Education goals

This book is a clearly written, comprehensive introduction to the major aspects of plastics processing. It is divided into independent educational units, each covering a distinct subject area. Review questions at the end of each lesson help determining whether the individual educational goals were reached. 

Recent unparalleled changes in our society, in science, and in the economy are contributing to a redefinition of what a college education in chemistry should look like. The educational goal of knowing the stracture of the discipline is being subsumed... 

The research-based approach to laboratory education achieves many educators goals for the undergraduate laboratory curriculum (Nagda et al. 1998 Wenzel 2003 Lopatto 2004 Seymour et al. 2004), such as increasing student motivation (Module author 4) and developing an interest in the topic (Student 4). CASPiE modules place the students laboratory work in the context of ongoing scientific research and, in turn, increase student motivation for the laboratory work. Students acquire hands-on laboratory skills as they carry out their experiments. 

By appealing to students who believe professional notes will help them accomplish their educational goals easier and quicker, a variety of note-taking services now have franchises across the country. But our campus shouldn t allow them to move in. Students need to recognize that the difference between the services definition of "learning" and the real learning experiences college can provide is of notable importance. 

By including web design as an inherent educational goal of a compulsory course in the Master curriculum, our students have been enabled to further broaden the spectrum of communication tools. The resulting web sites form a data base of past projects and activities and have the additional advantage that they comprise part of the student s professional portfolio. Furthermore they may serve to illustrate new formats of cooperation between academia and industry, and to promote science and engineering in general. 

We simply define radiochemistry and nuclear chemistry by the content of this book, which is primarily written for chemists. The content contains fimdamental chapters followed by those devoted to applications. Each chapter ends with a section of exercises (with answers) and literature references. An historic introduction (Ch. 1) leads to chapters on stable isotopes and isotope separation, on unstable isotopes and radioactivity, and on radionuclides in nature (Ch. 2-5). Nuclear radiation - emission, absorbance, chemical effects radiation chemistry), detection and uses - is covered in four chapters (Ch. 6-9). This is followed by several chapters on elementary particles, nuclear structure, nuclear reactions and the production of new atoms (radio-nuclides of known elements as well as the transuranium ones) in the laboratory and in cosmos (Ch. 10-17). Before the four final chapters on nuclear energy and its environmental effects (Ch. 19-22), we have inserted a chapter on radiation biology and radiation protection (Ch. 18). Chapter 18 thus ends the fimdam tal part of radiochemistry it is essential to all students who want to use radionuclides in scientific research. By this arrangement, the book is subdivided into 3 parts fundamental ladiochemistry, nuclear reactions, and applied nuclear energy. We hope that this shall satisfy teachers with differrat educational goals. 

Type 4. Research intended to identify practices that are distinctly effective for achieving particular educational goals. 

Researchers in chemical education working closely with other faculty and with administrators in chemistry departments can be instrumental in creating bridges between the research and educational goals of departments. A characteristic of many researchers in chemical education is that they have a solid grounding in the science discipline itself Yet they have additional expertise in the issues, techniques, and findings of educational research. Their own work, regardless of the specific question or topic, will naturally overlap in research and... 

In a very similar manner, MSCHE states that assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals (MSCHE 2009, p. 63). They describe the four-step assessment process as ... 

Bloom, B.S., Englehart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, D. (1956). Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook I Cognitive Domain, New York David McKay. 

Self-concept has received a great deal of attention in education and educational research. The enhancement of students self-concept is a desirable educational goal throughout the world (Burnett, Craven, Marsh, 1999). Individuals knowledge and perceptions about themselves in achievement situations refer to academic self-concept or a subject self-concept. The attainment of positive academic self-concepts has been shown to affect academic behaviors, academic choices, educational aspirations, and subsequent academic achievement (Byrne, 1984). 

Affective characteristics can be important both as means and ends of education. Therefore, the assessment of these characteristics is equally important. A researcher/teacher may need to understand students affective characteristics in order to provide proper instructional conditions and to evaluate an affective education program. For example, self-concept (e.g., academic/subject self-concept) has been considered as a desirable educational goal we need to understand students self-concept and provide the instructional conditions and settings that can enhance students self-concept. In short, if the affective characteristics are viewed as means, those chosen for assessment must relate one or more of the available classroom settings or teaching styles to the cognitive objectives of the course or curriculum, or both. If they are viewed as ends in themselves, the characteristics selected for assessment must conform to the goals and objectives of the course or curriculum. 

What is the relevance of computer-based instruction to certain educational goals and objectives ... 

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