Gorilla Guide for Majors Activity

Total Page:16

File Type:pdf, Size:1020Kb

Gorilla Guide for Majors Activity Gorilla Guide Gorilla Guide We have what you’re looking for! to Majors At PSU you may choose from top programs in the areas of Arts and Sciences, Business, Education, and Technology, many that are among the best and most specialized in the nation. Your PSU degree can open many doors. Major employers routinely recruit on the PSU campus and Pitt State graduates are highly favored. Our excellent Career Services Office will help you find that important job that your education at PSU will make possible. College of Arts & Sciences Art Chemistry Family & Consumer Sciences Mathematics Art Chemistry Family & Consumer Sciences Mathematics 2D General Fine Art Biochemistry Child Development Actuarial Science 3D General Fine Art Environmental Community & Family Services Mathematics Education Illustrations & Visual Pharmaceutical Family & Consumer Sciences Storytelling Polymer Education Military Science (minor) Art Education Pre-Dental Nutrition & Wellness Pre-Medicine Human Ecology (minor) Music Biology Pre-Veterinary Youth & Adolescence (minor) Music Biology Professional Child Development (minor) Music Education Botany Polymer Chemistry (Instrumental, Vocal) Cellular & Molecular Chemistry Education History, Philosophy & Social Music Performance Ecology & Field Biology Sciences (Instrumental, Vocal) Fisheries & Aquatic Sciences Communication Geography Pre-Dental (this is not dental Communication Environmental Geography School of Nursing hygiene) Human Communication & Sustainability Nursing Pre-Medicine Media Production Geographic Info Systems Pre-Optometry Multimedia Journalism Urban Development Physics Pre-Physical Therapy/Pre- Strategic Communication History Physics Occupational Therapy Theatre Justice Studies (Criminal Astrophysics Pre-Physicians Assistant Communication Education Justice, Generalist, Military Customized Pre-Veterinary Police) Engineering Technology Wildlife Ecology & English & Modern Languages Political Science (Generalist, Pre- Polymer Conservation English Law) Pre-Engineering Medical Technology Creative Writing Social Work Aeronautical Biology Education Language Sociology (Criminology, Agricultural General Science (minor) Literature Generalist, Diversity Studies) Electrical Natural History (minor) Professional Writing History/Government General Traditional (Social Studies Education) Industrial French Geographic Info Systems Mechanical Spanish (certificate) Engineering Physics English Education Multicultural Studies (minor) Professional French Education Philosophy (minor) Solid State Physics Spanish Education Physics Education Earth & Space Science College of Business (minor) Accounting & Computer Info Systems Economics, Finance, & Banking Management & MarketingPhysical Science (minor) Accounting Business Economics International Business Computer Information Systems Finance Management Computing (minor) Marketing Internal Auditing (minor, certificate) Business Administration (minor) College of Education Health, Human Performance, Psychology & Counseling Teaching & Leadership & Recreation Psychology Early Childhood Birth-3 Exercise Science Developmental Disabilities Elementary Education K-6 Physical Education Human Factors Elementary Education Unified Recreation Services, Sport, & Human Resource English for Speakers of Hospitality Management Development Other Languages (minor) Community Worksite Wellness Psychology and Legal Issues Inclusive Education (minor) Recreation Administration Psychology and the Military International Teaching (minor) Hospitality Management Substance Abuse Services Leadership Studies (minor) Special Ed for Family & Therapeutic Recreation Consumer Sciences (minor) Coaching (minor, certificate) Please note: Students seeking to teach at the high Technological Literacy Dance (minor, certificate) school or middle school level are advised through the (certificate) Hospitality (certificate) department of the area they will teach. (Example: Urban and Suburban English teachers major in English Education through Experience (minor) the English Department.) College of Technology Automotive Technology School of Construction Engineering Technology Technology & Workforce Learning Automotive Technology Construction Engineering Electronics Engineering Tech Career & Technical Education Automotive Mechanical Technology Controls Architectural Manufacturing Mgmt. Design Construction Management Custom Wood Product Manufacturing Automotive Technical Building Info Modeling Electronic Embedded Wood Teacher Training – Tech Ed. Collision Repair & Civil Construction Systems Hospitality Management Insurance Mgmt. Company Management Manufacturing Engineering Workforce Development Dealership & Corporate Field Management Tech (requires AA AS degree) Transportation Mgmt. Residential Construction Mechanical Engineering Tech Human Resources Diesel & Heavy Equipment Construction Safety Mgmt. (Automotive, Biomedical, Supervision & Leadership Manufacturing Mgmt.in the Environmental & Safety Mgmt. Design, Electromechanical, Technology & Eng. Education Transportation Industry Construction Manufacturing) Industrial Management & Transportation Mgmt. Environmental Management Plastics Engineering Tech Supervision (minor) Caterpillar Think BIGGER Fire Safety Human Resource Development Automotive Service Tech General Industry Graphics & Imaging (minor) (associate, certificate)* Human Resource Mgmt. Technologies Technical Teacher Education Automotive Diesel & Heavy Interior Design Graphic Communications (certificate) Equipment (certificate) Electrical Tech. (associate)* Digital Media Architectural Manufacturing Mgmt. Construction Tech for Interior Graphic Design (associate, minor) Design (minor) Graphic Management Construction Technology (minor) Packaging Graphics Safety, Health and Environmental Print Media *An additional application Management (Minor) Web/Interactive Media and deposit is required. Photography (minor) Interdisciplinary Programs General Studies Public Health (minor) Integrated Studies International Studies Technological Literacy (minor) Analytics Fraud Examination (minor) Women’s and Gender Studies Fraud Examination Gerontology (minor) (minor, certificate) Liberal Studies Innovation Engineering (minor) Women’s Health (minor) Sustainability Society & Resource Management Undecided? Be Part of the Exploratory Studies Program! MANY PSU students are undecided, and many who have declared a major will change several times before they make a final decision. That’s okay. In fact, under the guidance of a specially trained advisor, the Exploratory Studies Program allows you to explore, investigate and expand your knowledge as you discover what degree suits you. You need to ask yourself, “What do I want to do? What do I enjoy? What are my favorite subjects?” The Career Services Office has excellent computer programs that can possibly help you narrow your choice of majors. Prospective students may use these programs while visiting campus. Just ask about it! .
Recommended publications
  • Strategic Recruitment Strategies to Attract Students Into Chemistry and Physics Education
    Strategic Recruitment Strategies to Attract Students into Chemistry and Physics Education Michelle L. Dean, Gregory Rushton, David Rosengrant & Brett Criswell The Need It has been echoed for numerous years that the nation needs STEM teachers who: • Are competent in the subject area • Offer quality education to their students by utilizing best practices • Will persist in the field Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, DC: The National Academies Press, 2010. Landers, E. S., & Gates, Jr. S. J. (2010). Prepare and Inspire, 330 (6001), 151. White House Office of the Press Secretary (2012) President Obama announces plans for a new national corps to recognize and reward leading educators in science, technology, engineering and math. (Accessed Sept. 2014) Responses to the National Need • Development of alternative certification routes • Restructuring current education programs to draw students in (UTeach, PhysTec, Woodrow Wilson Fellows) • Incentives to pursue degrees in STEM education programs (Noyce, WWF, private scholarships, etc.) KSU Production of UG Biology & Chemistry Teachers 12 10 8 6 4 2 0 2007 2008 2009 2010 2011 2012 2013 Biology Chemistry Labor Market Theory • The basic principle driving the supply of teachers is the following: Individuals will become or remain teachers if teaching represents the most attractive activity to pursue among all activities available to them. • Making the career attractive and desirable –ease of entry and overall compensation (salary, benefits, working conditions, and personal satisfaction).
    [Show full text]
  • Applying Andragogy to Promote Active Learning in Adult Education In
    SHORT PAPER APPLYING ANDRAGOGY TO PROMOTE ACTIVE LEARNING IN ADULT EDUCATION IN RUSSIA Applying Andragogy to Promote Active Learning in Adult Education in Russia https://doi.org/10.3991/ijep.v6i4.6079 I.V. Pavlova1 and P.A.Sanger2 1 Kazan National Research Technological University, Kazan, Russian Federation 2 Purdue Polytechnic Institute, Purdue University, West Lafayette, IN, USA Abstract—In this rapidly changing world of technology and acquire invaluable experience themselves and by observa- economic conditions, it is essential that practicing engineers tion of others in their environment. This experience gives and engineering educators continue to grow in their skills the learner a rich context for applying new knowledge and and knowledge in order to stay competitive and relevant in new techniques. Therefore, as new programs are devel- the industrial and educational work space. This paper de- oped, the student’s professional experience is a valuable scribes the results for a course that combined the best tech- resource and should be incorporated into the curricular niques of andragogy to promote active learning in a curricu- strategy. Active learning using many of the tools from lum of chemistry education, in particular, chemistry labora- andragogy and project based learning could be an attrac- tory education. This experience with two separate corre- tive approach to capitalize on their experience. spondence classes with similar demographics are reported on. Questionnaires and oral open-ended discussions were II. ACTIVE LEARNING APPROACHES USING used to assess the outcome of this effort. Overall the ap- ANDRAGOGY proach received positive reception while pointing out that correspondence students have full time jobs and active Although the early concepts on adult education go back learning in general requires more effort and time.
    [Show full text]
  • Catalog 2011-12
    C A T A L O G 1 2011 2012 Professional/Technical Careers University Transfer Adult Education 2 PIERCE COLLEGE CATALOG 2011-12 PIERCE COLLEGE DISTRICT 11 BOARD OF TRUSTEES DONALD G. MEYER ANGIE ROARTy MARC GASPARD JAQUELINE ROSENBLATT AMADEO TIAM Board Chair Vice Chair PIERCE COLLEGE EXECUTIVE TEAM MICHELE L. JOHNSON, Ph.D. Chancellor DENISE R. YOCHUM PATRICK E. SCHMITT, Ph. D. BILL MCMEEKIN President, Pierce College Fort Steilacoom President, Pierce College Puyallup Interim Vice President for Learning and Student Success SUZY AMES Executive Vice President Vice President for Advancement of Extended Learning Programs Executive Director of the Pierce College Foundation JO ANN W. BARIA, Ph. D. Dean of Workforce Education JAN BUCHOLZ Vice President, Human Resources DEBRA GILCHRIST, Ph.D. Dean of Libraries and Institutional Effectiveness CAROL GREEN, Ed.D. Vice President for Learning and Student Success, Fort Steilacoom MICHAEL F. STOCKE Dean of Institutional Technology JOANN WISZMANN Vice President, Administrative Services The Pierce College District does not discriminate on the basis of race, color, national origin, sex, sexual orientation, disability, or age in its programs and activities. Upon request, this publication will be made available in alternate formats. TABLE OF CONTENTS 3 Table of Contents Landscapes of Possibilities Dental Hygiene ......................................................52 Sociology ..................................................................77 Chancellor’s Message ..............................................5
    [Show full text]
  • What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? a Literature Review
    International Journal of Environmental Research and Public Health Review What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review Meiai Chen 1 , Eila Jeronen 2 and Anming Wang 3,* 1 School of Tourism & Health, Zhejiang A&F University, Hangzhou 311300, China; [email protected] 2 Department of Educational Sciences and Teacher Education, University of Oulu, FI-90014 Oulu, Finland; eila.jeronen@oulu.fi 3 College of Materials, Chemistry and Chemical Engineering, Hangzhou Normal University, Hangzhou 311121, China * Correspondence: [email protected] Received: 11 September 2020; Accepted: 24 October 2020; Published: 27 October 2020 Abstract: In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively.
    [Show full text]
  • BS in Chemistry Education
    BS in Chemistry Education (692828) MAP Sheet Physical and Mathematical Sciences, Chemistry and Biochemistry For students entering the degree program during the 2021-2022 curricular year. This major is designed to prepare students to teach in public schools. In order to graduate with this major, students are required to complete Utah State Office of Education licensing requirements. To view these requirements go to http://education.byu.edu/ess/licensing.html or contact Education Advisement Center, 350 MCKB, 801-422-3426. University Core and Graduation Requirements Suggested Sequence of Courses University Core Requirements: FRESHMAN YEAR JUNIOR YEAR Requirements #Classes Hours Classes 1st Semester 5th Semester CHEM 111* (F) 4.0 CHEM 462 (F) or other Req. #4 3.0 Religion Cornerstones First-year Writing or A HTG 100 (FWSpSu) 3.0 IP&T 371 1.0 Teachings and Doctrine of The Book of 1 2.0 REL A 275 MATH 112 (FWSpSu) 4.0 IP&T 373 1.0 Mormon PWS 150** (FW) or other Requirement #5 3.0 SC ED 353 3.0 Religion Cornerstone course 2.0 PHIL 423* or Requirement 5 3.0 Jesus Christ and the Everlasting Gospel 1 2.0 REL A 250 Total Hours 16.0 Religion elective 2.0 Foundations of the Restoration 1 2.0 REL C 225 *With department approval, CHEM 105 may be substituted for CHEM Open Elective 2.5 Total Hours 15.5 The Eternal Family 1 2.0 REL C 200 111. The Individual and Society **PWS 150 fulfills Requirement #5 and G.E. Biological Sciences. If *PHIL 423 fulfills Requirement #5 and G.E.
    [Show full text]
  • Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
    Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(6), 1549-1568 doi: 10.12973/eurasia.2016.1244a Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts Mustafa Tuysuz Yuzuncu Yıl University, TURKEY Oktay Bektas Erciyes University, TURKEY Omer Geban & Gokhan Ozturk Middle East Technical University, TURKEY Bugrahan Yalvac Texas A&M University, USA Received 2 March 2015Revised 11 November 2015 Accepted 20 November 2015 This study examines the pre-service teachers’ opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the pre- service physics teachers believe that these two subjects’ concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed. Keywords: conceptual integration, chemistry education, physics education, pre-service teacher education INTRODUCTION In constructivist view, students interpret the new knowledge according to what Correspondence: Mustafa Tuysuz, Faculty of Education, Secondary Science and Mathematics Education Department, Middle East Technical University, 06800, Turkey.
    [Show full text]
  • Philosophy of Chemistry: an Emerging Field with Implications for Chemistry Education
    DOCUMENT RESUME ED 434 811 SE 062 822 AUTHOR Erduran, Sibel TITLE Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. PUB DATE 1999-09-00 NOTE 10p.; Paper presented at the History, Philosophy and Science Teaching Conference (5th, Pavia, Italy, September, 1999). PUB TYPE Opinion Papers (120) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Chemistry; Educational Change; Foreign Countries; Higher Education; *Philosophy; Science Curriculum; *Science Education; *Science Education History; *Science History; Scientific Principles; Secondary Education; Teaching Methods ABSTRACT Traditional applications of history and philosophy of science in chemistry education have concentrated on the teaching and learning of "history of chemistry". This paper considers the recent emergence of "philosophy of chemistry" as a distinct field and explores the implications of philosophy of chemistry for chemistry education in the context of teaching and learning chemical models. This paper calls for preventing the mutually exclusive development of chemistry education and philosophy of chemistry, and argues that research in chemistry education should strive to learn from the mistakes that resulted when early developments in science education were made separate from advances in philosophy of science. Contains 54 references. (Author/WRM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 1 PHILOSOPHY OF CHEMISTRY: AN EMERGING FIELD WITH IMPLICATIONS FOR CHEMISTRY EDUCATION PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and improvement BEEN GRANTED BY RESOURCES INFORMATION SIBEL ERDURAN CENTER (ERIC) This document has been reproducedas ceived from the person or organization KING'S COLLEGE, UNIVERSITYOF LONDON originating it.
    [Show full text]
  • Chemistry Education Research and Practice Accepted Manuscript
    Chemistry Education Research and Practice Accepted Manuscript This is an Accepted Manuscript, which has been through the Royal Society of Chemistry peer review process and has been accepted for publication. Accepted Manuscripts are published online shortly after acceptance, before technical editing, formatting and proof reading. Using this free service, authors can make their results available to the community, in citable form, before we publish the edited article. We will replace this Accepted Manuscript with the edited and formatted Advance Article as soon as it is available. You can find more information about Accepted Manuscripts in the Information for Authors. Please note that technical editing may introduce minor changes to the text and/or graphics, which may alter content. The journal’s standard Terms & Conditions and the Ethical guidelines still apply. In no event shall the Royal Society of Chemistry be held responsible for any errors or omissions in this Accepted Manuscript or any consequences arising from the use of any information it contains. www.rsc.org/cerp Page 1 of 15 Chemistry Education Research and Practice 1 2 Chemistry Education Research and Practice RSCPublishing 3 4 5 ARTICLE 6 7 8 9 Education for sustainable development in chemistry 10 – Challenges, possibilities and pedagogical models in Manuscript 11 Cite this: DOI: 10.1039/x0xx00000x 12 Finland and elsewhere 13 14 15 Received 00th April 2014, 16 th Accepted 00 April 2014 M.K. Juntunen,a M.K. Akselab, 17 18 DOI: 10.1039/x0xx00000x 19 This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing www.rsc.org/ 20 challenges and future possibilities on the levels of the teacher and the student.
    [Show full text]
  • Victor Leander Roy, Louisiana Educator. Douglas Calvin Westbrook Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1970 Victor Leander Roy, Louisiana Educator. Douglas Calvin Westbrook Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Westbrook, Douglas Calvin, "Victor Leander Roy, Louisiana Educator." (1970). LSU Historical Dissertations and Theses. 1900. https://digitalcommons.lsu.edu/gradschool_disstheses/1900 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. I I 71-10,593 WESTBROOK, Douglas Calvin, 1927- VICTOR LEANDER ROY, LOUISIANA EDUCATOR. Louisiana State University and Agricultural and Mechanical College, Ed.D., 1970 Education, history University Microfilms, A XEROX Company , Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED VECTOR LEANDER ROY , LOUISIANA EDUCATOR A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Education in The Department of Education by Douglas Calvin Westbrook B.S., Northwestern State College, 1949 .A., Colorado State College of Education, 1953 August, 1970 EXAMINATION AND THESIS REPORT Candidate: Douglas Calvin Westbrook Major Field: Education Title of Thesis: Victor Leander Roy, Louisiana Educator Approved: Major ProfMsor and Chairman Dean of the Graduate School EXAMINING COMMITTEE: 4, Date of Examination: July 22j 1970 ACKNOWLEDGMENT The writer acknowledges with gratitude the assis­ tance received from many persons and from the following in particular: the head of his committee, Dr.
    [Show full text]
  • Chemistry Education 7-12 Effective 2019-2020 Academic Year
    NAME: ID#: Bulletin year: Chemistry Education 7-12 Effective 2019-2020 academic year #could be taken for credit towards an International Studies minor I. ACHIEVEMENT CENTERED EDUCATION (ACE) III. ENDORSEMENT All UNL students are required to complete a minimum of 3 hours of approved No grade lower than “C” course work in each of the 10 designated ACE areas. Students must complete a minimum of 24 hours in chemistry from the following ACE #1 Written Texts Incorporating Research & Knowledge Skills list plus a minimum of 4 hours each in biology, physics, and earth & space ENGL150, 151, or 254 (3 hrs) science. ACE #2 Communication Skills CHEM 109 General Chemistry I (4 hrs) TEAC 259 (3 hrs) √√√√√ CHEM 110 General Chemistry II (4 hrs) CHEM 221 Elementary Quantitative Analysis (4 hrs) ACE #3 Mathematical, Computational, Statistical, or Formal Reasoning Skills MATH 106, STAT 218 or EDPS 459 (3 hrs) Select one of the following: (4 hrs) CHEM 251/253 Organic Chemistry w/lab OR CHEM 255/257 Biologic Organic Chemistry w/lab ACE #4 Study of Scientific Methods & Knowledge of Natural & Physical World LIFE 120/120L (4 hrs) √√√√√ CHEM 421/423 Analytical Chemistry w/lab (5 hrs) Offered Spring semester only ACE #5 Study of Humanities (Prerequisite: Chem 471 or 481) (Any) (3 hrs) CHEM 441/443 Inorganic Chemistry w/lab (4 hrs) ACE #6 Study of Social Sciences EDPS 251 (3 hrs) √√√√√ Select one of the following: (4 hrs) CHEM 471 Physical Chemistry OR ACE #7 Study of the Arts to Understand Their Context & Significance (Prerequisite: Chem 221, Math 107) (Any) (3
    [Show full text]
  • The Role of Mathematics in the Teaching and Learning of Physics
    Strand 2 Learning science: Cognitive, affective and social aspects THE ROLE OF MATHEMATICS IN THE TEACHING AND LEARNING OF PHYSICS Andreas Redfors, Lena Hansson, Örjan Hansson and Kristina Juter Kristianstad University, Kristianstad, Sweden Abstract: This paper discusses the role of mathematics in physics teaching and learning. The intention and strength of science is to describe what happens in the real world by organizing explanations through theories and theoretical models. It has been widely suggested that learning in science is influenced by views about the nature of scientific knowledge. Furthermore, mathematics is an inherent part of theories and makes powerful predictions of natural phenomena possible. Ability to use mathe- matics to argue and prove results is central in physics. Students have been found to struggle with physics problems where they need to relate mathematically formulated theoretical models to the real world. This project has explored the role of mathematics for physics teaching and learning in upper-secondary school through investigations of relations made during physics lessons (lectures, problem solving and lab-work) between The real world – Theoretical models – Mathematics. A preliminary analysis indicate that there are some connections made by students and teacher between theories and the real world, but the bulk of the discussion in the classroom is con- cerning the relation between theoretical models and mathematics, which is in line with earlier research on problem solving. The preliminary results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and lab-work. A finalized and extended analysis will be published elsewhere.
    [Show full text]
  • Models and Modelling in Chemistry Education in the Higher Medical Education System Assos
    Science & Research MODELS AND MODELLING IN CHEMISTRY EDUCATION IN THE HIGHER MEDICAL EDUCATION SYSTEM ASSOS. PROF. DR. V. HADZHIILIEV Department of Chemistry and Biochemistry, Medical Faculty, Trakia University - Stara Zagora, Bulgaria; [email protected] Abstract: The objective of this paper is to consider the "classical" forms of training in higher medical school and try to give a new reading of the organizational forms of training, updated by the modern requirements addressed to the higher education institutions in Bulgaria, after adoption of the credit accumulation and transfer system. The compulsory training, which meets the requirements of the MILC, shall be conditionally made module A. Under this module, students attend both forms of training – lectures and practical exercises. The second group of activities builds on the knowledge and skills to be included in module C. This activity is built only on a type A activity already carried out, including free-elective and optional preparation in Chemistry. The formation of scientific competencies is carried out through direct scientific work, including literature review, searching for a suitable methodology for work, drawing up an experimental plan, reporting and analyzing the results of a real experiment (module C). This activity builds on the previous two and includes elements of reproduction and creativity. Keywords: medical pedagogy, models, modelling. Models and modelling. The word "model" has a Latin origin, derived from "modus", which means image, measure, ability. The initial use is in construction (architecture) to denote different types of samples. Its use in Mathematics began after the creation of Analytic geometry by Descartes and Fermat. In Natural sciences (Biology, Chemistry and Physics), the term "model" began to be used to refer to the object a particular theory refers to or it describes.
    [Show full text]