SAFMEDS cards for effective STEM learning

Beverley, M. and Hunter, S. and Hughes, J.C. and Parkinson, J. (2014) SAFMEDS cards for effective STEM learning. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the student journey. Edinburgh, Scotland [30/04/14-01/05/14]..

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SAFMEDS (Say All Fast Minute Every Day Shuffled) are a practice and assessment procedure developed to help students learn and build fluency in key facts. SAFMEDS are typically used to help students become fluent in definitions and basic concepts, thus making complex learning and later synthesis of concepts more likely. We have focussed on applying these principles (along with other Precision Teaching�s [PT] systems and tactics) to a variety of subject disciplines, across varying settings, and with different populations. For example, they were successfully implemented with undergraduates to impact a problem that a significant number of psychology students report�poor knowledge of the basic statistical concepts and terminology required to engage with the topic area at a more advanced level. We investigated the effect that the use of SAFMEDS could have on the performance of psychology undergraduates who were undertaking their year one statistics and research methods syllabus; findings were positive and they have now been integrated as an integral part of the year one undergraduate Research Method modules. Additionally, we have carried out pilot research and applied this same intervention to a series of short STEM courses with children studying in local schools; again initial findings are extremely positive. The focus of this presentation will be to disseminate and share these methodologies with others, so that they, and their students, can also benefit from this simple, easy to use, but very effective technology.

Item Type: Conference or Workshop Item (UNSPECIFIED)
Subjects: Research Publications
Departments: College of Health and Behavioural Sciences > School of Psychology
Date Deposited: 13 Dec 2014 03:44
Last Modified: 23 Sep 2015 02:58
URI: http://e.bangor.ac.uk/id/eprint/3259
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