Teaching communication skills in science: Tracing teacher change

Background and Purpose: Synergy is a term found widely throughout the sciences. There is a need for improved methods and delivery of instruction that supports learners in their pursuit of academic goals and facilitates their transition into the professional role. Critical for students is teamwork training, both as team members and facilitators. Some teams have outcomes greater than their own individual efforts, while others do not. One possible explanation for this phenomenon is synergy. A concept analysis was conducted to define synergy in the context of nursing education and to gain insight on its impact on learning. Using Walker and Avant's (2011) method, definitions, uses, attributes, antecedents, consequences, and empirical referents were identified. Methods: Six databases were searched, using the keyword synergy (syntactic variations) and search terms (nursing, education, student, learning, training, collaboration, teamwork, and cooperation) with the parameter of English language (1980-2017). Articles were delimited through duplication removal, title, and abstract review. Thirty articles were selected for review based upon the use of synergy within the context of education. Results: Synergy is demonstrated whengroup outcomes exceed the results of individual efforts. Attributes are mutuality of support, actions, goalswith greater than individual effects, and teaching strategies. Consequences are greater problem-solving, creativity, and goal attainment than are accomplished individually. Implications for Practice: Incorporating synergy into nursing education can promote teamwork and collaboration and facilitate learners to collaborate inter-professionally. Recommendations are to research synergy within nursing education.

A concept analysis of synergy for nursing education

AIM The purpose of this study was to develop and pilot an instrument to assess group synergy and team-based learning among nursing students BACKGROUND Little is known on how to evaluate soft nursing skills such as synergy METHOD Nurse faculty were recruited through purposive and snowball sampling to serve on an expert panel Using the DeVillis framework, three rounds of data were collected using semistructured online surveys The resulting scale of 34 items was piloted with teams of undergraduate nursing students taking part in a simulation experience RESULTS Item-content validity index ranged from 8 to 10 for each item Scale-content validity index average was 93; scale-content validity index universal was 62 Exploratory factor analysis identified three factors CONCLUSION This study suggests that synergy is multifactorial and can be assessed by faculty However, further testing of the scale is needed

Development of a Scale to Measure Synergy: A Tool to Evaluate Team-Based Learning in Nursing.

The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD) education and training in innovative technologies (IT) in the context of engaging students in environmental research projects The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential to produce significant increases in students’ perceptions of their IT fluency.

One Science Teacher's Professional Development Experience: A Case Study Exploring Changes in Students' Perceptions of Their Fluency with Innovative Technologies

Computing is anticipated to have an increasingly expansive impact on the sciences overall, becoming the third, crucial component of a “golden triangle” that includes mathematics and experimental and theoretical science. However, even more true with computing than with math and science, we are not preparing our students for this new reality. It is appropriate and compelling therefore to consider how computer science can be fundamentally integrated into science education. This study is a ten-year review (1998–2008) of the Journal of Science Education and Technology, with the following research questions in mind: What are the intersections at the K-16 level between science and computing? What do K-16 science educators already know about the newly emerged field, computational science?

K-16 Computationally Rich Science Education: A Ten-Year Review of the Journal of Science Education and Technology (1998–2008)

How can effective research conducted in a specific context contribute to more effective teaching and learning in a different context? This paper introduces the concept of “synergy” and synergy research conducted in the context of a water quality project and CILT2000, a meeting of the Center for Innovative Learning Technologies. We share ways in which synergy research addresses methodological questions, promotes collaborative partnerships, and contributes to equity. We also share several synergistic efforts in teacher professional development and the design of learning technologies for teacher education that were featured at the CILT meeting.

CILT2000: Synergy, Technology, and Teacher Professional Development

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CILT2000: Synergy, Technology, and Teacher Professional Development