more than 20 years and (2) an educational planner who designs learning spaces. Together the paper explores the "challenges" of "pedagogy" and "design," some "disruptors" that…
Descriptors: Experiential Learning, Cooperative Learning, Problem Based Learning, Teaching Methods
McBride, Mark F. – Journal of Educational Technology Systems, 2012
The response to the countless forms of information delivery and creation has been the catalyst for the development of the new literacies that are being researched and implemented into teaching by educators around the world. This article will examine information literacy courses being taught at colleges and universities and how the courses…
Descriptors: Constructivism (Learning), Professional Associations, Research Libraries, Information Literacy
Fendler, Lynn – Ethics and Education, 2008
This paper is a historical and critical analysis of changes in features of educationalisation focusing on how educationalisation has been characterised over time by a peculiar interweaving of knowledge and social reform. The history of the American Social Science Association provides a backdrop; drawing on the theories of Deleuze, this paper…
Descriptors: Educational Research, Social Action, Social Sciences, Problem Based Learning
Wrigley, Terry – FORUM: for promoting 3-19 comprehensive education, 2006
This article reflects on different models of professional qualification for teaching, based on a comparison between initial teacher education (ITE) in Scotland and a narrower and more pragmatic view of "teacher training" in England. It includes an analysis of the official requirements in both countries (the Standards), which exemplify…
Descriptors: Foreign Countries, Problem Based Learning, Quality Control, Teacher Education
Peer reviewedPate, P. Elizabeth; And Others – Middle School Journal, 1993
Two eighth-grade teachers at a Georgia middle school recently redesigned their curriculum to emphasize problem-centered, hands-on learning projects focusing on issues relevant to students. To demonstrate what was learned, students and teachers employed various student projects assessed by using rubrics that define a wide range of acceptable and…
Descriptors: Expectation, Experiential Learning, Guidelines, Integrated Curriculum
