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AbstractThis paper explores the use of crime narratives through book clubs in criminal justice education. While true crime media has gained popularity, it often presents a skewed view of criminal justice realities. In contrast, carefully selected narratives in educational settings can promote significant learning experiences, as outlined in Fink’s taxonomy. These narratives can help humanize justice-involved individuals, challenge stereotypes, and provide a more balanced understanding of the criminal justice system. The growing field of narrative criminology further supports the use of stories to examine social hierarchies and inequalities within the justice system. Book clubs, when integrated effectively into coursework, have shown promise in increasing student engagement and building relationships. [ABSTRACT FROM AUTHOR]

Abstract Background Currently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is challenging. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience, established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs. Methods Plaster bone models of the scapulae, humerus and clavicle were elaborated from a computerized scan tomography. Second year undergraduate medical students were invited to participate, where subjects were randomly assigned to the traditional 2D method or the 3D plaster bone model. A third group decided not to join any workshop. Following, all three groups were evaluated on bone landmarks and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focus group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages. Results The survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions, answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups not being a passing grade. Conclusions To learn the anatomy of the shoulder, the conventional methodology was compared with a haptic experience, where plaster bone models were used, enabling students to touch and paint on them. Based on the focus group and survey this study revealed the 3D workshop was an interactive experience where, the sense of touch and painting greatly contributed to their learning process. Even though this activity was useful in terms of learning bone landmarks, view muscle insertions, and establish relations, further activities must be developed to increase their understanding regarding their function, and its relevance in a clinical setting.

Background: Currently, multiple tools exist to teach and learn anatomy, but finding an adequate activity is challenging. However, it can be achieved through haptic experiences, where motivation is the means of a significant learning process. This study aimed to evaluate a haptic experience to determine if a tactile and painting with color marker interactive experience, established a better learning process in comparison to the traditional 2D workshop on printed paper with photographs. Methods: Plaster bone models of the scapulae, humerus and clavicle were elaborated from a computerized scan tomography. Second year undergraduate medical students were invited to participate, where subjects were randomly assigned to the traditional 2D method or the 3D plaster bone model. A third group decided not to join any workshop. Following, all three groups were evaluated on bone landmarks and view, laterality, muscle insertions and functions. 2D and 3D workshop students were asked their opinion in a focus group and answered a survey regarding the overall perception and learning experience. Evaluation grades are presented as mean ± standard deviation, and answers from the survey are presented as percentages. Results: The survey demonstrated the students in the 3D model graded the experience as outstanding, and in five out of the six questions, answers were very good or excellent. In contrast, for students participating in the 2D workshop the most common answers were fair or good. The exception was the answer regarding the quiz, where both groups considered it good, despite the average among all groups not being a passing grade. Conclusions: To learn the anatomy of the shoulder, the conventional methodology was compared with a haptic experience, where plaster bone models were used, enabling students to touch and paint on them. Based on the focus group and survey this study revealed the 3D workshop was an interactive experience where, the sense of touch and painting greatly contributed to their learning process. Even though this activity was useful in terms of learning bone landmarks, view muscle insertions, and establish relations, further activities must be developed to increase their understanding regarding their function, and its relevance in a clinical setting. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Fink's Learning Taxonomy expanded upon Bloom's Learning Taxonomy to provide concrete suggestions on development of significant learning experiences. Limited research exists on implementation of Fink's learning Taxonomy in counselor education curriculum. As such, this conceptual article illuminates how the integration of Fink's Learning Taxonomy could be used by educators to develop significant learning experiences within counseling internship and practicum courses. [ABSTRACT FROM AUTHOR]

We are in a particular moment in human history when climate change and environmental degradation, and the accompanying "eco-anxiety" many of us feel, are challenging predominant ways of living and educating. Just as educational developers have started turning a critical lens inward around other important social justice issues, we all have the opportunity, and indeed a responsibility, to examine the ways that our field may be contributing—albeit inadvertently—to much broader environmental injustices. In this article, we take as our starting point an influential taxonomy of learning, offered by L. Dee Fink, which is frequently utilized in U.S. centers for teaching and learning to guide faculty in the design of their courses. Our purpose is to explore the implications and potential growth areas of one particular area of Fink's learning taxonomy, what he has called the "Human Dimension," and then to propose an expanded understanding and application of this dimension to include attention to and relationships with the more-than-human world, which Indigenous peoples have long practiced. We hope, ultimately, for this piece to provoke critical reflection of an anthropocentric approach to education, inspire a broader ecological perspective-taking, and perhaps even result in concrete environmental actions. [ABSTRACT FROM AUTHOR]

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Self-esteem is an essential element in the personal training of students in the educational system and for life. A direct correlation between high self-esteem and the ability to achieve autonomous and meaningful learning of students is recognized, but in the same way, autonomous learning imposes the need for independence and responsibility skills. The objective was to design a methodological strategy that allows the development of autonomous learning (fifth-year students) in correspondence with promoting factors that influence a boost in self-esteem as necessary skills for their intellectual growth. The research adopted a quantitative approach; types of correlational, experimental and longitudinal research. Theoretical methods were used in the conceptual theoretical analysis and the design of the instruments applied in the diagnosis made (observation, documentary analysis, interview and survey). The results obtained in the survey were applied to the validity and reliability tests (Cronbach's Alpha and R square) with the support of the SSPS V25 software. A procedure in approximation to the VALPER Method was proposed, which allowed the determination of six influential variables and their relative weights to be considered in the strategy, and that contribute to the development of self-esteem and learning. Through them, two Comprehensive Indexes were built that were evaluated before and after the implementation of the strategy and exhibit variations in self-esteem from 2.6344 to 2.9857 and in learning from 2.4067 to 3.1544, which demonstrate the effectiveness of the proposal made. [ABSTRACT FROM AUTHOR]

Copyright of Espacios en Blanco. Revista de Educacion is the property of Espacios en Blanco Serie Indagaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors of this article make a case for using Fink's (2013) taxonomy of significant learning in the economics classroom to improve standard-based economics education and to continue transforming the discipline to reduce social inequality along multiple dimensions, including gender, race, and class. Fink's framework is defined by student engagement with six distinct kinds of learning. Changes in student attitudes, changes in what students know about themselves and others, and learning how to learn in different settings are learning outcomes that are incorporated explicitly alongside acquiring new discipline-specific knowledge and skills. The authors apply Fink's taxonomy to a module on the minimum wage for principles of economics. They discuss potential activities and reflect on the benefits and challenges associated with using Fink's taxonomy. [ABSTRACT FROM AUTHOR]

The article presents the experience of implementing classroom projects based on the design of agricultural experiments in the teaching and learning process. Successful and unviable projects are highlighted, as well as data analysis and student perception. The results are promising for continuing to implement this teaching strategy. The importance of proper planning, communication between teachers and students, student commitment, and resource availability are also discussed. [Extracted from the article]

Copyright of Revista Caribeña de Investigación Educativa is the property of RECIE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Encuentro Educacional is the property of XIOMARA ARRIETA DE UZCATEGUI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents’ bioethics knowledge and their ability to evaluate ethical dilemmas. Methods We integrated L. Dee Fink’s curricular design principles of “Significant Learning,” Jonsen et. al’s “Four-Box Method” of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. Results The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents (n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years (p

The objective of the research is to demonstrate that the application of the Flipped Classroom improves the level of achievement of meaningful learning in university students. For data collection in the control and experimental groups, two instruments were applied: the pre-test and the post-test. Concluded with the application of the workshops based on the FC methodology, in the post test it was observed that in the control group, 26 students obtained a passing grade and 11 failed, while in the experimental group, 38 students, according to the evaluation criteria, all achieved a passing grade. [ABSTRACT FROM AUTHOR]

The present investigation of mixed approach (quantitative and qualitative) has as general objective to diagnose the current state of the didactic strategies used by the teachers to strengthen the significant learning in the fifth-grade students of the Cruz del Norte Educational Unit. For this reason, the survey technique applied to students was used. Likewise, an interview was applied to teachers to identify strategies and establish a practical solution focused on brain gymnastics. Finally, the data collection instruments were validated by an expert in pedagogy and for their application they were socialized with the authorities of the Educational Unit, ensuring the anonymity and confidentiality of the data obtained. As a result, it was found that, when carrying out the activities in class, 36% of the students consider that they are sometimes motivated to participate. On the other hand, 44% of students indicated that the activities implemented by teachers are sometimes creative. In conclusion, brain gymnastics allows modifying neural structures to increase concentration, creativity and problem solving. In addition, they indicated that only some activities carried out in class are creative and it was found that teachers use traditional education. Given the above, a proposal for a didactic strategy based on brain gymnastics was designed. That is, coordination exercises were proposed through the methodological theoretical justification, and these were structured in the planning, justification, and control-monitoring phases. [ABSTRACT FROM AUTHOR]

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A pilot experience of teaching innovation was developed in the masotherapy practice classes of the University of Seville's degree of physiotherapy using an active learning approach. Significant experiential learning–specific teaching strategies were implemented to address learning style diversity and promote dynamic participation, active listening, and the creation of clinical simulation learning environments. The strategies implemented included establishing an affective climate in the classroom that would encourage interaction among participants, facilitating the flow of information and the teaching–learning process, considering students' previous ideas, elaborating upon content maps and key questions to guide the teaching–learning process, establishing discussions favoring student brainstorming, using illustrations and videos ("visual thinking"), implementing experimental demonstrations and simulated clinical scenarios, and collaborative activities mediated by information and communication technology. The evaluation, which was developed using a questionnaire (pretest–posttest) that allowed the development of learning ladders and considered the complexity of the generated knowledge, revealed significant advances in student learning. The implementation of significant experiential learning–specific teaching strategies is useful for achieving the learning objectives of this subject. Further research is needed to conclude firmly in this regard. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment. [ABSTRACT FROM AUTHOR]

The reflection on the professional practices of the students of Social Communication of the Cooperative University of Colombia is in the environment of the confinement forced by the pandemic caused by COVID 19, during 2020 and 2021. The analysis of imaginaries about its development was carried out from the university, organizational and student perspective; for which an evaluation was carried out with those responsible in the organizations and the final reports of the students, to conclude that there are positive, negative and to improve aspects in relation to the Critical Model with Competency Approach. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents' bioethics knowledge and their ability to evaluate ethical dilemmas. We integrated L. Dee Fink's curricular design principles of "Significant Learning," Jonsen et. al's "Four-Box Method" of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents (n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years (p <.001). Higher gRAT scores correlated with higher level of training. Although pre-work completion was low (28%), satisfaction was high (4.42/5 on Likert scale). Our TBL-based bioethics curriculum was effective in improving knowledge, practical and flexible in its implementation, and well-received. We attribute its success to its grounding in ethical theory, relevance to ABP specifications, and a multi-modal, engaging format. This curriculum is easily modified to different specialties, virtual formats, or other specific institutional needs. Despite formidable challenges to teaching bioethics in residency education, evidence-based methods such as Team-Based Learning (TBL) can be employed to increase knowledge and satisfaction. This study reports the first successful TBL bioethics curriculum, planned and executed longitudinally over 3 years, with paediatric residents at a large academic children's hospital in the US. TBL can be utilised to teach bioethics at the graduate medical education level and is adaptable to different situational factors, disciplines, and levels of clinical experience. [ABSTRACT FROM AUTHOR]

Despite the increase in teaching approaches designed to integrate sustainability into higher education, the connection between students' learning experiences and their learning outcomes remains incompletely understood. The present multi-case study complements the discussion by investigating undergraduates' long-term meaning-making processes using the theoretical lens of significant learning and process analysis of students' learning experience. Based on in-depth narrative interviews with 10 students at the end of a three-year study program, we analyzed how and why learning experiences become significant, differentiating perceived personal impact and the subjective value assigned to these experiences. We identified three types of sustainability-related meaning-making processes, ranging from no sustainability-related meaning-making to meaning-making as self-realization. The differentiated view on how meaning-making mediates students' sustainability-related learning experiences and their learning outcomes enhances our understanding of the specific dynamics that may shape the how and why of significant learning. It thus supports the tailored curriculum design for integrating sustainability into higher education. [ABSTRACT FROM AUTHOR]

In this practitioner-based paper, the author provides insight into the course redesign process of an introductory doctoral level leadership course for a Doctor of Education in Educational Leadership program. Students needed more support in bridging the scholar and practitioner identities; therefore, to support doctoral student skill development and academic experiences, faculty sought to address several weaknesses with a redesign process using Fink's Taxonomy of Significant Learning. The discussion follows the redesign process, as well as offers observations and lessons learned for faculty seeking to support doctoral student identity development and disposition skill acquisition and retention. [ABSTRACT FROM AUTHOR]

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Demotivation in learning English among vocational school students (grades 10 and 11) at Nuestra Señora de Fátima High School (Onzaga, Santander, Colombia) led us to undertake this research study. Its goal was to assess the incidence of the didactic act on this problem as well as to develop a plan of teaching strategies aimed at fostering motivation to learn English, using new ICT tools. The plan intended to improve the education quality and motivation at the vocational high school level. A mixed methodology was used in this research study, which was based on a socio-educational model. The techniques used included observation, document analysis and interviews (both semi-structured and structured). The instruments administered were a questionnaire, a survey and a Likert scale. The selection of the samples involved the use of simple probability random sampling. The results confirmed the proposed hypothesis that the didactic act has a high incidence on demotivation in learning English as acknowledged by teachers and students. The conclusion highlights the existence of a cold didactic relation, poor communication and misinterpretation of the remaining characteristics of the didactic act.

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching, in a pandemic, has been modified and distance processes have taken an important place. This work describes what strategies were generated to achieve learning with appropriate results, under these conditions. Various experiences and a group of proposals are reported for students of the mechanical engineering career, of two elective subjects (Surface Engineering, Selected Topics of Materials), online teaching. The resources used, the forms of evaluation used are described and evidence of the learning achieved is presented. With this, a growing participation of the students and an adequate level of learning were achieved. The purpose of this work is to contribute to the teaching work of teachers in the teaching of Materials, online education, sharing the alternatives described and used in these two subjects, which, to some extent, can be transferred to others and make a reflection about its strengths and limitations. [ABSTRACT FROM AUTHOR]

This article reflects on the processes of professional training within the framework of the reflective practice paradigm. Vocational training is understood as a construction framed in a daily activity and implies analyzing and reflecting on that activity with the help of a mediator or tutor. In addition, it is considered that in professional training it is necessary to integrate conceptual learning with experiential learning. This article presents the analysis of a case in which reflections of the students of a first-year course of the Bachelor in Education Degree at a private university in Buenos Aires, Argentina, are systematized. The analyzed course, Introduction to Education, presents a teaching proposal that seeks to bring the world of work closer to students based on the concern that students usually express about the future. [ABSTRACT FROM AUTHOR]

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