Aeronautical Terms
Abstractions
Words that are general rather than specific. Aircraft is an abstraction; airplane is less abstract; jet is more specific; and jet airliner is still more specific.
Aeronautical decision-making (ADM)
A systematic approach to the mental process used by aircraft pilots to consistently determine the best course of action in response to a given set of circumstances.
Affective domain
A grouping of levels of learning associated with a person’s attitudes, personal beliefs, and values which range from receiving through responding, valuing, and organization to characterization.
Air traffic control (ATC)
A service provided by the FAA to promote the safe, orderly, and expeditious flow of air traffic.
Application
A basic level of learning at which the student puts something to use that has been learned and understood.
Application step
The third step of the teaching process, where the student performs the procedure or demonstrates the knowledge required in the lesson. In the telling-and-doing technique of flight instruction, this step consists of the student doing the procedure while explaining it.
Authentic assessment
An assessment in which the student is asked to perform real-world tasks, and demonstrate a meaningful application of skills and competencies.
Basic need
A perception factor that describes a person’s ability to maintain and enhance the organized self.
Behaviorism
Theory of learning that stresses the importance of having a particular form of behavior reinforced by someone other than the student to shape or control what is learned.
Branching
A programming technique which allows users of interactive video, multimedia courseware, or online training to choose from several courses of action in moving from one sequence to another.
Comprehensiveness
The degree to which a test measures the overall objective.
Computer-assisted instruction
Instruction in which the instructor is responsible for the class and uses the computer to assist in the instruction.
Condition
The second part of a performance-based objective which describes the framework under which the skill or behavior will be demonstrated.
Confusion between the symbol and the symbolized object.
Results when a word is confused with what it is meant to represent. Words and symbols create confusion when they mean different things to different people.
Cooperative or group learning
An instructional strategy which organizes students into small groups so that they can work together to maximize their own and each other’s learning.
Correlation
A basic level of learning where the student can associate what has been learned, understood, and applied with previous or subsequent learning.
Course of training
A complete series of studies leading to attainment of a specific goal, such as a certificate of completion, graduation, or an academic degree.
Criteria
The third part of a performance-based objective, descriptions of standards that will be used to measure the accomplishment of the objective.
Criterion-referenced testing
System of testing where students are graded against a carefully written, measurable standard or criterion rather than against each other.
Curriculum
A set of courses in an area of specialization offered by an educational institution. A curriculum for a pilot school usually includes courses for the various pilot certificates and ratings.
Cut-away
Model of an object that is built in sections so it can be taken apart to reveal the inner structure.
Demonstration-performance method
An educational presentation where an instructor first shows the student the correct way to perform an activity and then has the student attempt the same activity.
Description of the skill or behavior
The first part of a performance-based objective which explains the desired outcome of instruction in concrete terms that can be measured.
Determiners
In test items, words which give a clue to the answer. Words such as “always” and “never” are determiners in true-false questions. Since absolutes are rare, such words usually make the statement false.
Direct question
A question used for follow-up purposes, but directed at a specific individual.
Discrimination
The degree to which a test distinguishes the differences between students.
Distractors
Incorrect responses to a multiple-choice test item.
Disuse
A theory of forgetting that suggests a person forgets those things that are not used.
Drill and practice method
A time-honored training delivery method based on the learning principle that connections are strengthened with practice.
Effect
A principle of learning that learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling.
Element of threat
A perception factor that describes how a person is unlikely to easily comprehend an event if that person is feeling threatened since most of a person’s effort is focused on whatever is threatening them.
Exercise
A principle of learning emphasizing that those things most often repeated are best remembered.
Follow-up question
In the guided discussion method, a question used by an instructor to get the discussion back on track or to get the students to explain something more thoroughly.
Formal lecture
An oral presentation where the purpose is to inform, persuade, or entertain with little or no verbal participation by the listeners.
Goals and values
A perception factor that describes how a person’s perception of an event depends on beliefs. Motivation toward learning is affected by how much value a person puts on education. Instructors who have some idea of the goals and values of their students will be more successful in teaching them.
Guided discussion method
An educational presentation typically used in the classroom where the topic to be covered by a group is introduced and the instructor participates only as necessary to keep the group focused on the subject.
Hierarchy of human needs
A listing by Abraham Maslow of needs, from the most basic to the most fulfilling: physiological, security, belonging, esteem, cognitive and aesthetic, and self-actualization.
Human nature
The general psychological characteristics, feelings, and behavioral traits shared by all humans.
Illustrated talk
An oral presentation where the speaker relies heavily on visual aids to convey ideas to the listeners.
Insight
The grouping of perceptions into meaningful wholes. Creating insight is one of the instructor’s major responsibilities.
Instructional aids
Devices that assist an instructor in the teaching-learning process. They are supplementary training devices, and are not self-supporting.
Intensity
A principle of learning in which a dramatic or exciting learning experience is likely to be remembered longer than a boring experience. Students experiencing the real thing will learn more than when they are merely told about the real thing.
Interference
(1) A theory of forgetting proposing that a person forgets something because a certain experience overshadows it, or the learning of similar things has intervened. (2) Barriers to effective communication that are caused by physiological, environmental, and psychological factors outside the direct control of the instructor. The instructor must take these factors into account in order to communicate effectively.
Judgment
The mental process of recognizing and analyzing all pertinent information in a particular situation, a rational evaluation of alternative actions in response to it, and a timely decision on which action to take.
Knowledge
Information that humans are consciously aware of and can articulate.
Lead-off question
In the guided discussion method, a question used by an instructor to open up an area for discussion and get the discussion started.
Learning
A change in behavior as a result of experience.
Learning theory
A body of principles advocated by psychologists and educators to explain how people acquire skills, knowledge, and attitudes.
Lecture method
An educational presentation usually delivered by an instructor to a group of students with the use of instructional aids and training devices. Lectures are useful for the presentation of new material, summarizing ideas, and showing relationships between theory and practice.
Lesson plan
An organized outline for a single instructional period. It is a necessary guide for the instructor in that it tells what to do, in what order to do it, and what procedure to use in teaching the material of a lesson.
Matching-type test item
A test item in which the student is asked to match alternatives on one list to related alternatives on a second list. The lists may include words, terms, illustrations, phrases, or sentences.
Mock-up
A three-dimensional working model used in which the actual object is either unavailable or too expensive to use. Mock-ups may emphasize some elements while eliminating nonessential elements.
Model
A copy of a real object which can be life-size, smaller, or larger than the original.
Norm-referenced testing
System of testing in which students are ranked against the performance of other students.
Objectivity
The singleness of scoring of a test; it does not reflect the biases of the person grading the test.
Overhead question
In the guided discussion method, a question directed to the entire group in order to stimulate thought and discussion from the entire group. An overhead question may be used by an instructor as the lead-off question.
Performance-based objectives
A statement of purpose for a lesson or instructional period that includes three elements: a description of the skill or behavior desired of the student, a set of conditions under which the measurement will be taken, and a set of criteria describing the standard used to measure accomplishment of the objective.
Personality
The embodiment of personal traits and characteristics of an individual that are set at a very early age and are extremely resistant to change.
Physical organism
A perception factor that describes a person’s ability to sense the world around them.
Preparation
The first step of the teaching process, which consists of determining the scope of the lesson, the objectives, and the goals to be attained. This portion also includes making certain all necessary supplies are on hand. When using the telling-and-doing technique of flight instruction, this step is accomplished prior to the flight lesson.
Presentation
The second step of the teaching process, which consists of delivering information or demonstrating the skills that make up the lesson. The delivery could be by either the lecture method or demonstration-performance method. In the telling-and-doing technique of flight instruction, this is the segment in which the instructor both talks about and performs the procedure.
Pretest
A test used to determine whether a student has the necessary qualifications to begin a course of study. Also used to determine the level of knowledge a student has in relation to the material that will be presented in the course.
Primacy
A principle of learning in which the first experience of something often creates a strong, almost unshakable impression. The importance to an instructor is that the first time something is demonstrated, it must be shown correctly since that experience is the one most likely to be remembered by the student.
Problem-based learning
Lessons in such a way as to confront students with problems that are encountered in real life which force them to reach real-world solutions.
Psychomotor domain
A grouping of levels of learning associated with physical skill levels which range from perception through set, guided response, mechanism, complex overt response, and adaptation to origination.
Readiness
A principle of learning where the eagerness and single-mindedness of a person toward learning affect the outcome of the learning experience.
Receiver
In communication, the listener, reader, or student who takes in a message containing information from a source, processes it, reacts with understanding, and changes behavior in accordance with the message.
Relay question
Used in response to a student’s question, the student question is redirected to another student.
Reliability
The degree to which test results are consistent with repeated measurements.
Repression
Theory of forgetting proposing that a person is more likely to forget information which is unpleasant or produces anxiety.
Response
Possible answer to a multiple-choice test item. The correct response is often called the keyed response, and incorrect responses are called distractors.
Reverse question
Used in response to a student’s question. Rather than give a direct answer to the student’s query, the instructor returns the question to the same student to provide the answer.
Review and evaluation
The fourth and last step in the teaching process, which consists of a review of all material and an evaluation of the students. In the telling and doing technique of flight instruction, this step consists of the instructor evaluating the student’s performance while the student performs the required procedure.
Rhetorical question
Generally, a question asked for a purpose other than to obtain the information the question asks. For this handbook’s purpose, a question asked to stimulate group thought. Normally answered by the instructor, it is more commonly used in lecturing rather than in guided discussions.
Rote learning
A basic level of learning in which the student has the ability to repeat back something learned, with no understanding or ability to apply what was learned.
Selection-type test items
Test items requiring the student to choose from two or more alternatives provided. True-false, matching, and multiple-choice type questions are examples of selection type test items.
Self-concept
A perception factor that ties together how people feel about themselves with how well they receive experiences.
Sensory register
That portion of the brain which receives input from the five senses. The individual’s preconceived concept of what is important determines how the register prioritizes the information for passing it on to the rest of the brain for action.
Skill knowledge
Knowledge reflected in motor or manual skills and in cognitive or mental skills that manifests itself in the doing of something.
Skills and procedures
The procedural, psychomotor, and perceptual skills used to control a specific aircraft or its systems. They are the stick and rudder or airmanship abilities that are gained through conventional training, are perfected, and become almost automatic through experience.
Source
In communication, the sender, speaker, transmitter, or instructor who composes and transmits a message made up of symbols which are meaningful to listeners and readers.
Stem
The part of a multiple choice test item consisting of the question, statement, or problem.
Supply-type test item
Question in which the student supplies answers as opposed to selecting from choices provided. Essay or fill-in-the blank type questions are examples of supply- type test items.
Symbols
In communication, simple oral and visual codes such as words, gestures, and facial expressions which are formed into sentences, paragraphs, lectures, or chapters to compose and transmit a message that means something to the receiver of the information.
Task
Knowledge area, flight procedure, or maneuver within an area of operation in a practical test standard.
Taxonomy of educational objectives
A systematic classification scheme for sorting learning outcomes into three broad categories (cognitive, affective, and psychomotor) and ranking the desired outcomes in a developmental hierarchy from least complex to most complex.
Teaching
Instructing, training, or imparting knowledge or skill; the profession of someone who teaches.
Teaching lecture
An oral presentation that is directed toward desired learning outcomes. Some student participation is allowed.
Telling-and-doing technique
A technique of flight instruction that consists of the instructor first telling the student about a new procedure and then demonstrating it. This is followed by the student telling and the instructor doing. Third, the student explains the new procedure while doing it. Last, the instructor evaluates while the student performs the procedure.
Test
A set of questions, problems, or exercises for determining whether a person has a particular knowledge or skill.
Test item
A question, problem, or exercise that measures a single objective and requires a single response.
Time and opportunity
A perception factor in which learning something is dependent on the student having the time to sense and relate current experiences in context with previous events.
Traditional assessment
Written testing, such as multiple choice, matching, true/false, or fill-in-the-blank.
Training course outline
Within a curriculum, describes the content of a particular course by statement of objectives, descriptions of teaching aids, definition of evaluation criteria, and indication of desired outcome.
Training media
Any physical means that communicates an instructional message to students.
Training syllabus
A step by- step, building block progression of learning with provisions for regular review and evaluations at prescribed stages of learning. The syllabus defines the unit of training, states by objective what the student is expected to accomplish during the unit of training, shows an organized plan for instruction, and dictates the evaluation process for either the unit or stages of learning.
Transfer of learning
The ability to apply knowledge or procedures learned in one context to new contexts.
Understanding
A basic level of learning at which a student comprehends or grasps the nature or meaning of something.
Usability
The functionality of tests.
Validity
The extent to which a test measures what it is supposed to measure.
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