Academic Libraries as a Context for Teaching Mathematical Modeling

Warwick, Jon

doi:10.1080/10511970701305356

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…In higher education, it is expected that structured learning could assist students in reaching the desired levels of skills at the higher levels of Bloom's taxonomy (Warwick, 2008). The systematic and incremental teaching methods provide students with a mechanism for incremental learning.…”

Section: Incremental Learningmentioning

confidence: 99%

Unpacking the revised Bloom’s taxonomy: developing case-based learning activities

Nkhoma

Lam

Sriratanaviriyakul

et al. 2017

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Purpose The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. Design/methodology/approach In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM. Findings Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning. Research limitations/implications The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings. Practical implications The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy. Originality/value The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

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Section: Incremental Learningmentioning

confidence: 99%

Unpacking the revised Bloom’s taxonomy: developing case-based learning activities

Nkhoma

Lam

Sriratanaviriyakul

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Taking into consideration that the students, who due to different reasons dropped out of studies, were not included in the study, these "weak" students can be described as persistent and purposeful, who need to pay more attention to the development of analytical thinking skills. It means that in higher education we should think about laboratory work as structuring student learning for assisting students in reaching the desired levels of skills at the higher levels of Bloom's taxonomy [23]. Student motivation, study methods and the teaching strategy influence student's selection of approaches to learning [17].…”

Section: Resultsmentioning

confidence: 99%

Evaluation of science and technology area first year student learning outcomes

Cēdere

Jurgena

Birziņa

2019

Engineering for Rural Development

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The research proves that the first year students lack independent learning skills and they have insufficient prior knowledge in science subjects and mathematics. It is especially important to solve this problem when educating the prospective specialists of the science and technology area.The need to develop young adults' creative thinking skills is also topical. The effectiveness of the laboratory works in chemistry of the future biologists and optometry specialists was researched implementing the learning outcomes-based approach. The aim of the research is to find out how the depth of cognitive learning affects the first year students' learning. The research is focused on students' constructivist learning and the development of their logic-mathematical thinking. Tests checking the students' knowledge were developed applying a modified Bloom's taxonomy. These tests were used to check the students' knowledge and skills after doing the laboratory work. The research participants were 74 biology and optometry first year students. The test results provide a feedback for students and thus create a possibility to adjust the teaching-learning process. SPSS programme was used for statistic processing of the research findings. It can be concluded that only one third of the students are able to demonstrate the skill to analyse and evaluate attaining the learning outcomes that correspond to the university requirements. Questions of logic-mathematical character, noticing the causes of possible mistakes and evaluation of one's own work create the main difficulties for students. Learning outcomes are closely connected with the depth of the students' cognitive activity, as it is proved by statistically significant differences among high performing, middle performing and low performing students.

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Academic Libraries as a Context for Teaching Mathematical Modeling

Cited by 2 publications

References 8 publications

Unpacking the revised Bloom’s taxonomy: developing case-based learning activities

Unpacking the revised Bloom’s taxonomy: developing case-based learning activities

Evaluation of science and technology area first year student learning outcomes

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