?????? ????? University of Alabama (UAB) Birmingham ????

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12/10/2004
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? ?

• ??????
• ???? (concept mapping)
• ????????
• ????

3
???? (concept mapping)
????????????(concept map)
???????????????? ?????
????????????????????
4
??????
??? ? (1997) ?????? ---??????? ??????
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• ?????? (prior knowledge)?
• ????????????
• ????????(concepts)
• ????(proposition, ???
• ?????)??????

6
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• ???????????,??
• ?????????????
• ????????,?????
• ?,??????,??????
• ??????,????????
• ????????????????
• ???????????

7
????????

• ?????????????
• ???(positivistic epistemology)
• ?????(??????)?
• ???????????
• ??????????
• ???????????,??
• ????.

8
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• ???????? (constructivist epistemology)
  ????????????????, ????????????????????.
• ????(constructivism)???? ??????????????????,
  ??????????????????????.

9
??????

• ???????,????????(mental development)??????

??? (concept)???????? (sign)
???(symbol)??????? (regularity) ???(events)???
(objects) ?????????????
10
?????????????
(?)???? ??? (?)????????
?????? (?)???? ?? ??
11
Piaget ???(??)????

• ????(0-2?) ??????
• (Sensory-motor period)
• ????(2-7?) ?????
• (Preoperational
  period)
• ????(7-11?) ??????
• (Concrete operational period)
• ????(11-15/20?) ??????
• (Formal operations period

12
????

• ???????????? ???????????? ????????????
  ???????,??? ????,??????
• ?????

13
????????
???(concept)???????
??? (proposition) ???????????????? ????
14
???????
???? (reception learning) ??????????????? ????(
discovery learning) ??????????????? ?????
15
???? (concept mapping)
??????????????? ?????????????? ?????????????,? ??
??????
16
(No Transcript)
17
Literature Review
18
Journal of Nursing Education, 37(9),
383-384. Editorial (1998). Editor Christine
A. Tanner, PhD, RN, FAAN Curriculum for the 21th
century -- Or is it the 21-year curriculum?
19
To cover can mean to include, to address, to
assign a reading about, to mention in a lecture,
or to test on to cover also can mean to hide
from view or conceal. The more we try to cover
content in the first sense, the more we also
cover content in the second sense. Tanner, C. A.
(1998) Journal of Nursing Education, 37(9), 383-4.
20
Nursing practice requires deep learning of
important concepts, the type of understanding
that comes only with time to think, reflect on,
connect with previous learning, and extend in
practice. Surface learning that derives from
coverage of enormous amounts of content simply
will not do. Tanner, C. A. (1998) Journal of
Nursing Education, 37(9), 383-4.
21
Editorial (1999). Editor Christine A. Tanner,
PhD, RN, FAAN Students as customers? To
identify who their customers (prospective
students) are and what the marketplace will bear
(employment prospects for graduates) Journal of
Nursing Education, 38(4), 147-148.
22

• Curriculum revolutionist
• Behaviorist focus on evaluation of
• student performance
• Educative focus on student learning
• Teacher as an evaluator
• Teacher as a co-explorer of meaning
• and significance

23
?????????(core value)
?? ??????(clinical reasoning skills) ??
????????(general clinical nursing skills) ??
??????(basic medical science) ?? ??(caring)
?? ????(humanity) ?? ????(communication)
?? ????(ethics) ?? ????(differential
thinking) ?? ???????(problem solving
ability) ?? ????(life-long learning)
??? ??????(team work capability) ???
???(accountability)
24
? ? ? ? (??)
25
???? (????)
???? ?? ??
???? 26 10
???? 70 60
???? 24 0
???? 8 2-4
???? 128 72
26
??????? (94?)
1.?????? 2.?????? 3.????????? 4.???????? 5.???????
6.?????? 7.??????? 8.??????? 9.??????
27
???(?)????? (??)
28
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29
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30
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31
Literature Review
32
Faculty Development Is both a comprehensive term
that covers a wide range of activities ultimately
designed to improve student learning and a more
narrowly defined term aimed at helping faculty
members improve their competence as teachers and
scholars (Eble McKeachie, 1985)
33
How do you want to improve yourself? Nursing
education administration and faculty attitudes
toward types of faculty development.
Dunkley, N. A. (1994).
J Contin Educ Nurs, 25(6),
277-81.
34

• Study sample 12 nursing administrators and 105
  full-time and part-time faculty of the 13
  nursing programs in the City University of New
  York (CUNY).
• Study purpose to survey the perceived
  effectiveness of
• grants (the first)
• off-campus workshops (the second)
• (3) on-campus workshops, (4) consultations, (5)
  leaves,
• (6) courses or seminars, and
• (7) special assignments for the faculty
  development of academic roles of nursing faculty.
  
• Faculty roles considered were
• (1) research, (2) classroom teaching, (3)
  clinical teaching, (4) leadership, (5) service to
  the institution, (6) community service,

35
A four-phase multidisciplinary faculty
development model in aging
Batsche, Catherine N.Monoson, Patricia K.
Educational Gerontology Sep1993, Vol. 19 Issue
6, p551-567
36

• The faculty development project described in this
  paper was the product of a collaborative effort
  between a public institution, Illinois State
  University (ISU), and a private health-care
  provider, BroMenn Health Care.
• Four persons each team
• ?One faculty member from ISU
• One faculty member from Mennonite College
• of Nursing (MCN), a BroMenn affiliate
• ? One practitioner from BroMenn
• ? One discipline-based gerontology consultant

37
Five Teams The areas of social sciences, human
performance, psychology, nutrition, and
audiology. A six discipline, nursing, was
established as an integral part of each team,
rather than as a separate team, to promote the
integration of clinical knowledge of nursing
faculty with the theoretical knowledge of other
team members.
38
Four Phase Model of Faculty Development
Phase I Directed study Faculty seminars Development of team study plans Directed study
Phase II Professional experience Practicum site Observation/Participation Conference attendance
Phase III Curriculum development Curriculum development seminar Instructional unit development
Phase IV Pilot testing Research development Pilot testing of instructional units Revision of curriculum materials Development of research agenda
39
Typically, faculty development models are
designed to enhance Professional development
focuses on promoting faculty growth and helping
faculty members acquire knowledge, skills, and
sensitivities. Instructional development focuses
on the preparation of learning materials and the
revision of courses. Organizational development
focuses on creating an effective environment in
which to implement new practices for teaching and
learning (Gaff, 1975)