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Qualifying Exam Presentation

Qualifying Exam Presentation. Brian Heglund University of Florida. Question 1. Professional goals. Professional Goals. Question 2. Three designs based on philosophical foundations. Approach: Behaviorism. Learning theory: skinner’s (1937) operant conditioning. Approach: Cognitivism.

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Qualifying Exam Presentation

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  1. Qualifying Exam Presentation Brian Heglund University of Florida

  2. Question 1 Professional goals

  3. Professional Goals

  4. Question 2 Three designs based on philosophical foundations

  5. Approach: Behaviorism

  6. Learning theory: skinner’s (1937) operant conditioning

  7. Approach: Cognitivism

  8. Learning theory: ausubel’s(1963) meaningful reception learning

  9. Instructional theory: gagne’s(1965) Events of instruction

  10. approach: Sociocultural

  11. Learning theory: Vygotsky’s (1978) zone of proximal development

  12. Instructional theory: problem-based learning

  13. Question 3 Area of specialization and conceptual framework

  14. Question 4 Critique of articles

  15. 1- non existent 2- needs improvement 3- proficient 4- exemplary

  16. Q1 references • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. doi:10.1016/j.compedu.2010.07.009 • McNeil, L. E. (n.d.). Transforming introductory physics teaching at UNC-CH. Retrieved April 29, 2014, from http://user.physics.unc.edu/~mcneil/physicsmanifesto.html#toc280 • Ornek, F., Robinson, W. R., & Haugan, M. P. (2008). What makes physics difficult ? International Journal of Environmental & Science Education, 3(1), 30–34. • Physics education research. (2009). Retrieved June 08, 2014, from http://www.physicsandastronomy.pitt.edu/research/physics_education_research • Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(January), 24–30. Retrieved from http://www.physics.umd.edu/perg/qm/qmcourse/NewModel/research/whatwork/ • Thompson, J. R., Christensen, W. M., & Wittmann, M. C. (2011). Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research. Physical Review Special Topics - Physics Education Research, 7(010108), 1–11. doi:10.1103/PhysRevSTPER.7.010108

  17. Q2 references • Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12. doi:10.1002/tl.37219966804 • Dabbagh, N. (2002). Select Instructional Models/Theories to Develop Instructional Prototypes. Retrieved April 20, 2014, from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/index.htm • Duffy, T. M., & Cunningham, D. J. (2001). 7 . Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen, P. Harris, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology: A project of the association for educational communications and technology (1st ed., pp. 1–31). Mahwah, NJ: Lawrence Erlbaum Associates. • Ertmer, P., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72. • Gagne’s 9 Events of Instruction. (2014). Retrieved April 25, 2014, from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ • Hannum, W. (2005). Learning Theory Fundamentals. Retrieved April 20, 2014, from http://www.theoryfundamentals.com/differences.htm

  18. Q2 references continued • Learning-Theories.com: Knowledge base and webliography. (2007). Retrieved April 20, 2014, from http://www.learning-theories.com/ • Recker, M. (2006). Learning and Communication Theories in Instructional Technology. Retrieved from http://itls.usu.edu/~mimi/courses/6260/gagne.html • Schuh, K. L., & Barab, S. A. (2008). Philosophical Perspectives. In J. M. Spector, M. D. Merrill, J. Van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., Vol. 92, pp. 67–82). New York, NY: Lawrence Erlbaum Associates. • Scott, S., & Palincsar, A. (2013). Sociocultural Theory. education.com. Retrieved January 26, 2014, from http://www.education.com/reference/article/sociocultural-theory/ • Winn, W. (2004). Cognitive perspectives in psychology. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 79–112). Mahwah, NJ: Lawrence Erlbaum Associates.

  19. Q3 references • Beavers, H., Collins-Eaglin, J., Green, D., Nathan, G., & Wolfe, K. (2002). From theory to practice: Behaviorist principles of learning and instruction. The Office for Teaching and and Learning Newsletter, 7(2), 1. • Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. doi:10.1016/j.compedu.2012.10.019 • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459. • Coca, D. M., & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17–24. • Dabbagh, N. (2002). Select instructional models/theories to develop instructional prototypes. Retrieved April 20, 2014, from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/index.htm • Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in large enrollment physics class. Science, 332(6031), 862–864. doi:10.1126/science.1201783 • Ertmer, P., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–72.

  20. Q3 references continued • Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64. doi:10.1119/1.18809 • Hannum, W. (2005). Learning theory fundamentals. Retrieved April 20, 2014, from http://www.theoryfundamentals.com/differences.htm • McNeil, L. E. (n.d.). Transforming introductory physics teaching at UNC-CH. Retrieved April 29, 2014, from http://user.physics.unc.edu/~mcneil/physicsmanifesto.html#toc280 • Mervis, J. (2011). A better way to teach? Science. Retrieved April 29, 2014, from http://news.sciencemag.org/2011/05/better-way-teach • Rimer, S. (2009). At M.I.T., large lectures are going the way of the blackboard. New York Times. Retrieved April 29, 2014, from http://www.nytimes.com/2009/01/13/us/13physics.html?pagewanted=all&_r=0 • Scott, S., & Palincsar, A. (2013). Sociocultural theory. education.com. Retrieved January 26, 2014, from http://www.education.com/reference/article/sociocultural-theory/ • Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 36–49. doi:10.1063/1.2155756

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