Email this article 
Open Access
Subscription or Fee Access
The Use of Varied Teaching Strategies on the Conceptual Understanding of Selected Topics on General Pathology
Abstract
In Dentistry, General Pathology is considered to be one of the critical areas in concept accommodation; hence, there is a need to explore how students process information delineating possible incorrect notions about it. This study used the descriptive research design following the pretest and posttest design with control. The multiple intelligences of the participants were determined through the use of adopted Multiple Intelligences (MI) Inventory Test. The study revealed that student respondents possess varied multiple intelligences that can be appropriate for different teaching strategies.
Keywords
References
Machen JB. Will we allow dentistry to be left behind? Principles underlying dental education and practice. J Dent Educ 2008:72 (2 Suppl):10-3.
Barradell, Sarah. The identification of threshold concepts: A review of theoretical complexities and methodological challenges. Higher Education (2013). 65. 10.1007/s10734-012-9542-3.
Neve H. Wearn A. Collett T. What are threshold concepts and how can they inform medical education? 2016. Medical Teacher 38 850-853
Larmer, J. and Mergendoller, J. Seven essentials for project-based learning Educational Leadership, (2010) Volume. 68, No. 1
Brown, D. E., & Clement, J. Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction. International Science, 18, 237-261. (1989)
Afzal MN. Students' misconceptions in respiratory physiology. J Ayub Med Coll Abbottabad. 2004;16(3):14‐16.
Hubner, T.A. What research says about differentiated learning. Educ Leadership. (2010) 67, 79-81
Maeng, J.L. and Bell, R.L. Differentiating Science Instruction: Secondary science teachers’ practices. International Journal of Science Education. 2015; Vol. 37 Issue 13, p2065-2090. 26p.
Wan, S.W. Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers & Teaching. 2016; Vol. 22 issue 2, p148-176.29p
Morgan, L. Learning styles in the classroom. University of Lethbridge Research Repository. https://hdl.handle.net/10133/935
Ahmadian, M. & S. Hosseini. A study of the relationship between Iranian EFL learners' multiple intelligences and their performance on writing. Mediterranean Journal of Social Sciences, (2011) 3 (1), 111-126.
Hajhashemi, Karim & Wong, Bee. A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH). 2010: 18. 343-355.
Farahani, A. A. & E. Latifi. The relationship between incidental vocabulary learning and multiple intelligences of Iranian EFL learners. Theory and Practice in Language Studies, 2014:4 (1), 58-64.
Chapman, J.T. Teaching outside to engage student learning. School of Education Student Capstone Theses and Dissertations. 2017; 4298.
Edward S. Ebert II, Christine Ebert & Michael L. Bentley. The Educator's Field Guide: From Organization to Assessment (and Everything in between). 2011: http://dx.doi.org/10.4135/9781452275154.n1
Snart, J.A. Hybrid learning: The perils and promises of blending online and face-to-face learning. ABC Clio. 2010.
Lynberg, Jennifer R., "Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities" (2018). Electronic Theses and Dissertations. Paper 3386. https://dc.etsu.edu/etd/3386
Kwon, K., Lee, G., & Lee, E. Assessment and evaluation. Educ. méd. vol.7 no.3 jul./Sep. 2004
Şimşek, İrfan & Can, Tuncer. (2015). The Use of 3d Virtual Learning Environments in Training Foreign Language Pre-Service Teachers. Turkish Online Journal of Distance Education. 16. 16-4. 10.17718/tojde.53012.
Gibson, I.W. At the intersection of technology and pedagogy: considering styles of learning and teaching, Journal of Information Technology for Teacher Education, 2010; 10:1-2, 37-61
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.