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Using Crossword Puzzles as an Aid to Studying Sociological Concepts
... Several factors have led teachers to adopt crosswords in their classrooms. First, crosswords have been employed for teaching various disciplines, such as communications, health, psychology, and reading (Childers, 1996). For example, Childers (1996) used crosswords to teach sociological concepts because crosswords create an enjoyable learning experience and reduce learner anxiety. ...
... First, crosswords have been employed for teaching various disciplines, such as communications, health, psychology, and reading (Childers, 1996). For example, Childers (1996) used crosswords to teach sociological concepts because crosswords create an enjoyable learning experience and reduce learner anxiety. Childers (1996) also reported that the fundamental appeal of crosswords is attributed to their ability to combine fun with learning. ...
... For example, Childers (1996) used crosswords to teach sociological concepts because crosswords create an enjoyable learning experience and reduce learner anxiety. Childers (1996) also reported that the fundamental appeal of crosswords is attributed to their ability to combine fun with learning. Notably, the first modern crossword puzzle, which was published in the early 20th century, appeared in the Sunday Fun supplement of a prominent U.S. newspaper (Luebering, 2022). ...
Numerous studies have demonstrated the effectiveness of crossword-assisted teaching for English as a foreign language (EFL) instruction. The present study evaluated the effectiveness of this technique in the Chinese-speaking EFL environment. Two cohorts of junior college students participated in this study. Both groups completed a vocabulary and reading skill pretest, which revealed no significant differences between the groups. For convenience, a larger cohort of 34 students was designated as the experimental group, and a smaller cohort of 32 students was designated as the control group. During the study, crossword-solving tasks and quizzes were integrated into the instruction provided to the experimental group, whereas traditional lecture-based instruction was provided to the control group. After the study, both groups underwent the same posttest. The experimental group significantly outperformed the control group in both vocabulary knowledge and reading comprehension. Additionally, the experimental group students’ responses to a learning attitudes questionnaire indicated their favorable perceptions of the use of crosswords in instruction. Therefore, this study verified the effectiveness of crossword puzzles in a non-Western linguistic learning environment, reinforcing the value of crosswords for EFL teaching.
... 10−12 Since students, on average, register less than one-third of words spoken during traditional lectures, 13,14 it is little wonder that instructors from across a broad spectrum of subject specialties have embraced the use of quizzes, table-top board games, card games, and puzzles as effective and efficient active Special Issue: Insights Gained While Teaching Chemistry in the Time of COVID-19 learning tools. 9 While this study focuses on the incorporation and evaluation of crossword puzzles as chemistry revision aids for firstand second-year pharmacy students, previous studies have described the inclusion of crossword puzzles when teaching across many disciplines, including psychology, 10 veterinary, 12 sociology, 15 pharmacology, 16 biochemistry, 17,18 biology, 19 food science, 20 nursing, 21 dentistry, 22 and medicine. 23 For chemistry, this Journal first reported classroom crossword puzzles as far back as 1925, in which, as a twist to other similar studies, the teacher, Ruth Van Vleet, very smartly and surely ahead of her time, made this a student-led process by leaving the entire design and construction of the crosswords to her students with a cash prize on offer to the member of her chemistry class that could produce the best example. ...
... 11,14,37,39 Interestingly, as shown in Table 1, 27% more students opted to answer the heteroaromatic chemistry question from a choice of four when it was taught alongside online crossword exercises, suggesting the puzzles may have instilled greater confidence for that particular content, which was the same conclusion reached by both Crossman and Childers in similar studies involving psychology and sociology students, respectively. 10,15 Furthermore, for this same question, 16.5% and 9.4% of students scored over 75% and 87.5%, respectively, when sitting the exam after crossword exposure, whereas only 7.1% and 0% of students scored over 75% and 87.5%, respectively, in the absence of the crosswords. ...
... Both Childers 15 and more recently Corticone 18 have suggested how students could work collaboratively to create crosswords before engaging in a puzzle-sharing swap. To date, most crossword projects have instead explored a cooperative learning model where students work in groups of 2−3 or 6−7 to solve, rather than to create, crosswords during teaching sessions. ...
This work explores the performance of online postlecture chemistry crossword puzzles as revision aids for 132 first-year and 120 second-year undergraduate pharmacy students. The use of these puzzles as a form of remote active learning was fortuitously evaluated immediately prior to and during the COVID-19 pandemic based on students’ online study behavior patterns, which captured some fascinating data on the frequency and timing of student online viewings. Students’ anonymous feedback responses were also evaluated. Across 24 individual crossword postings, student-tracking data showed a total of 17,717 views; equivalent to approximately three views per posting by each student across the two different year groups, with evidence of some similarities and differences to student study habits when forced to work remotely. Furthermore, questionnaire feedback showed that around 80% of second-year students found the crosswords helpful and would welcome more, yet just over 50% of first-year students held these views, illustrating some year group differences. Interestingly, all students had similar opinions regarding their preferred online delivery resources should COVID-19 continue to prevent on-campus teaching. In short, chemistry-themed online crossword puzzles were well-received when incorporated immediately prior to and during the COVID-19 pandemic. As many teaching institutions move away from a campus-based delivery, these effective and easy to prepare crossword revision aids should be considered by instructors alongside other online resources as they plan their teaching amidst continuing uncertainty.
... 16 Due to the versatility and flexibility of crosswords, they have been used successfully in many different disciplines. 21 The already known familiarity with crosswords reduces the need to explain directions, saving class time. 17,18 Additionally, these puzzles are often perceived as being a recreational activity, and thus observed as less threatening and more enjoyable than traditional teaching techniques. ...
... 17,18 Additionally, these puzzles are often perceived as being a recreational activity, and thus observed as less threatening and more enjoyable than traditional teaching techniques. 18,21,22 Game-based health education can be a mainstay for identification of weaknesses in terms of difficulty in understanding, problems in comprehension, and areas to be dealt more intensively etc. 16,17,21 Studies have also revealed that these puzzles increase students' interest and motivation in the topic. 16,18 Using games that include health and hygiene messages can be an alternative for teaching basic health concepts. ...
... 17,18 Additionally, these puzzles are often perceived as being a recreational activity, and thus observed as less threatening and more enjoyable than traditional teaching techniques. 18,21,22 Game-based health education can be a mainstay for identification of weaknesses in terms of difficulty in understanding, problems in comprehension, and areas to be dealt more intensively etc. 16,17,21 Studies have also revealed that these puzzles increase students' interest and motivation in the topic. 16,18 Using games that include health and hygiene messages can be an alternative for teaching basic health concepts. ...
Introduction
For the prevention of oral health problems, health education of schoolchildren has a vital role. The oral health status of the children can be improved if health promotion in schools is conducted in a comprehensive and interesting manner
Objective
Effectivity of game-based oral health education over conventional on the oral health-related knowledge and oral hygiene status among 8- to 12-year-old schoolchildren.
Materials and methods
A total of 150 children aged 8 to 12 years were divided into two groups. A pretest evaluation of their knowledge regarding oral health and the estimation of plaque index was carried out. Children in group I were given oral health education through PowerPoint presentation once daily for 7 days. Children in group II were educated through the play method (i.e., crosswords and quiz with PowerPoint presentation). The evaluations regarding oral health-related knowledge and plaque scores were recorded on postintervention 1 and 3 months.
Results
In group II, high knowledge scores of 10.32 and 9.98 were obtained by the on postintervention 1 and 3 months respectively. In both the groups, there was a significant increase in good oral hygiene scores and a significant decrease in plaque scores on postintervention 1 and 3 months follow-up, but much better scores were seen in group II compared to group I at both the follow-ups.
Conclusion
Implementation of crossword game-based oral health education program is an easy and effective aid for teaching oral health instructions and preventing oral diseases in children as the knowledge scores of children increased considerably when the game-based teaching intervention was used.
How to cite this article
Malik A, Sabharwal S, Kumar A, Samant PS, Singh A, Pandey VK. Implementation of Game-based Oral Health Education vs Conventional Oral Health Education on Children’s Oral Health-related Knowledge and Oral Hygiene Status. Int J Clin Pediatr Dent 2017;10(3):257-260.
... Among these games, crossword puzzles seem to be more attractive than others, as they tend to be fun and learner-friendly (Childers 1996, Orawiwatnakul 2013). The crossword puzzle normally takes the form of a square or a rectangular grid of white and black shaded squares. ...
... These subjects make use of specific vocabulary and definitions that sometimes are too complicated for the student to retain. Crossword puzzles have been shown to be effective teaching tools of terminology, definitions, spelling, and pairing key concepts with related names, resulting in greater retention and memorization of facts (Childers, 1996;Franklin et al., 2003;Moore, 2005). Not only that, since a correct spelling to the items is needed to complete the puzzle, this results in increased care in writing and when completed, they can be used further as a study tool (Childers, 1996). ...
... Crossword puzzles have been shown to be effective teaching tools of terminology, definitions, spelling, and pairing key concepts with related names, resulting in greater retention and memorization of facts (Childers, 1996;Franklin et al., 2003;Moore, 2005). Not only that, since a correct spelling to the items is needed to complete the puzzle, this results in increased care in writing and when completed, they can be used further as a study tool (Childers, 1996). Therefore, crossword could be a complementary method to use in this kind of subjects in order to help the students in the learning process and influence their grades positively. ...
Introduction: The educational strategies and tools that we use in our class can help students to actively participate in the teaching-learning process. There exists a broad range of activities used in and out the classroom, which promotes the active learning process. Undoubtedly, games have been utilized as different ways to study by students with diverse ages and different studies, and they are becoming the favourite learning method, because they make easier the educational process and make it more pleasurable too. The crosswords started as a game used in leisure time, but is now considered as a teaching tool able to develop attention and concentration, learn specific vocabulary and promote intense searching strategies for solving problems. The aim of this work was to develop an educational tool, the crosswords, applied to the subject of Information Technologies (ICTs) in the degree of Physical Therapy. Material and Methods: The subject ICTs is a subject of basic formation which has a study load of 6 ECTS credits in the Degree of Physiotherapy at University of Valencia. Regarding to its structure, it is divided in 15 theoretical units, which are organized in 3 thematic blocks of 5 units every single, where each unit develops its own specific vocabulary. Every lecturer who instructed the subject created 8 definitions per unit, and once all of them shared their definitions and put them in common, they created the crosswords which collected the main contents of the 3 thematic blocks of the subject. HotPotatoes6®, a freeware program that can be downloaded from: http://www.hotpot.uvic.ca, was used for building the crosswords. Results: We created 15 crosswords, 5 crosswords per each specific thematic block of ICTs subject. The first thematic block has 5 crosswords which collect concepts such as "hardware", "software", "computering" and "University of Valencia". The second block has 5 crosswords which gather concepts like "web 2.0", "nets", "office software" and "multimedia". As a final point, the third thematic block has 5 crosswords that compile terms associated with the scientific field: "reference management software", "data base" and "academic research" among others. Conclusions: 1-The use of crosswords represents a way to stimulate students towards being interested on reminding the most important information of the subject, favouring the knowledge of the specific vocabulary related. 2-These resources, which were created as a complementary learning tool, support the acquisition of definitions, specific terms and keywords related to the subject ICTs in the Degree of Physiotherapy. 3-We propose that this ludic and educative tool could be useful for other subjects which had a specific vocabulary such as Anatomy, Physiology, and so on.
... Due to the fact that games are a useful tool, it is not surprising how many different types of games are used for test review and classroom teaching at the university level. BINGO (Klepper, 2003), simulation games and role playing (Childers, 1996), games formatted like the Olympics (Clark, 1997), Jeopardy-type games (Rotter, 2004), web-based quizzing (Gurung & Daniel, 2006), discussion games (Franklin et al., 2003), and crossword puzzles (Weisskirch, 2006; Franklin et al., 2003; Crossman & Crossman, 1983; Childers, 1996) have all been used by instructors to review course material. Using these different approaches to learning can be helpful in several ways. ...
... Due to the fact that games are a useful tool, it is not surprising how many different types of games are used for test review and classroom teaching at the university level. BINGO (Klepper, 2003), simulation games and role playing (Childers, 1996), games formatted like the Olympics (Clark, 1997), Jeopardy-type games (Rotter, 2004), web-based quizzing (Gurung & Daniel, 2006), discussion games (Franklin et al., 2003), and crossword puzzles (Weisskirch, 2006; Franklin et al., 2003; Crossman & Crossman, 1983; Childers, 1996) have all been used by instructors to review course material. Using these different approaches to learning can be helpful in several ways. ...
... With these benefits in mind, the crossword puzzle stands out from the rest as a classroom tool. Crosswords have been used successfully in many different disciplines (Childers, 1996), showing their versatility and flexibility. They are also a useful tool as most people are already familiar with them, which reduces the need to explain directions, saving class time (Crossman & Crossman, 1983; Weisskirch, 2006). ...
The goal of this project was to further our understanding of how students learn. Does re- viewing for exams using certain teaching methods actually enhance students' learning of course material? Through a comparative analysis of two sections of the same class the re- searchers tested to see if using crossword puzzles as a 'fun' review technique actually af- fects students' exam scores as evidence of successful learning. The results revealed that some classes benefited while others did not.
... Merkel (2016) noted that solving vocabulary crosswords is fun and renders learning satisfying and stimulating. It is worth noting that when these educators had a favorable experience with crossword-aided teaching, it had already been used in such disciplines as communication, health, psychology, reading, and sociology classes because it is conducive to a more cheering learning experience (Childers, 1996). ...
... Ayto (1990, p. 422) observed that "arduous reasoning" is essential for solving puzzles. Similarly, Childers (1996) recognized the crossword puzzle's ability to evoke critical thinking and imagination. Additionally, Krashen (1985) suggested that unchallenging learning, that is, learning that is excessively easy or boring, often fails to inspire learners, whereas "i + 1" (input slightly higher than the learner's comprehension level) promotes effective learning. ...
In the EFL milieu, plenty of studies have reported the usefulness of some vocabulary-building techniques. Among them, teaching incorporating either the crossword or mnemonics has been widely implemented in various language settings. Empirical evidence supports the value of such a teaching method. Nonetheless, using both the devices in tandem deserves attention and further investigation. In the current research, two groups of EFL majors in a junior college in Taiwan were recruited to receive either traditional lecture-based instruction or teaching aided by both the crossword and mnemonics. Data analysis demonstrates significant inter-group differences in the learning outcome, favorable to the latter group, and the questionnaire responses exhibit the students’ approval of this experimental technique. The findings of the research mean more to EFL teaching in Taiwan, as Mandarin Chinese, the medium of instruction in schools, is by far different from English, making it more difficult to learn English as L2.
... In our search for innovative activities to enhance student motivation and facilitate learning, we incorporated crossword puzzles into a Corporate Finance course. Crossword puzzles have been shown to be effective learning tools in disciplines such as medical education ( [1]), psychology ( [6]), sociology ( [7]), communications ( [8]), nursing ( [9]), or biology ( [10]), among others. And they can also be thought to be useful in learning other social sciences, such as Business Administration. ...
... In addition, according to [8], "crossword puzzles can also appeal to various student learning styles", so teachers using this nontraditional teaching pedagogy can reach to more students. On the other hand, crosswords have been found to increase students' confidence in their ability and understanding ([6], [7], [9], [11]]. The satisfaction derived from successfully solving one clue encourages students to continue toward completion of the puzzle. ...
... In our search for innovative activities to enhance student motivation and facilitate learning, we incorporated crossword puzzles into a Corporate Finance course. Crossword puzzles have been shown to be effective learning tools in disciplines such as medical education ( [1]), psychology ( [6]), sociology ( [7]), communications ( [8]), nursing ( [9]), or biology ( [10]), among others. And they can also be thought to be useful in learning other social sciences, such as Business Administration. ...
... In addition, according to [8], "crossword puzzles can also appeal to various student learning styles", so teachers using this nontraditional teaching pedagogy can reach to more students. On the other hand, crosswords have been found to increase students' confidence in their ability and understanding ([6], [7], [9], [11]]. The satisfaction derived from successfully solving one clue encourages students to continue toward completion of the puzzle. ...
... Furthermore, educational games through crossword puzzles may enhance vocabulary mastery as well as promote problem-solving skills among chemistry students because crossword puzzle activities can make them explore and investigate the solutions to each chemical problem given (Saran & Kumar, 2015). Other than that, the crossword puzzle is an educational game that encourages students to have creative, fun and cooperative elements to transform the learning process into something more enjoyable and less threatening (Childers, 2017). Moreover, students will be entertained while completing the crossword puzzle as this will trigger them to apply teamwork, engage with each other and increase students' inquiry skills during the teaching and learning process. ...
In this study, the researcher aimed to identify students’ level of understanding of the Periodic Table of Elements before and after using the crossword puzzles called Chem-PTE crossword puzzles. The quantitative approach was used as the methodology of this research and a pre-experimental base was applied to one group as the research design. 25 students were purposely selected as the respondents. The study started with a pre-test, followed by the implementation of Chem-PTE crossword puzzles for 3 lessons and subsequently ended with a post-test. Then, students’ achievement scores in both, pre-test and post-tests, were analysed with descriptive analysis and paired samples t-test by using SPSS software version 24.0. The analyses were conducted to obtain the mean values for both the pre-test and post-test and next to test whether there was a statistically significant difference before (pre-test) and after (post-test) using the Chem-PTE crossword puzzles. Furthermore, this research also examined students’ perspectives on the effectiveness of Chem-PTE crossword puzzles by using questionnaires. Overall, the findings showed that the use of Chem-PTE crossword puzzles had improved students’ level of understanding as there was an increase in students’ achievement scores in the post-test compared with students’ achievement scores in the pre-test. Subsequently, the paired sample t-test analysis also revealed statistically significant differences before (pre-test) and after (post-test) the use of Chem-PTE crossword puzzles. Lastly, almost all of the students provided positive feedback on the effectiveness of the Chem-PTE crossword puzzles in enhancing students’ understanding of the topic Periodic Table of Elements.
... To actively engage students in the learning process is crucial [e.g., 1, 2, 3], game and puzzles are effective methods [4,5]. It is also claimed that games and puzzles facilitate important critical-thinking skills while reinforcing concepts taught in classes [6,7]. Unfortunately, however, this kind of teaching activities are most popularly adopted in English as a second language (Hereafter refers to ESL) environment, while it is not known by most of the English teachers in an English as a foreign language (Hereafter refers to EFL) environment. ...
Vocabulary teaching in an English as a Foreign Language environment can be painful and tedious. This paper adopted Tailored-Crossword Puzzle Activity (Shortened as TCPA) generated by the software for an exploration of vocabulary teaching to English major freshmen. This paper examines five dimensions of students’ TCPA group competition: group discussion participated; helped keep the group on task; contributed useful ideas; the amount work was done; and quality of completed work. The results show that, in general, one’s own participation is closely correlated to other group members’ participation efforts. Meanwhile, the difficulty of a TCPA has to be carefully controlled with the consideration of time and vocabulary amount.
... International Journal of Emotional Psychology and Sport Ethics (IJEPSE), Vol.19, 2017, Nigeria significantly enhanced students' problem-solving than their counterparts in conventional lecture method. Added to this, Childers (2006) carried out research on the analysis of the effect of maze puzzle-based instructional strategy on students' ability to solve problems in elementary science in the elementary school. The results indicated that the average mean scores of maze puzzle-based instructional strategy group were higher than those in the conventional lecture group. ...
This study examined the effects of maze puzzle-based instructional strategy (MPS) and logic mechanical puzzle-based instructional strategy (LMPS) on students' problem-solving in basic science in Ondo State, Nigeria. The moderating effect of gender was also tested. Pre-test, post-test, control group, quasi-experimental design with 3 x 2 factorial matrices was adopted within the Simple random sampling technique format. Two hundred and ninety six JSS two students from six schools in three local governments were selected for the study. Participants were randomly assigned to MPS, LMPS and conventional lecture method (CLM). The treatment lasted for 12 weeks. Five instruments used were: Students' Problem-solving Test (r=0.82), Teaching Assessment sheet and Stimulus instruments which were Maze Puzzle-Based Instructional Strategy Guide, Logic Mechanical Puzzle-Based Instructional Strategy Guide and Conventional Lecture Method Guide. Three hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA) and Scheffe's post hoc test. The results indicated that there were significant main effects of treatments on problem-solving (F(2,277) = 342.31, x 2 =0.712). The LMPS (x =12.24) performed better than MPS (=10.75) and CLM (=6.82). Gender had significant main effects on students' problem-solving (F(1,277) =43.02; x 2 =0.134). Male students (=10.46) performed better than female (=9.40) in problem-solving. However, there was no significant interaction effect of treatment and gender on students' problem solving in basic science (F(2,277)' = 2.05,p>.05), x 2 = 0.015).Logic mechanical and maze puzzle-based strategies enhanced students' problem-solving in basic science. Therefore, the two strategies should be adopted by teachers to enhance better students' problem-solving in basic science. Female students should be encouraged to interact more with puzzles.
... The goal of modelling is to have the patient _______________ the behavior exhibited by the model. 10. Euphemism for suction is ____________. ...
Introduction:
Passive teaching in the form of didactic lecture is the usual mode of disseminating knowledge in dental colleges in India. An innovative way to address the diverse learners learning style at the undergraduate level is much sought after in dental education. Puzzles in the form of crossword and word search are structural, self-learning educational tools that review and reinforce knowledge and concepts acquired during the lecture.
Objectives:
To evaluate the effectiveness of crossword and word search puzzles as an active teaching learning method for dental undergraduates.
Materials and methods:
This is an open, randomized parallel group interventional study conducted with the final BDS students in the Department of Pediatric and Preventive Dentistry of Sri Ramachandra Institute of Higher Education and Research. Two modules of the "must know" category of the curriculum were selected. The class was divided into two groups (interventional and control) using computerized random generator. Learners in both the groups were exposed to didactic lectures, but the activity of solving the puzzles was undertaken only by the interventional group learners. Questionnaire in the form of MCQ was given at the end of the activity to both the groups, and results were evaluated.
Results:
Mann-Whitney U test between interventional (Group I) learners revealed an average mean score of 4.2, 6.1, 9.3, and 6 out of 10 in the post-activity test when compared to 2.9, 6.6, 4.6, and 5.1 of the control (Group II) students and was statistically significant in three of four sessions.
Conclusion:
Our study revealed that puzzles can be used as an effective active learning tool to reinforce lecture material for dental undergraduates.
How to cite this article:
Nirmal L, MS Muthu, Prasad M. Use of Puzzles as an Effective Teaching-Learning Method for Dental Undergraduates. Int J Clin Pediatr Dent 2020;13(6):606-610.
... For example, by identifying correct answers in a puzzle, the learner's confidence increases (Weisskirch, 2006). This increased confidence can have a positive effect on performance (Cassidy, 2004), and the satisfaction resulting from performance can reinforce learning (Childers, 1996). In an educational settings, the efficacy of video games is demonstrated by reduced training time and instructor load, and enhanced knowledge acquisition and retention (Brownfield & Vik, 1983;Ricci, 1994a). ...
School learners, which are mostly young people, enjoy using the Internet - yet they remain naïve about the associated risks of using the Internet. Learners are particularly susceptible to cyber-risks and hazards such as anxiety, cyber-bullying, and human trafficking, to name but a few. Therefore, raising cyber-safety awareness in schools is absolutely essential. Cyber-safety awareness is about the safe and responsible use of information and communication technology (ICT). From the viewpoint of facilitating and enhancing cyber-safety awareness in diverse South African schools, this study ranks various types of delivery methods which are preferred by schoolteachers, in order to make learners more aware of cyber-safety. Based on a survey of 109 schoolteachers across 18 schools in 2 districts, the research reveals that conventional delivery methods (i.e. events and posters) were the most preferred delivery methods for raising cyber-safety awareness in schools. Social media (an online delivery method), and the lecture (an instructor-led delivery method), were also highly preferred by schoolteachers. In general, online delivery methods (i.e. email, mLearning, and the blog) were the least preferred delivery methods for raising cyber-safety awareness. The research duly suggests that a combination of select conventional, online and instructor-led delivery methods (i.e. events, posters, social media and the lecture) should be used for raising cyber-safety awareness in South African schools.
... Childers 1996;Wise 2001). W skrócie można powiedzieć, że zadania szaradziarskie sprawdzają głównie bierną wiedzę paremiczną przez testowanie znajomości składu leksykalnego proverbiów. ...
Artykuł omawia obecność przysłów w polskich krzyżówkach. Autor przeprowadza analizę bogatego materiału badawczego w celu opisania różnych aspektów wyzyskania materiału paremicznego w zadaniach szaradziarskich. Ilościowe i jakościowe badanie materiału krzyżówkowego obejmuje przegląd kategorii frazeologicznych obecnych w krzyżówkach, typy paremii, wyznaczenie miejsc paremicznych w zbiorach krzyżówek i poszczególnych zadań, a także omówienie typów objaśnień i rodzaje haseł paremicznych. Autor dostrzega wiele podobieństw między technikami stosowanymi przez twórców krzyżówek a sposobami użycia przysłów w innych kontekstach. Artykuł stanowi uzupełnienie badań nad współczesnym użyciem przysłów w języku polskim.
... Mehr als die Hälfte der (Weisskirch 2006). Außerdem werden Kreuzworträtsel oft als Freizeitbeschäftigung wahrgenommen, was sie insgesamt angenehmer beim Lernen macht (Childers 1996). Nichtsdestotrotz können in digitalen Lernwendungen nicht nur Kreuzworträtsel zum Einsatz kommen, auch wenn diese am meisten motivieren. ...
Digitalization is more than ever the top topic in economics, science and societal developments. Infrastructures and competencies are at the forefront of many debates.
The question of which industry is or will be affected by digitization next and to what extent is not only driving executives around. While information Technology innovations were something for so-called ‘(hyper-)nerds’ until recently, it has become an everyday item. We seem to have embarked on permanent change. But where does the journey actually go? Are large amounts of data a threat or an opportunity? Can we even process them or do we need fundamentally changed tools and methods - such as Visual Analytics, Virtual Reconstruction, Virtual Engineering? The 22nd GeNeMe has taken up these issues and will present them in various discussions.
The conference is managed by a group of scientists from the Faculties of Education and Economics as well as the Media Center of the Technische Universität Dresden, with the kind support of Silicon Saxony e.V. Partner universities support the University of German Statutory Accident Insurance (HGU), HTW Dresden, the FH Dresden together with the Dresden International University (DIU) as co-organizers on both contents and organization of the 22nd GeNeMe 2019. An international Steering Committee has previously conducted the selection of the more than 50 German and English language submissions in the form of a double blind peer review. In the result
of it these conference proceedings could have been produced.
The full text can be downloaded as OPA via: http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa2-364564.
... (Weisskirch 2006). Außerdem werden Kreuzworträtsel oft als Freizeitbeschäftigung wahrgenommen, was sie insgesamt angenehmer beim Lernen macht (Childers 1996). Nichtsdestotrotz können in digitalen Lernwendungen nicht nur Kreuzworträtsel zum Einsatz kommen, auch wenn diese am meisten motivieren. ...
Die Integration von verschiedenen Aufgabentypen zur Wissensvermittlung und-abfrage wird bei der Gestaltung von digitalen Lernanwendungen häufig empfohlen. Vielfältige Aufgabentypen können zu einer erhöhten Motivation im Lernprozess führen. Bislang gibt es jedoch wenig Erkenntnisse darüber, ob einige Aufgabentypen mehr motivieren als andere. Aus diesem Grund wird in der vorliegenden Studie untersucht, inwiefern Ja/Nein-Fragen, Multiple Choice-Aufgaben, Markierungs-, Reihenfolge-, Zuordnungs-, Freitextaufgaben, Kreuzworträtsel und Lückentexte motivieren. Die Ergebnisse zeigen, dass Kreuzworträtsel und Markierungs-sowie Zuordnungsaufgaben am meisten Motivation hervorrufen, während Lückentexte und Freitextaufgaben am wenigsten motivierend wirken. Bei der Gestaltung zukünftiger digitaler Lernanwendungen sollte dies berücksichtigt werden.
... Crossword puzzle provided the students with a much-needed break from the monotonous lectures, making them more enjoyable and interesting than traditional teaching techniques. Childers, et al., had reported similar results in their study, where the use of crossword puzzle had been considered as enjoyable and helpful for the students [12][13][14][15][16][17][18][19][20][21][22][23][24][25]. ...
Introduction: An extensive research in the medical education has brought a paradigm shift from a routine traditional
lecturing to new innovative methods of teaching which are more student-centered. Use of crossword puzzles provides
a simple and creative way to incorporate active learning in human anatomy, a subject which introduces the students
to core knowledge of human body with newer terms and concepts which are totally different from their pre-existing
knowledge. Aim: The aim of the study is to evaluate the usefulness of crossword puzzles as a learning tool at the level
of the undergraduate medical curriculum. Objectives: To evaluate the student’s perceptions regarding the usefulness
of crosswords as an effective mode to reinforce the essential concepts and vocabulary, and to design, and evaluate
the use of crossword puzzles as an educational tool in anatomy teaching and learning. Materials and methods: The
research study was carried out at Shadan Institute of Medical Sciences, Hyderabad, India. The study sample included
150 students of 1st-year MBBS of batch 2015-2016, which were divided into 25 groups. These groups were given
an exercise of total 8 crossword puzzles, one each after the completion of all sessions in each region of the human
anatomy. Results: Majority of the students agreed that the use of the crossword was an innovative method of learning,
whereas few students suggested that more time should be allotted and these activities should be given individually
rather than in small groups. Conclusion: Using crossword puzzles provides an opportunity for the students to develop
approaches to critical learning for understanding human anatomy. Students perceive the crossword puzzles as an
active learning exercise.
Keywords: Crossword puzzles, Questionnaire, Active learning, Human anatomy, Recreational learning
Abbreviations: MBBS: Bachelor of Medicine and Bachelor of Surgery; AD: Anno Domini; CIP: Comprehensive Integrative Puzzle; N: Number; p-value: Probability Value
... Numerous published accounts, usually in educational practice journals and discipline-specific publications have described their use and implementation in the classroom. For example, in social sciences, they have been used in economics (Lin & Dunphy, 2013;Martinez Serna & Parra Azor, 2011); local history (Virgin & Goodrow, 1997); sociology (Childers, 1996;Davis, Shepherd, & Zwiefelhofer, 2009); and psychology (Crossman & Crossman, 1983). In physical sciences, they have been used in ecology and earth science(Armenteros Rius, 1989;Barbarick, 2010;McKenny, 1970). ...
Word games such as crossword puzzles are widely used in education to help familiarize students with technical vocabulary. Despite an extensive literature discussing their use, few published research articles have established their effectiveness on memory retention and retrieval, especially in comparison to control study methods. We report two experiments in which university introductory psychology students studied materials relevant to their coursework using an on-line interactive word game. Results showed that word games improved later tests of the material, both on immediate test and after a delay, and retention was most enhanced in comparison to control when the clues were solved repeatedly and given with difficult orthographic hints. Importantly, easy clues were not retained over time even with multiple repetitions. Results suggest that word games can be effective in this domain, but it depends on how they are implemented, and several factors predicted by existing cognitive theory can guide implementation choices.
... Franklin, S., Peat, M. y Lewis, A. (2003) reportan que los estudiantes del primer año de Biología clasificaron al crucigrama como una herramienta de aprendizaje muy favorable y solicitaron un mayor número de estos como medio de repaso. Weisskirch (2006) sostiene que el crucigrama puede servir a los estudiantes como herramienta para medir su comprensión o la carencia de la misma sobre algún tópico, pero sobre todo que promueve la participación activa de los estudiantes en el proceso de enseñanzaaprendizaje. Childers (1996), utiliza el crucigrama como medio complementario de ayuda para sus estudiantes en su preparación para el examen final. Lewis (2003) describe cómo el entender conceptos requiere de un compromiso activo con las ideas que los envuelven antes de que el proceso de comprensión ocurra. ...
... Crossword puzzles have been employed for educational purposes since the 1920s [11]. Childers [3] reports the use of crosswords in an introductory sociology course as an exercise that would help students identify those areas in which they needed additional work, and as a device to help them study for the final exam. Childers also discusses the evaluation that was carried out with 99 students, regarding the use of crosswords. ...
In DVD Proceedings of the 13th International Conference on Human-Computer Interaction (HCI International 2009), San Diego, CA, USA, 19-24 July, pp. 961-965. Berlin Heidelberg: Springer (ISBN 978-3-642-02884-7).
... The puzzle game stands out as a classroom tool and have been used successfully in many different disciplines (Childers, 1996), showing their versatility and flexibility. They are also a useful tool as most students are already familiar with them, which reduces the need to explain directions and saving class time (Crossman and Crossman, 1983;Weisskirch, 2006). ...
The civic competence of school age children has become questionable as a result of inappropriate leadership value manifestations. Active learning strategies have been suggested to serve as a panacea to this problem. However, the use of these strategies in the social studies and civic education classrooms are very rare in Nigerian secondary schools. This study, therefore, determined the effects of two modes of active learning strategies (case study and puzzle-based games) on school age children civic competence in leadership value concepts in social studies and civic education in Delta State, Nigeria. The study adopted the pre-test-post-test, control group quasi-experimental design. Junior secondary students in Delta state made up the population of the study. Multi-stage and simple random sampling techniques were employed in arriving at the sample. A total of two hundred and sixty – five students made up the study sample. Civic Competence Scale (r=0.68), Conventional Lecture Method Guide (r=0.78), Case Study Strategy Guide (r=0.60) and Puzzle-Based Instructional Games Strategy Guide (r=0.67) were used as instruments for data collection. Data were analysed using Analysis of Covariance, Estimated Marginal Mean and Scheffé Pair-wise Comparism at 0.05 level of significance. The findings of the study showed that though there is a significant main effect of treatment on school age childrens’ civic competence, the puzzle-based games strategy enhanced their civic competence better than the case study strategy. Consistent exploration of these strategies in the social studies and civic education classrooms in Nigerian schools was recommended.
DOI: 10.5901/jesr.2016.v6n2p213
... A course on adolescent development found that students who used a crossword puzzle as a collaborative study tool for an exam preferred it to preparing for the exam individually outside of class (Weisskirch, 2006). Crossword puzzles have also been utilized as a self-learning tool to help pharmacology students remember drug names (Gaikwad & Tankhiwale, 2012) as well as assist sociology students to learn sociological concepts and terminology in a stimulating yet relaxing way (Childers, 1996). ...
In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two environments differ greatly. Consequently, English language learners (ELLs) may struggle to adapt to the challenging grid as well as the U.S. culture–centric focus of a daily crossword. The purpose of this article is thus to consider as a vocabulary learning task a crossword puzzle whose content is designed specifically for ELLs, yet still abides by the grid structure of a daily crossword. Three graduate school–level ELLs worked on such a crossword; their thoughts on doing a crossword were analyzed through a written survey and discussion that was recorded and transcribed. Results reveal that participants were frustrated by the cultural components and context-less nature of the puzzle when working alone, but felt more positive and made substantial progress when working collaboratively.
... The puzzle game stands out as a classroom tool and have been used successfully in many different disciplines (Childers, 1996), showing their versatility and flexibility. They are also a useful tool as most students are already familiar with them, which reduces the need to explain directions and saving class time (Crossman and Crossman, 1983;Weisskirch, 2006). ...
... Sin duda, existen bases que demuestran el beneficio del uso del crucigrama como herramienta didáctica en el proceso de enseñanza-aprendizaje (Akl y cols., 2010; Weisskirch, 2006;Childers, 1996), ya que es un elemento que despierta en el alumno habilidades que le permitirán el perfeccionamiento de sus capacidades en la toma de decisiones. El desarrollo de la capacidad de análisis en períodos breves de tiempo y en condiciones cambiantes, ayuda a fomentar los hábitos y habilidades profesionales para la evaluación de la información técnica y la toma de decisiones colectivas. ...
... Games such as "Jeopardy" provide students with a structured but positive learning experience. These games and puzzles facilitate important critical-thinking skills while reinforcing concepts taught in classes (Childers, 1996;Eckert et al., 2004). ...
To incorporate an active learning component in a one-semester biochemistry course, students were asked to create crossword puzzles using key concepts. Student observations on the use of self-made crossword puzzles as an active-learning instructional tool were collected using a 5-point Likert survey at the end of the semester. A majority of the students felt that the crossword puzzles enhanced their learning of biochemical concepts. Constructing their own crosswords contributed to a positive experience by allowing the students to better engage in the learning experience. In addition, multiple-choice questions using clues from the crossword puzzles were also incorporated into the final examinations. Therefore, self-made crossword puzzles offer a simple and creative way to incorporate active learning into a number of courses in the biochemistry curriculum.
... Franklin, S., Peat, M. y Lewis, A. (2003) reportan que los estudiantes del primer año de Biología clasificaron al crucigrama como una herramienta de aprendizaje muy favorable y solicitaron un mayor número de estos como medio de repaso. Weisskirch (2006) sostiene que el crucigrama puede servir a los estudiantes como herramienta para medir su comprensión o la carencia de la misma sobre algún tópico, pero sobre todo que promueve la participación activa de los estudiantes en el proceso de enseñanzaaprendizaje. Childers (1996), utiliza el crucigrama como medio complementario de ayuda para sus estudiantes en su preparación para el examen final. Lewis (2003) describe cómo el entender conceptos requiere de un compromiso activo con las ideas que los envuelven antes de que el proceso de comprensión ocurra. ...
... Crossword puzzles have been employed for educational purposes since the 1920s [11]. Childers [3] reports the use of crosswords in an introductory sociology course as an exercise that would help students identify those areas in which they needed additional work, and as a device to help them study for the final exam. Childers also discusses the evaluation that was carried out with 99 students, regarding the use of crosswords. ...
Crossword puzzles are a very popular word game, with high recreational and educational value, which can also be used as mental
work-out tools, assisting in the prevention of age-related diseases, such as Alzheimer’s disease. Despite their high value
and although users with visual impairments constitute an important market share, there are only few accessible crossword puzzles.
Even these, however, are limited in providing alternative input and output modalities for users with disabilities and do not
support equitable use, simplicity and intuitiveness, especially for blind users. This paper presents A-Cross, an accessible
crossword puzzle for visually impaired users, aiming to support word solving in a novel and usable way. The evaluation process
that was followed in order to assess the usability and accessibility of a functional yet early prototype of the A-Cross puzzle
is also described.
... Finally, one of the advantages of games is that they can be used for large groups, though often this will involve the formation of a number of smaller groups. The networking game of inequality developed by Groves et al. (1996) works best with groups over fifty, while the classroom games designed to revise course content described by Grauerholz (1991) and Childers (1996) could also be applied to larger groups. A significant advantage of our Bingo game is that it could be used for groups of 100-350 students, or smaller groups, 15-100 students, equally effectively. ...
This paper demonstrates the use of a game strategy in a large first year sociology class. Designed in the first instance to facilitate students’ understanding of sociological concepts, the strategy also enables teachers to elicit reactions to the process which serve as teaching points about the theory and practice of social research. In this teaching method ideas about theoretical concepts and operational definitions are tackled in a manner which students find meaningful and enjoyable (and therefore memorable). The approach would be suitable for modification to other large group teaching situations.
... Franklin, S., Peat, M. y Lewis, A. (2003) reportan que los estudiantes del primer año de Biología clasificaron al crucigrama como una herramienta de aprendizaje muy favorable y solicitaron un mayor número de estos como medio de repaso. Weisskirch (2006) sostiene que el crucigrama puede servir a los estudiantes como herramienta para medir su comprensión o la carencia de la misma sobre algún tópico, pero sobre todo que promueve la participación activa de los estudiantes en el proceso de enseñanzaaprendizaje. Childers (1996), utiliza el crucigrama como medio complementario de ayuda para sus estudiantes en su preparación para el examen final. Lewis (2003) describe cómo el entender conceptos requiere de un compromiso activo con las ideas que los envuelven antes de que el proceso de comprensión ocurra. ...
En este trabajo se analiza el impacto ben?fico que los crucigramas generados en
computadora pueden tener en los estudiantes de ingenier?a. El art?culo, profundiza en
las ventajas pedag?gicas que el crucigrama ofrece como herramienta educativa de
apoyo, se detallan sus caracter?sticas y objetivos, as? como los beneficios que puede
aportar al alumno y al grupo. En este trabajo se presenta la aplicaci?n de crucigramas
en la mejora del aprendizaje del electromagnetismo, espec?ficamente para el caso de
la ley de Ampere. Con esta herramienta educativa, se pretende amenizar la
ense?anza del electromagnetismo, que normalmente resulta compleja en el nivel
universitario. Se hace una revisi?n bibliogr?fica de las ventajas que diversos autores
han observado en el uso de herramientas como el crucigrama en el sal?n de clase y se
dedica una secci?n al manejo del software utilizado.
The article is about how language games can be used for increasing and expanding English language's vocabulary for elementary school in Libya.
A pesar de la extendida percepción sobre la necesidad de renovar las formas de facilitar la adquisición de contenidos, el papel del profesor en el proceso de enseñanza-aprendizaje y el desarrollo de competencias en la educación superior, existen todavía disciplinas que presentan dificultades de adaptación a los nuevos modelos de innovación docente. La titulación de Derecho, en algunos aspectos, es un claro ejemplo, pues todavía prevalecen las clases magistrales y la memorización. Por todo lo anterior, sobre todo cuando se trata de asignaturas de carácter introductorio, es de gran importancia garantizar una buena comprensión del lenguaje de especialidad (en nuestro caso el lenguaje jurídico) que acompañará al alumnado a lo largo de la titulación y durante toda su carrera profesional. Esta necesidad resulta, si cabe, aún más acuciante en lo que a asignaturas con docencia en inglés se refiere, pues a la dificultad intrínseca de la jerga jurídica, se añade la dificultad de la equivalencia entre sistemas de Derecho Común y Derecho Civil (en nuestro caso, el sistema sui generis de la Unión Europea y su terminología jurídico-administrativa propia). La presente comunicación se centra en el uso de crucigramas como metodología docente en el aula y como estrategia de aprendizaje en materia de inglés jurídico, a partir de una experiencia piloto en el primer curso del Grado en Derecho en el grupo de Alto Rendimiento Académico (ARA) con docencia en inglés. Así, se pretende señalar las ventajas probadas del crucigrama, acercando a los docentes de asignaturas introductorias de cualquier disciplina técnica (sobre todo las que se enseñan en inglés) a una herramienta de motivación y de generación de aprendizaje significativo.
The present study aimed to examine the effect of using educational language games on gaining new vocabulary in EFL classes, 60 female participants from Othman Ben Affan School were chosen for the study. They were divided into two groups, 30 participants in each group. One group is the control group and it had been taught by the traditional ways while the other is the experimental group included also 30 participants, they were taught by using five types of language games known as Crossword Puzzle, Beanbag Toss, Treasure Hunt, Board Games and Word Expert Card. The same Pre- and Post-vocabulary test was applied for both groups before and after the teaching process. The results of the test were compared. Although there was no significant difference in scores between groups the performance of the experimental group surpassed that of the control group. Moreover, students enjoyed the environment in which they learned.
Con el objetivo de mantener el interés en el estudiante y eventualmente autodireccionar el aprendizaje, es preciso modificar, mejorar o ampliar las estrategias o actividades de enseñanza y aprendizaje que cotidianamente se usan en clase. Para ello se propone una herramienta de uso transversal en cualquier disciplina. Los crucigramas, las sopas de letras y otros entretenimientos intelectuales son un importante recurso en el aula (o fuera de ella), como herramienta educativa y para ampliar la cultura general. Asimismo, constituyen una importante actividad para ocupar el ocio y entretenerse aprendiendo. Los juegos educativos están siendo ampliamente utilizados como diferentes formas de estudio por parte de los estudiantes en diferentes cursos académicos y áreas de estudio y se están convirtiendo en el método más deseado de aprendizaje, ya que hace que la carga de estudio sea menos pesada y que los alumnos disfruten el estudio. Algunas de las propiedades de la resolución de recursos educativos son: 1. Promueve el dominio específico de un área de conocimiento concreta. 2. Es una forma de estimular el aprendizaje de los estudiantes, que les permite recordar y visualizar la información más relevante de cada materia. 3. Impacta en el desarrollo cognitivo del alumno. 4. Motiva a los alumnos a aprender en lugar de memorizar. 5. Impulsa la confianza del estudiante al obtener respuestas correctas. 6. Es concebido por los estudiantes como un juego o una actividad recreativa. 7. Es una herramienta de aprendizaje efectiva de la terminología, definiciones, ortografía y relación de conceptos clave. 8. Permite a los docentes medir competencias y habilidades alcanzadas por los alumnos. Por todo ello, la elaboración de un cuaderno de crucigramas y el juego de preguntas Kahoot con distintos niveles de aprendizaje (básico, medio, alto) y estructurado por temáticas, permite a los estudiantes de las distintas asignaturas impartidas por los docentes participantes del presente estudio: - Motivar el aprendizaje activo de forma entretenida. - Mejorar el lenguaje escrito (ortografía y vocabulario) - Mejorar los resultados de la evaluación del conocimiento al familiarizarse con los conceptos clave de cada asignatura y al mejorar la concentración.
Objectives: To use crossword puzzle as a teaching tool in dental materials and evaluate students' perception about the same. Methodology: A suitable topic was selected from dental materials syllabus and a crossword puzzle based on that topic was created using a free internet resource. The2nd year dental students were given the crossword puzzles for solving. Group interactions for solving the crosswords were encouraged. Student perceptions of the crossword puzzle were analyzed using a pre-validated questionnaire. Results: Majority of students felt that crossword puzzle facilitated better learning and understanding of the topic and they strongly favored incorporation of the same in the dental materials curriculum. Conclusion:Use of crossword puzzle as a teaching tool in dental materials, can relieve the tedium of lecture and traditional teaching methods, providing a more relaxed and friendly classroom atmosphere. This will facilitate active learning and make the learning experience of the students more productive.
Aim
To compare new remineralizing agents calcium sodium phosphosilicate paste and casein phosphopeptide-amorphous calcium phosphate (CPP-ACP) paste with that of fluoridated toothpaste in remineralization of early carious lesions using scanning electron microscopy and energy-dispersive X-ray (SEM-EDX) analysis.
Materials and methods
Sixty sound extracted premolars were collected and placed in demineralizing solution for 4 days to produce artificial carious lesions. All specimens were evaluated for any loss of mineral content using SEM-EDX analysis. Samples were randomly assigned to three groups: Group I: Fluoridated toothpaste (control), group II: CPP-ACP paste, and group III: Calcium sodium phosphosilicate paste. Specimens were then treated with above-mentioned remineralizing agents and again measured for mineral content using SEM-EDX analysis.
Results
Group III (calcium sodium phosphosilicate paste) showed highest significant difference followed in descending order by group II (CPP-ACP paste) and group I (fluoridated toothpaste).
Conclusion
Calcium sodium phosphosilicate paste showed maximum remineralizing potential compared with CPP-ACP and fluoridated toothpastes.
How to cite this article
Chaudhary I, Tripathi AM, Yadav G, Saha S. Effect of Casein Phosphopeptide-amorphous Calcium Phosphate and Calcium Sodium Phosphosilicate on Artificial Carious Lesions: An in vitro Study. Int J Clin Pediatr Dent 2017;10(3):261-266.
Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science students’ interest in lab assignments. I used a five‐question survey and one‐way analyses of variance and chi‐square statistical tests of the responses (responses were coded to a Likert scale) to test this hypothesis. Results indicated positive responses to crossword‐puzzle usage; but, I found different average responses between the six sets of puzzles relative to their difficulty. The second hypothesis was that student reaction to each survey question would correlate to their total points earned or their academic major. The best correlation coefficient was a negative relationship between the survey question asking about the difficulty of the puzzle and the total points earned. Based on the positive student response for spring 2009 and fall 2009, I will routinely use crossword and possibly other “puzzles” in the Introductory Soil Science Laboratory course.
Chemistry is a technical scientific discipline strongly underpinned by its own complex and diverse language. To be successful in the problem-solving aspects of chemistry, students must master the language of chemistry, and in particular, the definition of terms and concepts. To assist students in this challenging task, a variety of instructional techniques need to be explored. In this study we have developed crossword puzzles to aid students in mastering chemical terminology via meaningful learning as opposed to rote memorisation. We have evaluated this tool for its effectiveness in study and revision. Specifically, we asked: (i) Are crosswords effective as in-class and out-of-class revision tools? (ii) Is crossword performance (as a measure of the command of scientific vocabulary) predictive of problem-solving ability? The results demonstrated that crossword puzzles improve the ability of students to solve problems and, when used systematically, contribute to increases in learning. The findings are discussed in the context of information processing and meaningful learning.
Introduction. Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method. This study was conducted to examine the effects of crossword puzzles on vocabulary acquisition of first-year students. Sixty-eight students enrolled in a fundamental English course participated in the study. The instruments were pre-and post-vocabulary tests and a questionnaire surveying the students' attitudes toward learning. Results. The findings revealed that the students' overall post-test score was higher than their pre-test score at a significance level of.05. When classifying students into three groups based on their vocabulary proficiency, it was found that students in all groups could improve their vocabulary knowledge at a significance level of.05. The results from Repeated Measures Analysis of Variance test showed that significant differences existed in the scores of the three tests which students gained from the tests and the final exam. The results of the questionnaire also illustrated their very favorable attitudes toward learning vocabulary through crosswords as a whole. Discussion and Conclusion. Crossword puzzles can help students improve vocabulary knowledge, meanwhile incresase their learning motivation.
A program has been written in Visual Basic that helps the lecturer to construct an interactive crossword in JavaScript for use in a Web browser. Puzzles have been used to provide self-assessment material for student revision and attitudes were evaluated by use of a closed questionnaire. Students’ attitudes after using the program were generally positive and students agreed with the proposition that lecturers should be encouraged to use crossword puzzles to support learning.
This article evaluates the use of instructorcreated crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword puzzle exercise favorably. They described learning more and finding the exercise more helpful for learning concepts and preparing for the exam when completing the crossword puzzle collaboratively in class rather than individually outside of class. Students also rated the exercise higher as a review technique and as more enjoyable when completed in class.
There is substantial literature on the use of non-conventional approaches to promote learning, such as games and crosswords, but there has been little investigation into how useful students find them. This paper outlines the results of an investigation into whether first year biology students used card game discussions and crosswords provided to help them in their learning, and how useful these resources were perceived to be. The perceptions of teaching staff with respect to the resources were also evaluated.Use of the resources varied, with 81% using the curriculum-embedded ‘card game discussions’ and 54% using the non-compulsory crosswords. Students who used these resources found them of benefit to their learning, whilst those who did not use them indicated a preference for other learning resources. Staff perceived that the card game discussions were designed for active learning, integration of content and revision, but that the main use of crosswords was for revision, terminology and fun.The positive response of the majority of students about the usefulness of the learning opportunities encourages the development of further resources, but the fact that some students did not use the materials reminds academics that a variety of learning resources need to be available for students.
To design, implement, and evaluate the use of crossword puzzles as a low-stakes educational tool for enhancing learning about anti-ulcer agents.
Crossword puzzles were created using a free Internet resource and administered to students during 3 consecutive lectures covering the pharmacology and medicinal chemistry of anti-ulcer agents. Student perceptions of the crossword puzzle were examined using an 8-item survey instrument.
Over 90% of students indicated that crossword puzzles enhanced their learning, oriented them to the important topics, and served as good reviews of the lecture material.
Students perceived that crossword puzzles enhanced their learning of anti-ulcer agents. Use of crossword puzzles provides a simple and creative way to incorporate active learning into pharmacy classroom instruction.
This article describes two models for the incorporation of crossword puzzles into the delivery of course content. These models actively engage the student in the learning process and represent an interesting way for students to learn course material. Student response to the use of crossword puzzles in the classroom has been highly positive. Considering the large amount of information needed to function in today's chaotic and rapidly changing health care environment, innovative teaching techniques are needed to strengthen learning outcomes and to generate enthusiasm and stimulate thought processes focused on the study of nursing.
This poster demonstrates the use of a game strategy to deliver substantive sociological information to a large first year class. The strategy also enables the teacher to elicit reactions to the process, which then serve as teaching points about the theory and practice of social research. In this process ideas about theoretical concepts and operational definitions are tackled in a manner which students find meaningful and enjoyable (and therefore memorable). The approach would be suitable for modification to other large group teaching situations.
Evaluated the use of crossword puzzles in a history of psychology course as a tool for learning key concepts with related names. 14 university students completed 3 crossword puzzles during the latter half of the academic quarter. Pre- and posttest exam scores showed a positive effect on learning of course material, and 40% of Ss indicated an increased interest in the course material. (2 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Manual for Teaching Sociology 1013 Unpublished document
- Camp
- James
Camp, James. 1992. "Manual for Teaching Sociology 1013." Unpublished document, Department of Sociology, Texas Woman's University.
A Qualitative ChallengeParliamentary Puz-zles as a Teaching MethodologySwitched On to Crosswords
- Damrosch
- Shirley
- Martha Haun
- Womack
Damrosch, Shirley. 1994. "A Qualitative Challenge." Qualitative Health Research 4(1):72-73, 104. Haun, Martha Womack. 1985. "Parliamentary Puz-zles as a Teaching Methodology." Parliamentary Journal26(3):95-99, 113. Hyde, Hartley. 1983. "Switched On to Crosswords." Australian Journal ofReading 6(4): 193-98.
Gaming: A Positive Teaching Strategy
- D J Swartzendruber
Swartzendruber, D.J. 1992. "Gaming: A Positive Teaching Strategy." ANNA-Journal 19(2):153.