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Sample records for biology instructional strategies

  1. Outdoor Biology Instructional Strategies Trial Edition, Set IV.

    Science.gov (United States)

    Throgmorton, Larry, Ed.; And Others

    Eight games are included in the 24 activities in the Outdoor Biology Instructional Strategies (OBIS) Trial Edition Set IV. There are also simulations, crafts, biological techniques, and organism investigations focusing on animal and plant life in the forest, desert, and snow. Designed for small groups of children ages 10 to 15 from schools and…

  2. The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

    Science.gov (United States)

    Krishnamurthy, Sanjana

    This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

  3. Listening strategies instruction

    DEFF Research Database (Denmark)

    Nogueroles López, Marta

    2017-01-01

    , who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

  4. Learning Strategy Instruction Innovation Configuration

    Science.gov (United States)

    Schumaker, Jean B.

    2011-01-01

    One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

  5. Content Area Instructional Strategies

    Science.gov (United States)

    Montgomery, Joel R.

    2008-01-01

    The aim of this working paper is to identify research-supported strategies for content that can be integrated effectively to promote the development of biliterate academic literacy by English language learners (ELLs) in middle-school bilingual classrooms. The paper provides a research-based summary of relevant learning needs of adolescent…

  6. Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

    Science.gov (United States)

    Burns, Dana

    Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

  7. Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

    Science.gov (United States)

    Ales, Jo Dale Hill

    2000-12-01

    This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful

  8. Research-Based Instructional Strategies

    Science.gov (United States)

    Hoover, Clara

    2006-01-01

    School library media specialists have four primary responsibilities: teacher, instructional partner, information specialist, and program administrator. As instructional partners, school library media specialists collaborate in designing instruction and learning activities that "reflect the best in current research and practice." Researchers at the…

  9. Strategies for Programmed Instruction: An Educational Technology.

    Science.gov (United States)

    Hartley, J., Ed.

    The purpose of this book is to compare, contrast, and evaluate various strategies of programed instruction (PI). The underlying view is that programed instruction implies a systematic methodological approach to education and training, an approach which bases its decisions on facts rather than value judgements. Several strategies for task analysis…

  10. Biotechnology Education: A Multiple Instructional Strategies Approach.

    Science.gov (United States)

    Dunham, Trey; Wells, John; White, Karissa

    2002-01-01

    Provides a rationale for inclusion of biotechnology in technology education. Describes an instructional strategy that uses behaviorist, cognitive, and constructivist learning theories in two activities involving photobioreactors and bovine somatotropin (growth hormone). (Contains 39 references.) (SK)

  11. Effective instructional strategies in physics classrooms

    Science.gov (United States)

    Tosa, Sachiko

    2011-04-01

    Instructional strategies such as Think-Pair-Share and Socratic questioning are powerful ways to get students engaged in thinking processes. In this talk, tips and techniques that help students make sense of physics concepts in lecture-based classes are presented with specific examples. The participants will see the effectiveness of the instructional strategies by actually experiencing the process as learners with the use of clickers.

  12. Rethinking monolingual instructional strategies in multilingual classrooms

    Directory of Open Access Journals (Sweden)

    Jim Cummins

    2007-08-01

    Full Text Available Abstract Three inter-related assumptions regarding best practice in second/foreign language teaching and bilingual/immersion education continue to dominate classroom instruction. These assumptions are that: (a the target language (TL should be used exclusively for instructional purposes without recourse to students’ first language (L1; (b translation between L1 and TL has no place in the language classroom; and (c within immersion and bilingual programs, the two languages should be kept rigidly separate. Research evidence provides minimal support for these assumptions and they are also inconsistent with the instructional implications of current theory in the areas of cognitive psychology and applied linguistics. Based on current research and theory, a set of bilingual instructional strategies are proposed and concrete examples are provided to illustrate how these strategies can be used together with monolingual strategies in a balanced and complementary way.

  13. Metacognitive strategy instruction in L2 reading

    OpenAIRE

    Tomohito, HIROMORI; the Japan Society for the Promotion of Science Graduate School Hokkaido University

    2005-01-01

    Recent research in L2 language education has begun to recognize that metacognition plays a significant role in L2 learning processes. These studies have investigated metacognitive awareness of learning strategies and the relationships among perceived strategy use, actual strategy use, and L2 performance. This paper reports a classroom-based, longtitudinal study of the effect of metacognitive strategy instruction on reading comprehension. To achieve the purpose of the study, two groups of EFL ...

  14. Teaching Problem Solving: An Instructional Design Strategy.

    Science.gov (United States)

    Ross, John A.; Maynes, Florence J.

    1983-01-01

    Instructional design strategy for improving problem solving is presented. The strategy entails selecting an appropriate domain of problem-solving tasks, learning hierarchies, teaching methods and assembling of learning materials, and designing teacher training and evaluation. Obstacles to be overcome and directions for future research are…

  15. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  16. Instructional Strategies Alternative for Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Yajaira del Valle Cadenas Terán

    2017-05-01

    Full Text Available The purpose of this research is to expose significantly instruccionales strategic alternatives that help improve the process of reading in college students to be trained holistically, able to make critical decisions, thoughtful and successful in the academic field. The strategies implemented educational event isolated to produce no change is necessary, that are planned and executed in the proper context of the need to ensure a certain extent the instructional success. It is also essential that teachers be the first to appropriate it. This study was conducted with a literature review serves as instructional foundation - strategic. In conclusion the importance of instructional strategies in reading comprehension was determined, since they increase communication skills, provide specific or complex experiences and promote meaningful learning.

  17. Orchestrating Semiotic Resources in Explicit Strategy Instruction

    Science.gov (United States)

    Shanahan, Lynn E.; Flury-Kashmanian, Caroline

    2014-01-01

    Research and pedagogical information provided to teachers on implementing explicit strategy instruction has primarily focused on teachers' speech, with limited attention to other modes of communication, such as gesture and artefacts. This interpretive case study investigates two teachers' use of different semiotic resources when introducing…

  18. Peer Tutoring: An Effective Instructional Strategy.

    Science.gov (United States)

    Sanders, Phyllis

    This review examines the literature addressing the concept of peer tutoring. Journal articles and education documents written within the last 10 years that discussed peer tutoring were considered. The evidence reviewed overwhelmingly supported the use of peer tutoring and discussed it as an effective instructional strategy. The key points that…

  19. Co-Teaching with Strategy Instruction

    Science.gov (United States)

    Conderman, Greg; Hedin, Laura R.

    2014-01-01

    Despite the popularity of co-teaching and widespread professional literature describing exemplary co-teaching practices, this instructional approach has yet to realize its potential. One way to increase the effectiveness of co-teaching is for special educators to contribute meaningfully by assuming the role of strategy leader in the co-taught…

  20. Beyond Comprehension Strategy Instruction: What's Next?

    Science.gov (United States)

    Elleman, Amy M; Compton, Donald L

    2017-04-20

    In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

  1. Demonstrating Empathy: A Phenomenological Study of Instructional Designers Making Instructional Strategy Decisions for Adult Learners

    Science.gov (United States)

    Vann, Linda S.

    2017-01-01

    Instructional designers are tasked with making instructional strategy decisions to facilitate achievement of learning outcomes as part of their professional responsibilities. While the instructional design process includes learner analysis, that analysis alone does not embody opportunities to assist instructional designers with demonstrations of…

  2. Effect of Self-generated Concept-Mapping Instructional Strategy on ...

    African Journals Online (AJOL)

    This paper is a report of the outcome of a study that was carried out in Manicaland, Mashonaland and Matebeleland provinces in Zimbabwe, to assess the impact of self-generated Concept-mapping instructional strategies on the achievement of senior secondary school students in Biology instruction. The research design ...

  3. Does reading strategy instruction improve students’ comprehension?

    Directory of Open Access Journals (Sweden)

    Oyetunji, Christianah Oluwatoyin

    2013-12-01

    Full Text Available This paper describes the effect of reading strategy instruction on Second Language (L2 students’ reading comprehension in a Botswana College of Education. The intervention programme was implemented based on the observation that some trainee teachers failed to improve on their L2 proficiency after spending a year in the L2 classroom. Prior to the intervention, difficulty in reading and comprehending had been identified as one of the contributing factors to their failure to improve on their proficiency level. A reading comprehension test was used to collect data from participants who were trainee teachers at a College of Education in Botswana before and after the intervention. The six-week intervention programme focused on seven reading strategies, namely the use of background knowledge, self-questioning, inferencing, rereading, drawing conclusions, identifying main ideas and summarising. The findings suggest that strategy training can increase L2 students’ reading comprehension. Based on the findings, it is recommended that strategy training be introduced into the L2 syllabus of the primary school teacher trainees in all Botswana Colleges of Education.

  4. Re-thinking instructional strategies for enhancing gender equity in ...

    African Journals Online (AJOL)

    Re-thinking instructional strategies for enhancing gender equity in learning primary science: let's try cooperative small group instructional mode. ... The study investigated the effect of cooperative small group instructional mode on the cognitive achievement of boys and girls in primary science. Eighty-two pupils (41 girls and ...

  5. Second Language Learners' Perceptions of Listening Strategy Instruction

    Science.gov (United States)

    Siegel, Joseph

    2013-01-01

    Much research regarding listening strategies has focused on assembling lists of reported strategies and gaining better understanding of differences in strategy usage between less- and more-skilled listeners. Less attention has been given to how the accumulating knowledge based on listening strategies informs listening strategy instruction as…

  6. Effects of Direct and Indirect Instructional Strategies on Students ...

    African Journals Online (AJOL)

    First Lady

    2012-10-27

    Oct 27, 2012 ... Group A had direct instructional strategy applied to it while Group B had indirect instructional strategy applied with the control group taught with the conventional teaching method. After the treatment, Mathematics. Achievement Test (MAT) of 50 items was administered on the students and scores 50 marks to ...

  7. An Instructional Strategy Planning Model to Improve Learning and Cognition.

    Science.gov (United States)

    Tennyson, Robert D.

    1988-01-01

    Presents model of instructional strategy planning that links specific cognitive learning and thinking processes with specific computer-based instructional strategies. Topics discussed include memory systems; types of knowledge; drill and practice; tutorials; task-oriented simulations; problem-oriented simulations; and self directed experiences.…

  8. Effects of Self-Instructional Learning Strategy on Secondary Schools ...

    African Journals Online (AJOL)

    The study investigated the effects of self-instructional learning strategy on students‟ achievement in solving Mathematical word problems. The research determined whether self-instructional learning strategy has significant effects on the learning achievement of senior secondary school students. Three research questions ...

  9. Instructional Strategies to Support Creativity and Innovation in Education

    Science.gov (United States)

    Seechaliao, Thapanee

    2017-01-01

    The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three…

  10. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

    Science.gov (United States)

    Yang, Pei-Ling; Wang, Ai-Ling

    2015-01-01

    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  11. Instructional Models and Strategies for Teaching English Language Learners

    Science.gov (United States)

    Moughamian, Ani C.; Rivera, Mabel O.; Francis, David J.

    2009-01-01

    This publication seeks to offer educators and policy-makers guidance on strategies that have been effective in instructing English language learners (ELLs). The authors begin by outlining key contextual factors that decision-makers should take into account when making instructional choices for English language learners, then follow with a brief…

  12. EMC² = comprehension: A reading strategy instruction framework for ...

    African Journals Online (AJOL)

    Hennie

    In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university ...

  13. Effects of Cooperative and Individualistic Instructional Strategies On ...

    African Journals Online (AJOL)

    Administrator

    instructional strategies on students' problem solving abilities in secondary school chemistry. It made use of ... Instructional Packages for solving Chemistry Problems (RIP) and Chemistry Performance Test (CPT) were developed ..... Regular workshops, seminars and symposia on topics/concepts of the chemistry curriculum ...

  14. Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools’ Instructional Strategy

    DEFF Research Database (Denmark)

    Andersen, Ida Gran; Andersen, Simon Calmar

    2017-01-01

    inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase...

  15. Observing Online Instruction: A Formative Practice toward Awareness and Readiness in Online Instructional Design Strategies

    Science.gov (United States)

    Widdall, Christine L.

    2012-01-01

    This qualitative research project used a multiple case study methodology, in connection with observational learning to explore to what degree prospective online secondary teachers achieved an awareness of instructional design strategies as they concurrently observed online instruction in two unique online courses: one with student-centered…

  16. Memory Strategy Instruction, Contextual Learning and ESP Vocabulary Recall

    Science.gov (United States)

    Atay, Derin; Ozbulgan, Cengiz

    2007-01-01

    In the last decades there has been an increasing interest in vocabulary learning strategies given that they are found to facilitate second/foreign language vocabulary learning and recall. As many learners do not develop sufficient mastery of the strategy repertoire, explicit instruction on vocabulary learning strategies may help them to become…

  17. Computer-based learning: games as an instructional strategy.

    Science.gov (United States)

    Blake, J; Goodman, J

    1999-01-01

    Games are a creative teaching strategy that enhances learning and problem solving. Gaming strategies are being used by the authors to make learning interesting, stimulating and fun. This article focuses on the development and implementation of computer games as an instructional strategy. Positive outcomes have resulted from the use of games in the classroom.

  18. Efficacy of learning strategies instruction in adult basic education

    Science.gov (United States)

    Hock, Michael F.; Mellard, Daryl F.

    2011-01-01

    Results from randomized controlled trials of learning strategies instruction with 375 adult basic education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants’ data in outcome analyses for the trials of the four learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the non-significant effect from the intervention, including insufficient instructional dosage. PMID:22121409

  19. The effect of self-regulated learning strategy instruction on strategy use and academic achievement

    Science.gov (United States)

    Cekolin, Catherine Helen

    This study investigated the effects of self-regulated learning strategy instruction on strategy use and academic achievement in middle school science classes. Gender differences in strategy use and academic achievement were evaluated. The research questions focused on the development of instructional strategies to help students become self-regulated learners. Groups of students were given the opportunity to use self-regulated learning strategies with and without prompting. Gender differences within instructional group and strategy use were evaluated. According to these research findings, prompting appears to be a critical component of self-regulated learning strategy instruction with all groups. Selected groups showed greater increases in both academic achievement and self-regulated learning strategy use when prompting was a component of self-regulated learning strategy instruction. Students who demonstrated either below average self-regulated learning strategy skills, or lower GPAs showed the greatest gain from prompting plus instruction. Gender differences were demonstrated, with females showing greater self-regulated learning strategy use compared to males. The findings from this study emphasize the importance of self-regulated learning strategy instruction, especially for middle school students.

  20. Instruction in a Strategy for Compare-Contrast Writing

    Science.gov (United States)

    MacArthur, Charles A.; Philippakos, Zoi

    2010-01-01

    Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…

  1. Effect of webbing instructional strategy on students' achievement in ...

    African Journals Online (AJOL)

    This study investigated the effectiveness of webbing strategy on students' achievement in algebraic word problems. It also sought to find out whether gender had any influence on the achievement of students exposed to webbing instructional strategy. A quasi –experimental non-equivalent control group design was used.

  2. Web-Based Learning: Cognitive Styles and Instructional Strategies

    Science.gov (United States)

    Alomyan, Hesham Raji

    2016-01-01

    This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

  3. The PRO Instructional Strategy in the Construction of Scientific Explanations

    Science.gov (United States)

    Tang, Kok-Sing

    2015-01-01

    This article presents an instructional strategy called Premise-Reasoning-Outcome (PRO) designed to support students in the construction of scientific explanations. Informed by the philosophy of science and linguistic studies of science, the PRO strategy involves identifying three components of a scientific explanation: (i) premise--an accepted…

  4. Text comprehension strategy instruction with poor readers

    NARCIS (Netherlands)

    Van den Bos, K.P.; Aarnoudse, C.C.; Brand-Gruwel, S.

    1998-01-01

    The goal of this study was to investigate the effects of teaching text comprehension strategies to children with decoding and reading comprehension problems and with a poor or normal listening ability. Two experiments are reported. Four text comprehension strategies, viz., question generation,

  5. Toward university modeling instruction--biology: adapting curricular frameworks from physics to biology.

    Science.gov (United States)

    Manthey, Seth; Brewe, Eric

    2013-06-01

    University Modeling Instruction (UMI) is an approach to curriculum and pedagogy that focuses instruction on engaging students in building, validating, and deploying scientific models. Modeling Instruction has been successfully implemented in both high school and university physics courses. Studies within the physics education research (PER) community have identified UMI's positive impacts on learning gains, equity, attitudinal shifts, and self-efficacy. While the success of this pedagogical approach has been recognized within the physics community, the use of models and modeling practices is still being developed for biology. Drawing from the existing research on UMI in physics, we describe the theoretical foundations of UMI and how UMI can be adapted to include an emphasis on models and modeling for undergraduate introductory biology courses. In particular, we discuss our ongoing work to develop a framework for the first semester of a two-semester introductory biology course sequence by identifying the essential basic models for an introductory biology course sequence.

  6. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

  7. Measuring reading strategy knowledge transfer: Motivation for teachers to implement reading strategy instruction

    Directory of Open Access Journals (Sweden)

    Klapwijk, Nanda

    2011-12-01

    Full Text Available Although research has shown that reading strategy instruction benefits poor readers, research also shows that teachers continue to struggle with reading strategy instruction and remain resistant to its implementation for various reasons. This article reports on the analysis of quantitative data which formed part of a larger, mixed-method study. The study, which sought to create a framework for reading strategy instruction in Grades 4 to 6 through a predominantly qualitative focus, used quantitative data to, among others, provide evidence of whether strategy knowledge transfer is measurable. This article provides evidence that strategy knowledge transfer is measurable and can, therefore, be used as motivation for teachers to implement reading strategy instruction in a sustainable fashion.

  8. How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

    Directory of Open Access Journals (Sweden)

    Melissa Dancy

    2016-02-01

    Full Text Available [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty’s experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i Faculty self-reported user status is an unreliable measure of their actual practice. (ii Faculty generally modify specific instructional strategies and may modify out essential components. (iii Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

  9. How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

    Science.gov (United States)

    Dancy, Melissa; Henderson, Charles; Turpen, Chandra

    2016-06-01

    [This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant barrier to the improvement of undergraduate physics education. In this paper we address this lack of knowledge by reporting on an interview study of 35 physics faculty, of varying institution types, who were self-reported users of, former users of, or knowledgeable nonusers of the research-based instructional strategy Peer Instruction. Interview questions included in this analysis focused on the faculty's experiences, knowledge, and use of Peer Instruction, along with general questions about current and past teaching methods used by the interviewee. The primary findings include the following: (i) Faculty self-reported user status is an unreliable measure of their actual practice. (ii) Faculty generally modify specific instructional strategies and may modify out essential components. (iii) Faculty are often unaware of the essential features of an instructional strategy they claim to know about or use. (iv) Informal social interactions provide a significant communication channel in the dissemination process, in contrast to the formal avenues of workshops, papers, websites, etc., often promoted by change agents, and (v) experience with research-based strategies as a graduate student or through curriculum development work may be highly impactful. These findings indicate that educational transformation can be better facilitated by improving communication with faculty, supporting effective modification by faculty during implementation, and acknowledging and understanding the large impact of informal social interactions as a mode of dissemination.

  10. Reading strategy instruction and teacher change: Implications for ...

    African Journals Online (AJOL)

    Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI ...

  11. Effects of Self-Instructional Learning Strategy on Secondary Schools ...

    African Journals Online (AJOL)

    First Lady

    2012-10-27

    Oct 27, 2012 ... Hence, Montague (2008) noted that self-regulation strategies like self-instruction, self-questioning, self-evaluation, self-monitoring and self- reinforcement, help learners in gaining access to cognitive processes that facilitate learning, guide learners as they apply the processes within and across domains ...

  12. A Waterfall Design Strategy for Using Social Media for Instruction

    Science.gov (United States)

    Ahern, Terence C.

    2016-01-01

    Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…

  13. Instructional Design-Based Research on Problem Solving Strategies

    Science.gov (United States)

    Emre-Akdogan, Elçin; Argün, Ziya

    2016-01-01

    The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view,…

  14. Effect of differentiated instructional strategies on students' retention ...

    African Journals Online (AJOL)

    The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital Territory. The target population ...

  15. effect of differentiated instructional strategies on students' retention ...

    African Journals Online (AJOL)

    PROF EKWUEME

    The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital. Territory. The target population ...

  16. Effects of Direct and Indirect Instructional Strategies on Students ...

    African Journals Online (AJOL)

    This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact ...

  17. Determining the Main Idea: Instructional Strategies That Work

    Science.gov (United States)

    Lord, Kathleen M.

    2015-01-01

    The ability to identify the main idea through close reading of informational text is a higher-level skill students develop in elementary grades as a foundation for the acquisition of other critical skills in later grades. This article provides instructional strategies for this important skill as well as for improving reading comprehension.

  18. Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms

    Science.gov (United States)

    Lai, Ying-Chun

    2013-01-01

    In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

  19. Scientific reasoning during adolescence: The influence of instruction in science knowledge and reasoning strategies

    Science.gov (United States)

    Linn, M. C.; Clement, C.; Pulos, S.; Sullivan, P.

    The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone - their specific responses show how they attempt to integrate their understanding.Received: 15 April 1988

  20. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  1. A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

    Science.gov (United States)

    Leonard, William H.

    This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

  2. The Explicit Instruction of Reading Strategies: Directed Reading Thinking Activity vs. Guided Reading Strategies

    Directory of Open Access Journals (Sweden)

    Mohammad Mehdi Yazdani

    2015-05-01

    Full Text Available Investigating the efficiencies and deficiencies of reading strategies is one of the noticeable issues in the related theory and research in reading comprehension instruction. This study was to examine the impact of Directed Reading Thinking Activity (DRTA and Guided Reading (GR on reading comprehension. Sixty three Iranian students of grade one in Shahed high school in the city of Bojnourd took part in the study. They were assigned in three groups, one control and two experimental groups. The instruction lasted for ten weeks. This study utilized a pretest posttest control group in quantitative quasi- experimental design. The same reading comprehension test was administered as pre-test and post-test. The results were twofold: First, the instruction of learning strategies could foster reading comprehension skill. Second, while the explicit instruction of both strategies could improve the students' reading comprehension skill, Directed Reading Thinking Activity had a more significant positive effect than Guided Reading.

  3. Contact-2: A computer-assisted instructional strategy for promoting conceptual change

    NARCIS (Netherlands)

    Biemans, H.J.A.; Simons, P.R.J.

    1996-01-01

    Previous research seems to support the assumption that students need instructional guidance to activate and correct their preconceptions. Such an instructional strategy is the CONTACT strategy, characterised by continuous, computer-assisted activation of the conceptions of individual learners. Our

  4. Reading strategy instruction and teacher change: implications for teacher training

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2012-01-01

    Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

  5. A Study of the Literature on Lab-Based Instruction in Biology

    Science.gov (United States)

    Puttick, Gillian; Drayton, Brian; Cohen, Eliza

    2015-01-01

    We analyzed the practitioner literature on lab-based instruction in biology in "The American Biology Teacher" between 2007 and 2012. We investigated what laboratory learning looks like in biology classrooms, what topics are addressed, what instructional methods and activities are described, and what is being learned about student…

  6. WebQuests: a new instructional strategy for nursing education.

    Science.gov (United States)

    Lahaie, Ulysses

    2007-01-01

    A WebQuest is a model or framework for designing effective Web-based instructional strategies featuring inquiry-oriented activities. It is an innovative approach to learning that is enhanced by the use of evolving instructional technology. WebQuests have invigorated the primary school (grades K through 12) educational sector around the globe, yet there is sparse evidence in the literature of WebQuests at the college and university levels. WebQuests are congruent with pedagogical approaches and cognitive activities commonly used in nursing education. They are simple to construct using a step-by-step approach, and nurse educators will find many related resources on the Internet to help them get started. Included in this article are a discussion of the critical attributes and main features of WebQuests, construction tips, recommended Web sites featuring essential resources, a discussion of WebQuest-related issues identified in the literature, and some suggestions for further research.

  7. Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses

    Science.gov (United States)

    Prince, Michael; Borrego, Maura; Henderson, Charles; Cutler, Stephanie; Froyd, Jeff

    2013-01-01

    Traditional lecturing remains the most prevalent mode of instruction despite overwhelming research showing the increased effectiveness of many alternate instructional strategies. This study examines chemical engineering instructors' awareness and use of 12 such instructional strategies. The study also examines how chemical engineering…

  8. A Critique of Selected Instructional Strategies in Higher Institutions in Nigeria

    Science.gov (United States)

    Sangoleye, Solomon Adebayo; Kolawole, C. O. O.

    2016-01-01

    Teaching is the heart of education. It involves the use of myriad of teaching methods, strategies and techniques. This paper critiques some of the instructional strategies used in higher institutions in Nigeria. Two of these instructional strategies (team teaching and questioning strategy) were identified. The "what", "how",…

  9. The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

    Science.gov (United States)

    Burniston, Amy Lucinda

    Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

  10. Student Motivation And Instructional Strategies In English Learning In Ghana

    Directory of Open Access Journals (Sweden)

    Dr. Mustapha Bin Danquah

    2017-11-01

    Full Text Available Motivation has been referred to as the single most important ingredient of learning Wieman 2013. However it does not come by chance application of appropriate instructional strategies are necessary. The present study conducted in-depth inquiry into the relevance of student motivation and its relationship with higher achievement in L2 learning. Descriptive research design was adopted for the study. Using stratified sampling technique 60 students were sampled from three public schools in Kumasi Metropolis. Also by means of purposive sampling six English teachers were selected in the three schools as participants. Set of questionnaires were the instrument for the study and analysis involved simple frequencies percentages tables and Pearsons Correlation Coefficient r. The study revealed that students can be motivated by simplicity clarity practical and insightful analogies making lessons lively and interesting and most importantly generous use of TLMs. Positive relationship also existed between students motivation and the use of effective instructional strategies with the attendant proficiency in English. Unequivocally student motivation is pivotal to facilitating proficiency in English a key to riding the crest of globalization and technology.

  11. Working memory, strategy knowledge, and strategy instruction in children with reading disabilities.

    Science.gov (United States)

    Swanson, H Lee; Kehler, Pam; Jerman, Olga

    2010-01-01

    Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations.

  12. Online information seeking practices of biology teachers and the perceived influences on instructional planning

    Science.gov (United States)

    Perrault, Anne Marie

    The purpose of this study was to examine biology teachers' perceptions of how their online information seeking practices influence their instructional planning. When teachers engage in activities to locate, evaluate, and use online information and resources, a myriad of inter-related and often inseparable consequences follows. These influences may be any combination of direct/indirect, desirable/undesirable, or anticipated/unanticipated (Rogers, 2003). This exploratory study collected baseline data regarding teachers' online practices and its influence on their practice. There were two phases of data collection in this study. Phase I was an online survey of more than seventy New York State biology teachers. The survey was intended to capture (1) a snapshot of the biology teachers' online information seeking practices during the summer and fall 2004, and (2) their perceptions regarding how their online practices influenced their instructional planning. In Phase II, ten study participants were interviewed in order to explore in greater detail the consequences of their online information seeking practices on their instructional planning. Four themes reflecting the consequences of teachers' information seeking practices emerged from the data analysis: Currency of Information; Sparking of Ideas and Gaining Personal Knowledge; Resource Management and the Role of Time; and Webs of Sharing. Each theme encompassed both the purposeful and the indirect actions by teachers to access knowledge and resources to refine and improve their instructional planning. This study's findings show that teachers are using a greater number and wider range of current and multi-modal resources than pre-Internet and they perceive this as an advantage in creating authentic, inquiry-based learning experiences. A notable discovery was of the under-use by teachers of educational online resources specifically designed to support teaching and learning activities (e.g., digital libraries, online

  13. Development and evaluation of an active instructional framework for undergraduate biology education

    Science.gov (United States)

    Lysne, Steven John

    The practice of science education in American colleges and universities is changing and the role of faculty is changing as well. There is momentum in higher education to transform our instruction and do a better job at supporting more students' success in science and engineering programs. New teaching approaches are transforming undergraduate science instruction and new research demonstrates that these new approaches are more engaging for students, result in greater achievement, and create more positive attitudes toward science careers. Additionally, teaching scholars have described a paradigm shift toward placing the burden of content coverage on students which allows more time for in-class activities such as discussion and problem solving. Teaching faculty have been asked to redesign their courses and rebrand themselves as facilitators of student learning, rather than purveyors of information, to improve student engagement, achievement, and attitudes. This dissertation is a critical evaluation of both the assumption that active learning improves student achievement and knowledge retention and my own assumptions regarding science education research and my students' resiliency. This dissertation is a collection of research articles, published or in preparation, presenting the chronological development (Chapters 2 and 3) and evaluation (Chapters 4 and 5) of an active instructional model for undergraduate biology instruction. Chapters 1 and 6.provide a broad introduction and summary, respectively. Chapter 2 is an exploration of student engagement through interviews with a variety of students. From these interviews I identified several themes that students felt were important, and science instructors need to address, including the place where learning happens and strategies for better engaging students. Chapter 3 presents a review of the science education literature broadly and more focused review on the how students learn and how faculty teach. Consistent with what

  14. THE EXPLICIT COMPREHENSION-STRATEGY INSTRUCTION: QUESTION-ANSWER RELATIONSHIP VS SELF-QUESTIONING

    Directory of Open Access Journals (Sweden)

    Lalu Thohir

    2017-12-01

    Full Text Available This study was aimed at examining and comparing the effectiveness of the Question-Answer Relationship (QAR and Self-Questioning (SQ strategies in improving the reading ability of the undergraduate students. This study was a quasi-experimental study in which two out of three classes of the third semester students at English department of Mataram University were selected randomly to receive either QAR strategy or SQ strategy instructions for ten weekly meetings. The findings of pre- and posttest with multiple-choice questions revealed that both comprehension strategies were effective in improving the undergraduate students‘ reading ability. The findings from the posttest with multiple-choice questions indicated the students who received SQ strategy instruction scored significantly higher than those students who received QAR strategy instruction. On the other hand, the students who received QAR strategy instruction scored slightly higher than those students who received SQ strategy instruction in the posttest with open-ended questions.

  15. Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

    Science.gov (United States)

    Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

    2017-09-01

    A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

  16. Effects of Cooperative Learning Strategy on Achievement and Science Learning Attitudes in Middle School Biology.

    Science.gov (United States)

    Chung, Young-Lan; Son, Dae-Hee

    2000-01-01

    Investigates the effects of cooperative learning on student achievement and attitudes of middle school biology students. Compares cooperative learning strategy, small group instruction, and traditional teaching methods. Reports significant achievement and attitude differences in the cooperative learning groups. (Contains 46 references.)…

  17. ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

    Science.gov (United States)

    Al Khaiyali, Al Tiyb S.

    2014-01-01

    Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought…

  18. Grade-related differences in strategy use in multidigit division in two instructional settings.

    Science.gov (United States)

    Hickendorff, Marian; Torbeyns, Joke; Verschaffel, Lieven

    2017-11-23

    We aimed to investigate upper elementary children's strategy use in the domain of multidigit division in two instructional settings: the Netherlands and Flanders (Belgium). A cross-sectional sample of 119 Dutch and 122 Flemish fourth to sixth graders solved a varied set of multidigit division problems. With latent class analysis, three distinct strategy profiles were identified: children consistently using number-based strategies, children combining the use of column-based and number-based strategies, and children combining the use of digit-based and number-based strategies. The relation between children's strategy profiles and their instructional setting (country) and grade were generally in line with instructional differences, but large individual differences remained. Furthermore, Dutch children more frequently made adaptive strategy choices and realistic solutions than their Flemish peers. These results complement and refine previous findings on children's strategy use in relation to mathematics instruction. Statement of contribution What is already known? Mathematics education reform emphasizes variety, adaptivity, and insight in arithmetic strategies. Countries have different instructional trajectories for multidigit division. Mixed results on the impact of instruction on children's strategy use in multidigit division. What does this study add? Latent class analysis identified three meaningful strategy profiles in children from grades 4-6. These strategy profiles substantially differed between children. Dutch and Flemish children's strategy use is related to their instructional trajectory. © 2017 The Authors. British Journal of Developmental Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

  19. Situating Strategies: An Examination of Comprehension Strategy Instruction in One Upper Elementary Classroom Oriented toward Culturally Relevant Teaching

    Science.gov (United States)

    May, Laura A.

    2011-01-01

    Comprehension (or cognitive) strategy instruction has considerable literacy research supporting it as an instructional practice. Additionally, it has become more common in elementary classrooms, in part, because of the popularity of professional advisement books on the topic. This focus on teaching cognitive strategies also occupies center stage…

  20. Examination of Longitudinal Invariance on a Framework for Observing and Categorizing Instructional Strategies

    Science.gov (United States)

    Ryoo, Ji Hoon; Tai, Robert H.; Skeeles-Worley, Angela D.

    2018-02-01

    In longitudinal studies, measurement invariance is required to conduct substantive comparisons over time or across groups. In this study, we examined measurement invariance on a recently developed instrument capturing student preferences for seven instructional strategies related to science learning and career interest. We have labeled these seven instructional strategies as Collaborating, Competing, Caretaking, Creating/Making, Discovering, Performing, and Teaching. A better understanding of student preferences for particular instructional strategies can help educators, researchers, and policy makers deliberately tailor programmatic instructional structure to increase student persistence in the STEM pipeline. However, simply confirming the relationship between student preferences for science instructional strategies and their future career choices at a single time point is not sufficient to clarify our understanding of the relationship between instructional strategies and student persistence in the STEM pipeline, especially since preferences for instructional strategies are understood to vary over time. As such, we sought to develop a measure that invariantly captures student preference over a period of time: the Framework for Observing and Categorizing Instructional Strategies (FOCIS). We administered the FOCIS instrument over four semesters over two middle school grades to 1009 6th graders and 1021 7th graders and confirmed the longitudinal invariance of the FOCIS measure. This confirmation of longitudinal invariance will allow researchers to examine the relationship between student preference for certain instructional strategies and student persistence in the STEM pipeline.

  1. What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

    Science.gov (United States)

    Simmons, Robin

    The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms

  2. Evolutionary Biology Instruction: What Students Gain from Learning through Inquiry.

    Science.gov (United States)

    Dremock, Fae, Ed.

    2002-01-01

    This bulletin features articles on real world evolutionary biology, revolutionary classroom science, a review of new curricula in evolutionary biology, and the use of case studies to illustrate points in evolutionary biology. The articles are: (1) "'Real World' Evolutionary Biology: A Pragmatic Quest. Interview with BioQUEST's John Jungck" (Harvey…

  3. Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process

    Science.gov (United States)

    Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark

    2015-01-01

    The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…

  4. Instructional strategies and tactics for the design of introductory computer programming courses in high school

    NARCIS (Netherlands)

    van Merrienboer, Jeroen J.G.; Krammer, H.P.M.

    1987-01-01

    This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to

  5. Roles of Working Memory Performance and Instructional Strategy in Complex Cognitive Task Performance

    Science.gov (United States)

    Cevik, V.; Altun, A.

    2016-01-01

    This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is…

  6. Fostering Reading Comprehension in Fifth Grade by Explicit Instruction in Reading Strategies and Peer Tutoring

    Science.gov (United States)

    Van, Keer H.

    2004-01-01

    Background: Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects. Aims: The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a)…

  7. Effects of direct instruction and strategy modeling on upper-primary students' writing development

    NARCIS (Netherlands)

    López, P.; Torrance, M.; Rijlaarsdam, G.; Fidalgo, R.

    Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct

  8. Long-Term Effects of Metacognitive Strategy Instruction on Student Academic Performance: A Meta-Analysis

    NARCIS (Netherlands)

    de Boer, Hester; Donker, Anouk; Kostons, Danny; van der Werf, Greetje

    2018-01-01

    Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic

  9. High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies

    Science.gov (United States)

    Nikolaros, John

    2014-01-01

    This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching…

  10. Intelligence moderates the benefits of strategy instructions on memory performance: An adult-lifespan examination

    OpenAIRE

    Frankenmolen, N.L.; Altgassen, A.M.; Kessels, R.M.H.; Waal, M.M. de; Hindriksen, J.A.; Verhoeven, B.W.H.; Fasotti, L.; Scheres, A.P.J.; Kessels, R.P.C.; Oosterman, J.M.

    2017-01-01

    Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants (aged 18-85 years) received either intentional learning or strategy ("sentence generation") instructions during encoding of word pairs. Whereas young adults with a lower IQ benefited from strategy...

  11. State of laboratory manual instruction in California community college introductory (non-majors) biology laboratory instruction

    Science.gov (United States)

    Priest, Michelle

    College students must complete a life science course prior to graduation for a bachelor's degree. Generally, the course has lecture and laboratory components. It is in the laboratory where there are exceptional opportunities for exploration, challenge and application of the material learned. Optimally, this would utilize the best of inquiry based approaches. Most community colleges are using a home-grown or self written laboratory manual for the direction of work in the laboratory period. Little was known about the motivation, development and adaptation of use. It was also not known about the future of the laboratory manuals in light of the recent learning reform in California Community Colleges, Student Learning Outcomes. Extensive interviews were conducted with laboratory manual authors to determine the motivation, process of development, who was involved and learning framework used in the creation of the manuals. It was further asked of manual authors their ideas about the future of the manual, the development of staff and faculty and finally, the role Student Learning Outcomes would play in the manual. Science faculty currently teaching the non-majors biology laboratories for at least two semesters were surveyed on-line about actual practice of the manual, assessment, manual flexibility, faculty training and incorporation of Student Learning Outcomes. Finally, an evaluation of the laboratory manual was done using an established Laboratory Task Analysis Instrument. Laboratory manuals were evaluated on a variety of categories to determine the level of inquiry instruction done by students in the laboratory section. The results were that the development of homegrown laboratory manuals was done by community colleges in the Los Angeles and Orange Counties in an effort to minimize the cost of the manual to the students, to utilize all the exercises in a particular lab and to effectively utilize the materials already owned by the department. Further, schools wanted to

  12. A study to compare traditional and constructivism-based instruction of a high school biology unit on biosystematics

    Science.gov (United States)

    Saigo, Barbara Woodworth

    The researcher collaborated with four high school biology teachers who had been involved for 2-1/2 years in a constructivism-based professional development experience that emphasized teaching for conceptual change and using classroom-based inquiry as a basis for making instructional decisions. The researcher and teachers designed a five-day instructional unit on biosystematics using two contrasting approaches, comprising the treatment variable. The "traditional" unit emphasized lecture, written materials, and some laboratory activities. The "constructivist" unit emphasized a specific, inquiry-based, conceptual change strategy and collaborative learning. The study used a quasi-experimental, factorial design to explore impact of instructional approach (the treatment variable) on student performance (the dependent variable) on repeated measures (three) of a biology concept test. Additional independent variables considered were gender, cumulative GPA, and the section in which students were enrolled. Scores on the biology concept test were compiled for the 3 constructivist sections (N = 44) and the 3 traditional sections (N = 42). Analysis of Covariance (ANCOVA) was applied. The main findings in regard to the primary research question were that instructional approach did not have a significant relationship to immediate post test scores or gain, but that one month after instruction students in the constructivist group demonstrated less loss of gain than those in the traditional group; i.e., their longer-term retention was greater. Also, GPA*instructional approach effects were detected for post-post-test gain. GPA and gender were significantly associated with pre-test, post-test, and post-post scores; however, in terms of change (gain) from pre-test to post-test and pre-test to post-post-test, GPA and gender were not significant effects. Section was a significant effect for all three tests, in terms of both score and gain. Gender*section effects were detected for post

  13. Intelligence moderates the benefits of strategy instructions on memory performance: an adult-lifespan examination.

    Science.gov (United States)

    Frankenmolen, Nikita L; Altgassen, Mareike; Kessels, Renée; de Waal, Marleen M; Hindriksen, Julie-Anne; Verhoeven, Barbara; Fasotti, Luciano; Scheres, Anouk; Kessels, Roy P C; Oosterman, Joukje M

    2017-01-01

    Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants (aged 18-85 years) received either intentional learning or strategy ("sentence generation") instructions during encoding of word pairs. Whereas young adults with a lower IQ benefited from strategy instructions, those with a higher IQ did not, presumably because they already use strategies spontaneously. Older adults showed the opposite effect: following strategy instructions, older adults with a higher IQ showed a strong increase in memory performance (approximately achieving the level of younger adults), whereas older adults with a lower IQ did not, suggesting that they have difficulties implementing the provided strategies. These results highlight the importance of the role of IQ in compensating for the aging-related memory decline.

  14. Inquiry-based Science Instruction in High School Biology Courses: A Multiple Case Study

    Science.gov (United States)

    Aso, Eze

    A lack of research exists about how secondary school science teachers use inquiry-based instruction to improve student learning. The purpose of this qualitative study was to explore how science teachers used inquiry-based instruction to improve student learning in high school biology courses. The conceptual framework was based on Banchi and Bell's model of increasing levels of complexity for inquiry-based instruction. A multiple case study research design was conducted of biology programs at 3 high schools in an urban school district in the northeastern region of the United States. Participants included 2 biology teachers from each of the 3 high schools. Data were collected from individual interviews with biology teachers, observations of lessons in biology, and documents related to state standards, assessments, and professional development. The first level of data analysis involved coding and categorizing the interview and observation data. A content analysis was used for the documents. The second level of data analysis involved examining data across all sources and all cases for themes and discrepancies. According to study findings, biology teachers used confirmation, structure, and guided inquiry to improve student learning. However, they found open inquiry challenging and frustrating to implement because professional development about scaffolding of instruction over time was needed, and students' reading and writing skills needed to improve. This study contributes to positive social change by providing educators and researchers with a deeper understanding about how to scaffold levels of inquiry-based science instruction in order to help students become scientifically literate citizens.

  15. Using WebQuests to Teach Content: Comparing Instructional Strategies

    Science.gov (United States)

    Strickland, Janet

    2005-01-01

    The purpose of this study was to compare the use of WebQuests with traditional instruction. Specifically, the study examined the end-of-unit exam scores for students who completed a WebQuest on the Texas Revolution and those students completing a poster activity. Both of the instructional activities were implemented as additional enhancement to…

  16. Effects of Cooperative and Individualistic Instructional Strategies On ...

    African Journals Online (AJOL)

    The reliability of the Chemistry Performance Test (CPT) was determined and found to be 0.62 using the Pearson Product Moment Correlation formula. Five hypotheses were raised and tested using Analysis of Covariance (ANCOVA). Two experimental groups (Cooperative Instructional group, Individualistic Instructional ...

  17. Comprehension Strategy Instruction for Multimodal Texts in Science

    Science.gov (United States)

    Alvermann, Donna E.; Wilson, Amy Alexandra

    2011-01-01

    This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing…

  18. Using Television Commercials as an Instructional Strategy to Teach Persuasion.

    Science.gov (United States)

    Frye, Jerry K.

    This paper discusses the use of television commercials as instructional aids in the teaching of persuasion. Utilizing commercials in considering the sexploitation of women is recommended. The triadic relationship of advertisers, programmers, and audiences is discussed. Television commercials as instructional innovations are advocated for the…

  19. Computer-Based Adaptive Instructional Strategies for the Improvement of Performance and Reduction of Time.

    Science.gov (United States)

    Tennyson, Robert D.; Tennyson, Carol L.

    Three design strategies for selecting number of instructional instances needed in concept learning were investigated. Two strategies used adaptive procedures for the selection, while a nonadaptive strategy selected instances by number of associated attributes. The data analysis showed that the full adaptive strategy (using pretask and on-task…

  20. Impacts of Insufficient Instructional Materials on Teaching Biology: Higher Education Systems in Focus

    Science.gov (United States)

    Edessa, Sutuma

    2017-01-01

    The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was…

  1. The impact of active/cooperative instruction on beginning nursing student learning strategy preference.

    Science.gov (United States)

    Sand-Jecklin, Kari

    2007-07-01

    Rapid changes in the nursing field and high demand for practicing nurses put pressure on nursing faculty to educate increasing numbers of nursing students, often without corresponding increases in resources. Although the use of active and cooperative instruction methods in the classroom has been associated with improved student learning, these practices require increased effort on the part of both faculty and students. In addition, little is known about whether these methods influence student nurses' use of these more elaborative processing strategies in their independent study. The purpose of this quasi-experimental investigation was to identify the impact of incorporating active and cooperative classroom instructional activities on student preference for teaching methods and use of learning strategies in independent study. A convenience sample of beginning baccalaureate nursing students at a large Mid-Atlantic University was randomly assigned by the registrar to two class sections. Students in one section received primarily active/cooperative instruction, while the other received primarily traditional lecture-based instruction. Results indicated that student nurses exposed to active/cooperative instructional methods had an increased preference for these methods after a semester of instruction, while those exposed to traditional instruction had a higher preference for traditional methods. In addition, students participating in active class instruction reported increased preference for more elaborative independent study strategies, although overall preference for both groups indicated a reliance on surface study strategies of memorization and recall. Implications for use of instruction and student testing methodologies are presented.

  2. Listening strategies instruction: Effects on Hong Kong students' general strategic behaviour

    OpenAIRE

    Nogueroles López, Marta

    2017-01-01

    The present article reports on a study which explores the impact of listening strategies instruction on typical strategic behaviour. Participants were 38 Hong Kong students of Spanish divided into two groups: the experimental group, who were trained in listening strategies, and the control group, who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development ...

  3. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  4. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  5. The Impact of a Strategies-Based Instruction on Iranian EAP Students’ Reading Strategy Use: Developing Strategic EAP Readers

    Directory of Open Access Journals (Sweden)

    Seyyed Hossein Kashef

    2014-01-01

    Full Text Available Underperformance of students in EAP reading comprehension has been an issue of concern for teachers, syllabus designers, and curriculum developers in general and for EAP practitioners in particular. In spite of the fact that considerable efforts have been made to improve reading comprehension of students through strategies instruction over past decades, EAP students however have not benefited much from learning strategies. Thus, this study intended to investigate the impact of a Strategies-Based Instruction (SBI on undergraduate students’ reading strategy use in an EAP context. Taking an instructional model from strategies taxonomy of Oxford (1990; 2001, it was assumed that in contrast to conventional EAP reading methods, SBI would be more effective in encouraging reading strategy use and as a result developing reading comprehension of EAP students through encouraging the use of effective strategies and skills. To do so, 80 freshman undergraduate students were chosen as the participants of this study who were in two intact classes. After administration of a pre-test, treatment (22 sessions, 2 sessions per week, and a post-test, the collected data was analyzed using t-test to examine the effect of the proposed method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students’ reading strategy use. The findings have implications for teachers encouraging effective reading comprehension instruction through the use of strategies in EAP teaching contexts.

  6. Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

    Science.gov (United States)

    Johnson, Heather A; Barrett, Laura

    2017-01-01

    The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

  7. Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

    Science.gov (United States)

    Johnson, Heather A.; Barrett, Laura

    2017-01-01

    Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

  8. Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

    Science.gov (United States)

    Gillette, Tammy J.

    2009-12-01

    The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of

  9. Instructional Design Strategies Used to Provide Equal Learning Opportunity for Deaf and Hard of Hearing Learners

    Science.gov (United States)

    Mercado Cruz, Daniel

    2013-01-01

    Traditional classrooms are not being designed with deaf and hard of hearing learners in mind. Providing equal learning opportunities with the use of appropriate instructional design strategies to deaf and hard of hearing learners requires that instructional designers, faculty, and educational institutions understand what accommodations and…

  10. A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities

    Science.gov (United States)

    Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy

    2016-01-01

    This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…

  11. The Effect of Adaptive Confidence Strategies in Computer-Assisted Instruction on Learning and Learner Confidence

    Science.gov (United States)

    Warren, Richard Daniel

    2012-01-01

    The purpose of this research was to investigate the effects of including adaptive confidence strategies in instructionally sound computer-assisted instruction (CAI) on learning and learner confidence. Seventy-one general educational development (GED) learners recruited from various GED learning centers at community colleges in the southeast United…

  12. Online versus Paper-Based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension

    Science.gov (United States)

    Huang, Hsin-chou

    2014-01-01

    This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners' reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both groups…

  13. Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration

    Science.gov (United States)

    Earnest, Darrell; Balti, Aadina A.

    2008-01-01

    Incorporating algebra into the elementary grades has become a focus for teachers, principals, and administrators across the country. The Dinner Tables problem described in this article is a lesson commonly used in elementary grades for its algebraic potential. Instructional strategies for supporting algebra instruction use an example from a…

  14. Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

    Science.gov (United States)

    Chapman, Debra; Wang, Shuyan

    2015-01-01

    Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

  15. INSTRUCT - An integrated structural biology infrastructure for Europe

    Czech Academy of Sciences Publication Activity Database

    Dohnálek, Jan

    2010-01-01

    Roč. 17, 1a (2010), b3 ISSN 1211-5894. [Discussions in Structural Molecular Biology /8./. 18.03.2010-20.03.2010, Nové Hrady] R&D Projects: GA ČR GA310/09/1407 EU Projects: European Commission(XE) 31220 - SPINE2-COMPLEXES Institutional research plan: CEZ:AV0Z40500505 Keywords : structural biology * research infrastructure Subject RIV: EE - Microbiology, Virology

  16. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  17. An evaluation of instructional strategies used in hiv/aids preventive ...

    African Journals Online (AJOL)

    AIDS instructional strategies on JSS and SSS Students' knowledge, attitude and intentions about future sexual behaviour. Construct validity of the 12-item attitude scale was tested using factor analysis. Cronbach's alpha was utilised to determine ...

  18. Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies

    Science.gov (United States)

    Frey, Nancy; Fisher, Douglas; Hattie, John

    2017-01-01

    This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary…

  19. The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties

    Science.gov (United States)

    Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.

    2014-01-01

    This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

  20. Enhancing Biology Instruction with the Human Genome Project

    Science.gov (United States)

    Buxeda, Rosa J.; Moore-Russo, Deborah A.

    2003-01-01

    The Human Genome Project (HGP) is a recent scientific milestone that has received notable attention. This article shows how a biology course is using the HGP to enhance students' experiences by providing awareness of cutting edge research, with information on new emerging career options, and with opportunities to consider ethical questions raised…

  1. Flute Teachers’ One-to-One Instructional Strategies at Individual Teaching Stages in Music School

    Directory of Open Access Journals (Sweden)

    Ana Kavčič Pucihar

    2017-12-01

    Full Text Available This article focuses on one-to-one studio based instrumental instruction in music schools. Some novelties in the music school woodwind curricula are presented within various contexts. Teacher – student relationship, their interactions, and knowledge transfer are essential in individual instrumental instruction. The learning process is systematically structured within six teaching stages, ranging from new content presentation to learning reviews. We examined music school flute teachers’ beliefs (N=78 about teaching stages in individual studio based instruction. We researched their new content teaching strategies, guided practice and reinforcement, feedback, homework monitoring strategies, formative review and assessment within music studio academic year.

  2. How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

    Science.gov (United States)

    Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

    2010-12-01

    The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

  3. Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus

    Directory of Open Access Journals (Sweden)

    Sutuma Edessa

    2017-01-01

    Full Text Available Abstract The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching.

  4. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    Science.gov (United States)

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  5. Second Language Listening Instruction: Comparing a Strategies-Based Approach with an Interactive, Strategies/Bottom-Up Skills Approach

    Science.gov (United States)

    Yeldham, Michael

    2016-01-01

    This quasi-experimental study compared a strategies approach to second language listening instruction with an interactive approach, one combining a roughly equal balance of strategies and bottom-up skills. The participants were lower-intermediate-level Taiwanese university EFL learners, who were taught for 22 hours over one and a half semesters.…

  6. A comparison of hands-on inquiry instruction to lectureinstruction with special needs high school biology students

    Science.gov (United States)

    Jensen-Ruopp, Helga Spitko

    A comparison of hands-on inquiry instruction with lecture instruction was presented to 134 Patterns and Process Biology students. Students participated in seven biology lessons that were selected from Biology Survey of Living Things (1992). A pre and post paper and pencil assessment was used as the data collecting instrument. The treatment group was taught using hands-on inquiry strategies while the non-treatment group was taught in the lecture method of instruction. The team teaching model was used as the mode of presentation to the treatment group and the non-treatment group. Achievement levels using specific criterion; novice (0% to 50%), developing proficiency (51% to 69%), accomplished (70% to 84) and exceptional or mastery level (85% to 100%) were used as a guideline to tabulate the results of the pre and post assessment. Rubric tabulation was done to interpret the testing results. The raw data was plotted using percentage change in test score totals versus reading level score by gender as well as percentage change in test score totals versus auditory vocabulary score by gender. Box Whisker plot comparative descriptive of individual pre and post test scores for the treatment and non-treatment group was performed. Analysis of covariance (ANCOVA) using MINITAB Statistical Software version 14.11 was run on data of the seven lessons, as well as on gender (male results individual and combined, and female results individual and combined) results. Normal Probability Plots for total scores as well as individual test scores were performed. The results suggest that hands-on inquiry based instruction when presented to special needs students including; at-risk; English as a second language limited, English proficiency and special education inclusive students' learning may enhance individual student achievement.

  7. Research into Practice: Listening Strategies in an Instructed Classroom Setting

    Science.gov (United States)

    Graham, Suzanne

    2017-01-01

    This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007)--in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s).…

  8. Dreamweaver and Flash: Strategies for Updating Communication Systems Instruction

    Science.gov (United States)

    Hill, Roger B.

    2004-01-01

    The rate of innovation and change impacting technology education communication systems instruction has been vigorous for longer than most people can remember. Trends have included analog systems being replaced by digital systems, integration of networks and system devices, computerization, optical storage, and wireless transmission of data. The…

  9. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  10. An Analysis of Instructional Strategies Used in Synchronous Learning Environments.

    Science.gov (United States)

    Greene, Melanie W.; Zimmerman, Sara Olin; Tashner, John H.; Pacifici, Linda

    The purpose of this project was to investigate the perceptions of instructors and students with regard to delivering effective instruction in synchronous learning environments. The specific research goals were to attain an evaluation of the quality of distance education courses, to determine the effectiveness of the delivery medium, and to examine…

  11. Mnemonic Strategy Instruction for Beginning Readers with Cognitive Impairments

    Science.gov (United States)

    Burton, Rivka

    2013-01-01

    Many students with cognitive impairments are not afforded the opportunity to develop their potential as readers. A review of the literature reveals that few researchers have evaluated the effects of phonics instruction on the reading skills of students with cognitive impairments. The purpose of this study was to test the effectiveness of a…

  12. Instructional strategies to improve women's attitudes toward science

    Science.gov (United States)

    Newbill, Phyllis Leary

    Although negative attitudes toward science are common among women and men in undergraduate introductory science classes, women's attitudes toward science tend to be more negative than men's. The reasons for women's negative attitudes toward science include lack of self-confidence, fear of association with social outcasts, lack of women role models in science, and the fundamental differences between traditional scientific and feminist values. Attitudes are psychological constructs theorized to be composed of emotional, cognitive, and behavioral components. Attitudes serve functions, including social expressive, value expressive, utilitarian, and defensive functions, for the people who hold them. To change attitudes, the new attitudes must serve the same function as the old one, and all three components must be treated. Instructional designers can create instructional environments to effect attitude change. In designing instruction to improve women's attitudes toward science, instructional designers should (a) address the emotions that are associated with existing attitudes, (b) involve credible, attractive women role models, and (c) address the functions of the existing attitudes. Two experimental instructional modules were developed based on these recommendations, and two control modules were developed that were not based on these recommendations. The asynchronous, web-based modules were administered to 281 undergraduate geology and chemistry students at two universities. Attitude assessment revealed that attitudes toward scientists improved significantly more in the experimental group, although there was no significant difference in overall attitudes toward science. Women's attitudes improved significantly more than men's in both the experimental and control groups. Students whose attitudes changed wrote significantly more in journaling activities associated with the modules. Qualitative analysis of journals revealed that the guidelines worked exactly as predicted

  13. Sex differences in verbal fluency: the role of strategies and instructions.

    Science.gov (United States)

    Scheuringer, Andrea; Wittig, Ramona; Pletzer, Belinda

    2017-11-01

    Sex differences in verbal fluency performance and strategies are highly controversial, nevertheless suggesting a slight female advantage at least for phonemic fluency. A tendency of increased clustering of words into phonemic and semantic subcategories in men and increased switching between those categories in women has been suggested. In spatial tasks, it has been demonstrated that changes in instructions favoring a certain cognitive strategy can alter sex differences in performance. Such an approach has, however, not been attempted previously with verbal tasks. In the present investigation, 19 women in their luteal cycle phase and 23 men performed a phonemic and a semantic fluency task with three different instructions, one neutral, one emphasizing the clustering, and one emphasizing the switching of words. While under neutral instructions no sex differences were observed in verbal fluency performance and strategies, sex differences in switching and overall performance were observed in semantic fluency with an instruction requiring a switching strategy. Furthermore, correlation analyses suggested that the importance of strategies for overall performance differed between women and men. While only switching, but not clustering was related to overall verbal fluency performance in all tasks under all instructions, this relationship was driven by women in the phonemic task, but by men in the semantic task. These results highlight the importance of a consistent methodology in sex difference research. Slight variations in instructions may in part explain inconsistencies regarding sex differences in verbal fluency between previous studies.

  14. The Relationship between EFL Teachers’ Critical Thinking Skills and Vocabulary Learning Strategy Instruction across Gender

    Directory of Open Access Journals (Sweden)

    Mehrak Rahimi

    2014-01-01

    Full Text Available The purpose of this study was investigating the relationship between Iranian EFL teachers’ critical thinking skills and teaching vocabulary-learning strategies to their students. Additionally, it explored the difference of the strength of correlation between critical thinking skills and vocabulary learning strategy instruction across gender. California Critical Thinking Test- form B and Yu-Ling’s inventory of teaching vocabulary-learning strategies were administered to 90 Iranian EFL teachers. The results showed that strategy instruction significantly and inversely correlated with analysis (r=-.27, inference (r=-.22, and inductive reasoning (r=-.3 skills, while the correlation was not significant considering evaluation (r=-.11 and deductive reasoning (r=-.089 skills. Moreover, the difference between correlation of vocabulary learning strategy instruction and inference skill was statistically significant when male and female participants were compared (Zobs=2.24.

  15. Audio-Tutorial Versus Conventional Lecture-Laboratory Instruction in a University Animal Biology Course.

    Science.gov (United States)

    Rowsey, Robert E.

    The purpose of this study was to analyze two methods of instruction used in an animal biology course. One group of students, the experimental group, was taught using an audio-tutorial program, and another group, the control group, was taught using the conventional lecture-laboratory method. Pretest and posttest data were collected from achievement…

  16. Effects of Computer Assisted Instruction (CAI) on Secondary School Students' Performance in Biology

    Science.gov (United States)

    Yusuf, Mudasiru Olalere; Afolabi, Adedeji Olufemi

    2010-01-01

    This study investigated the effects of computer assisted instruction (CAI) on secondary school students' performance in biology. Also, the influence of gender on the performance of students exposed to CAI in individualised or cooperative learning settings package was examined. The research was a quasi experimental involving a 3 x 2 factorial…

  17. Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students’ Writing Development

    Science.gov (United States)

    López, Paula; Torrance, Mark; Rijlaarsdam, Gert; Fidalgo, Raquel

    2017-01-01

    Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This multi-component nature has two drawbacks: it makes implementation challenging due to the amount of time and training required to perform each stage, and it is difficult to determine the underlying mechanisms that contribute to its effectiveness. To unpack why strategy-focused instruction is effective, we explored the specific effects of two key components: direct teaching of writing strategies and modeling of strategy use. Six classes (133 students) of upper-primary education were randomly assigned to one of the two experimental conditions, in which students received instruction aimed at developing effective strategies for planning and drafting, or control group with no strategy instruction: Direct Instruction (N = 46), Modeling (N = 45), and Control (N = 42). Writing performance was assessed before the intervention and immediately after the intervention with two tasks, one collaborative and the other one individual to explore whether differential effects resulted from students writing alone or in pairs. Writing performance was assessed through reader-based and text-based measures of text quality. Results at post-test showed similar improvement in both intervention conditions, relatively to controls, in all measures and in both the collaborative and the individual task. No statistically significant differences were observed between experimental conditions. These findings suggest that both components, direct teaching and modeling, are equally effective in improving writing skills in upper primary students, and these effects are present even after a short training. PMID:28713299

  18. Technology Portfolios as Instructional Strategy: Designing a Reflexive Approach to Preservice Technology Training.

    Science.gov (United States)

    Kovalchick, Ann

    1997-01-01

    Describes a reflexive approach to technology training for preservice teachers blending elements from competency-based and integrative models so that students use technology as learner and teacher. Discusses technology portfolios as an instructional strategy, metacognitive strategies for self-understanding, and modeling and peer tutoring. (PEN)

  19. Intelligence moderates the benefits of strategy instructions on memory performance: An adult-lifespan examination

    NARCIS (Netherlands)

    Frankenmolen, N.L.; Altgassen, A.M.; Kessels, R.M.H.; Waal, M.M. de; Hindriksen, J.A.; Verhoeven, B.W.H.; Fasotti, L.; Scheres, A.P.J.; Kessels, R.P.C.; Oosterman, J.M.

    2017-01-01

    Whether older adults can compensate for their associative memory deficit by using memory strategies efficiently might depend on their general cognitive abilities. This study examined the moderating role of an IQ estimate on the beneficial effects of strategy instructions. A total of 142 participants

  20. Learning from Errors in Dual Vocational Education: Video-Enhanced Instructional Strategies

    Science.gov (United States)

    Cattaneo, Alberto A. P.; Boldrini, Elena

    2017-01-01

    Purpose: Starting from the identification of some theoretically driven instructional principles, this paper presents a set of empirical cases based on strategies to learn from errors. The purpose of this paper is to provide first evidence about the feasibility and the effectiveness for learning of video-enhanced error-based strategies in…

  1. Instructional Design, Active Learning, and Student Performance: Using a Trading Room to Teach Strategy

    Science.gov (United States)

    Stewart, Alice C.; Houghton, Susan M.; Rogers, Patrick R.

    2012-01-01

    This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed…

  2. Ocular tracking of biological and nonbiological motion: the effect of instructed agency.

    Science.gov (United States)

    Zwickel, Jan; Hegele, Mathias; Grosjean, Marc

    2012-02-01

    Recent findings suggest that visuomotor performance is modulated by people's beliefs about the agency (e.g., animate vs. inanimate) behind the events they perceive. This study investigated the effect of instructed agency on ocular tracking of point-light motions with biological and nonbiological velocity profiles. The motions followed either a relatively simple (ellipse) or a more complex (scribble) trajectory, and agency was manipulated by informing the participants that the motions they saw were either human or computer generated. In line with previous findings, tracking performance was better for biological than for nonbiological motions, and this effect was particularly pronounced for the simpler (elliptical) motions. The biological advantage was also larger for the human than for the computer instruction condition, but only for a measure that captured the predictive component of smooth pursuit. These results suggest that ocular tracking is influenced by the internal forward model people choose to adopt.

  3. Instructional Strategies, Personality Types and the Outcome of Junior High School Students on Learning Bahasa Indonesia

    OpenAIRE

    Mularsih, Heni

    2010-01-01

    The objective of the research is to study the effect of the instructional strategies (cooperative and individual learning) and personality types (extrovert and introvert) on the outcome of students on learning Indonesian language. The research employed the experimental method with 2 x 2 factorial design on a sample of 48 students, conducted at the secondary school in Tangerang City. The result of the research shows that: (1) the outcome of students learning following the instruction with coop...

  4. Effects of multiple intelligences instruction strategy on students achievement levels and attitudes towards English Lesson

    Directory of Open Access Journals (Sweden)

    Gokhan Bas

    2010-09-01

    Full Text Available The aim of the research was to investigate the effects of multiple intelligences instruction strategy and traditional instructionalenvironment on students’ achievement and their attitude towards English lesson. The research was carried out in 2009 – 2010education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 60 students in two differentclasses in the 4th grade of this school participated in the study. In this study, an experimental method with a control group hasbeen used in order to find out the difference between the students who were taught by multiple intelligences instructionstrategy in the experiment group and the students who were taught by traditional instructional methods in the control group.The results of the research showed a significant difference between the attitude scores of the experiment group and thecontrol group. It was also found out that the multiple intelligences instruction strategy activities were more effective in thepositive development of the students’ attitudes. At the end of the research, it is revealed that the students who are educatedby multiple intelligences instruction strategy are more successful and have a higher motivation level than the students who areeducated by the traditional instructional methods.

  5. Psoriatic arthritis: treatment strategies using biologic agents

    Directory of Open Access Journals (Sweden)

    C. Palazzi

    2012-06-01

    Full Text Available The traditional management of psoriatic arthritis (PsA includes NSAIDs, corticosteroids and DMARDs. Advancement in the knowledge of the immunopathogenesis of PsA has been associated with the development of biologic agents which have revolutionized the management of the disease. Among biologics drugs, there are the 4 currently availablee anti-TNFα blocking agents (etanercept, infliximab, adalimumab and golimumab which are more effective than traditional DMARDs on symptoms/signs of inflammation, quality of life, function, and in inhibiting the progression of the structural joint damage. Despite of the high cost, TNF inhibitors are costeffective on both the musculoskeletal and skin manifestations of psoriatic disease.

  6. Peer Mediated Instruction and Intervention (PMII type Classwide Peer Tutoring (CWPT and Academics Ability of Natural Science-Biology in Vocational High School

    Directory of Open Access Journals (Sweden)

    Hamsiah Hamsiah

    2014-06-01

    Full Text Available Peer Mediated Instruction and Intervention (PMII tipe Classwide Peer Tutoring (CWPTdan Kemampuan Akademik pada Pembelajaran IPA Biologi SMK Abstract: Learning science in SMK 1 Bontang still dominated by conventional learning strategy is a method of learning with lecture. This has an impact on learning outcomes of cognitive science that tends biology is still low because the students have not been trained become independent learners, thus learning innovation PMII CWPT types can be used as a breakthrough to develop the cognitive learning. This study was conducted to determine the application CWPT strategies and academic skills in science teaching vocational Biology. Quasi-experimental research with pretest-posttest design Nonequivalent Control Group. Results of the study, namely: (1 there CWPT effect on the cognitive learning, (2 no influence academic ability to cognitive learning outcomes, and (3 there is no interaction effect between learning strategy and the academic ability toward the cognitive learning. Key Words: peer-mediated instruction and intervention, classwide peer tutoring, academic skills, cognitive learning outcomes Abstrak: Pembelajaran IPA di SMKN 1 Bontang masih didominasi dengan strategi belajar konvensio-nal yaitu metode belajar dengan ceramah. Hal ini berdampak terhadap hasil belajar kognitif IPA biolo-gi yang cendrung masih rendah karena siswa belum terlatih menjadi pebelajar yang mandiri, sehingga inovasi pembelajaran PMII tipe CWPT dapat digunakan sebagai terobosan untuk mengembangkan  hasil belajar kognitif. Penelitian ini dilakukan untuk mengetahui penerapan strategi CWPT dan kemam-puan akademik pada pembelajaran IPA Biologi SMK. Penelitian eksperimen semu dengan rancangan pretest-posttest Nonequivalent Control Group. Hasil penelitian, yaitu: (1 ada pengaruh CWPT ter-hadap hasil belajar kognitif,  (2 ada  pengaruh  kemampuan akademik terhadap hasil belajar kognitif, dan (3 tidak ada  pengaruh interaksi antara

  7. An investigation of case-based instructional strategies on learning, retention, and ethical decision-making.

    Science.gov (United States)

    Bagdasarov, Zhanna; Harkrider, Lauren N; Johnson, James F; MacDougall, Alexandra E; Devenport, Lynn D; Connelly, Shane; Mumford, Michael D; Peacock, Juandre

    2012-10-01

    Case-based instruction has been successfully employed by educators across various fields; however, little is known about how individuals work with cases during the learning process. We examined two well-established instructional strategies: elaboration and self-development of narratives. Participants were randomly assigned to (1) elaborate on a given case, (2) develop their own case, (3) elaborate on a self-developed case, or (4) a control condition. Findings indicated that those who elaborated on a given case and the control group outperformed the other treatment groups in terms of case-based knowledge acquisition, execution of sensemaking processes, utilization of ethical decision-making (EDM) strategies, and performance on two EDM measures. Implications for use of instructional strategies in ethics training programs are discussed.

  8. Explicit Instruction of Graphic Organizers as an Informational Text Reading Comprehension Strategy: Third-Grade Students' Strategies and Perceptions

    Science.gov (United States)

    Fealy, Erin Marie

    2010-01-01

    The purpose of this case study research was to explore the effects of explicit instruction of graphic organizers to support students' understandings of informational text. An additional purpose was to investigate students' perceptions of using graphic organizers as a comprehension strategy. Using case study methodology, this study occurred…

  9. Modelling and Inference Strategies for Biological Systems

    OpenAIRE

    Palmisano, Alida

    2010-01-01

    For many years, computers have played an important role in helping scientists to store, manipulate, and analyze data coming from many different disciplines. In recent years, however, new technological capabilities and new ways of thinking about the usefulness of computer science is extending the reach of computers from simple analysis of collected data to hypothesis generation. The aim of this work is to provide a contribution in the Computational Systems Biology field. The main purpose of...

  10. Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

    Science.gov (United States)

    Onweh, Vincent E.; Akpan, Udeme Timothy

    2014-01-01

    The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

  11. Examining the Anatomy of a Screencast: Uncovering Common Elements and Instructional Strategies

    Directory of Open Access Journals (Sweden)

    William Sugar

    2010-10-01

    Full Text Available The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor. The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content. By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist.

  12. Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

    Science.gov (United States)

    Peltier, Corey; Vannest, Kimberly J.

    2016-01-01

    The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

  13. THE ESSENCE OF QUESTIONING AND EXPLICIT READING INSTRUCTION STRATEGY

    Directory of Open Access Journals (Sweden)

    Sa’dulloh Muzammil

    2014-06-01

    Full Text Available Teacher’s questioning may function to assist students comprehend more reading materials and to enable them to be proficient readers. Yet, the students may be less benefited from which if the teacher neither provides sufficient explicit reading strategy nor involves higher-level questions. Consequently, the teacher should pay more careful attentions as follows: 1 teacher should involve both lower- and high-lever questions; 2 teacher should provide students with explicit reading strategy; 3 teacher should be aware of the activities in reading phases: pre-, during-, and post-reading.

  14. Digital Instructional Strategies and Their Role in Classroom Learning

    Science.gov (United States)

    Yarbro, Jessica; McKnight, Katherine; Elliott, Stephen; Kurz, Alexander; Wardlow, Liane

    2016-01-01

    Research that examines technology use in the context of daily classroom practices is needed to support the effective digital conversion of classrooms. In this study, 65 seventh- through 10th-grade Mathematics and English Language Arts teachers from six districts across six states logged information about digital strategies they incorporated into…

  15. Research on Language Learning Strategies: Methods, Findings, and Instructional Issues.

    Science.gov (United States)

    Oxford, Rebecca; Crookall, David

    1989-01-01

    Surveys research on formal and informal second-language learning strategies, covering the effectiveness of research methods involving making lists, interviews and thinking aloud, note-taking, diaries, surveys, and training. Suggestions for future and improved research are presented. (131 references) (CB)

  16. An Action Research on Deep Word Processing Strategy Instruction

    Science.gov (United States)

    Zhang, Limei

    2010-01-01

    For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on…

  17. Rethinking Comprehension and Strategy Use in Second Language Listening Instruction

    Science.gov (United States)

    Ling, Bernadette; Kettle, Margaret

    2011-01-01

    In second language classrooms, listening is gaining recognition as an active element in the processes of learning and using a second language. Currently, however, much of the teaching of listening prioritises comprehension without sufficient emphasis on the skills and strategies that enhance learners' understanding of spoken language. This paper…

  18. Constructive Classroom: A Cognitive Instructional Strategy in ELT

    Science.gov (United States)

    Suneetha, Y.

    2014-01-01

    The purpose of this paper is to study, the extent of constructivist classroom characteristics that exist in ELT (English Language Teaching) Methodology. It is an attempt to explore the constructivist learning activities and evaluation strategies, whether they are useful to the students and the instructors. This paper elevates the contrast of…

  19. Spicing Up Basic Science Instruction with Storyline Strategy; What Is ...

    African Journals Online (AJOL)

    This study determined the effect of storyline strategy on primary school pupils‟ achievement in Basic Science with moderating effect of English Language proficiency of pupils. This study is the pre-test, post-test control group. It is a 2 x 2 quasi experimental study in which intact classes were used. This implies that the design ...

  20. Determining the Effect of Interactive Invention Instructional Strategy ...

    African Journals Online (AJOL)

    Physics is the foundation of science and technology. Students‟ achievement in this subject at all levels of Education has been consistently poor. In an attempt to seek solutions to this problem, this study determined the effect of interactive invention strategy on NCE pre-service teachers‟ achievement in physics. The study ...

  1. Determining the Effect of Interactive Invention Instructional Strategy ...

    African Journals Online (AJOL)

    First Lady

    Abstract. Physics is the foundation of science and technology. Students‟ achievement in this subject at all levels of Education has been consistently poor. In an attempt to seek solutions to this problem, this study determined the effect of interactive invention strategy on NCE pre-service teachers‟ achievement in physics.

  2. The Efficacy of Concept Mapping Instructional Strategy in ...

    African Journals Online (AJOL)

    The study recommended the use of concept mapping strategy by chemistry teachers to teach stoichiometry to improve problem solving among male and female students. Introduction. The role of science in the development of a nation cannot be over emphasized. Throughout history, the development of new technology has ...

  3. Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2017-08-01

    To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill's First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level ( t(40) = -1.432, p = 0.08, ES = 0.4) and at the Problem Solving level ( U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level ( t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

  4. Video prompting versus other instruction strategies for persons with Alzheimer's disease.

    Science.gov (United States)

    Perilli, Viviana; Lancioni, Giulio E; Hoogeveen, Frans; Caffó, Alessandro; Singh, Nirbhay; O'Reilly, Mark; Sigafoos, Jeff; Cassano, Germana; Oliva, Doretta

    2013-06-01

    Two studies assessed the effectiveness of video prompting as a strategy to support persons with mild and moderate Alzheimer's disease in performing daily activities. In study I, video prompting was compared to an existing strategy relying on verbal instructions. In study II, video prompting was compared to another existing strategy relying on static pictorial cues. Video prompting and the other strategies were counterbalanced across tasks and participants and compared within alternating treatments designs. Video prompting was effective in all participants. Similarly effective were the other 2 strategies, and only occasional differences between the strategies were reported. Two social validation assessments showed that university psychology students and graduates rated the patients' performance with video prompting more favorably than their performance with the other strategies. Video prompting may be considered a valuable alternative to the other strategies to support daily activities in persons with Alzheimer's disease.

  5. Reassessing biological threats: Implications for cooperative mitigation strategies

    Directory of Open Access Journals (Sweden)

    Catharine Grace Young

    2015-11-01

    Full Text Available Multiple factors ranging from globalization to ecosystem disruption are presenting the global community with evolving biological threats to local, national, and global security that reach beyond the realm of traditional bioweapons threats. As a result, mitigation strategies have adapted necessarily to the increased diversity of biological threats. In general, response and preparedness strategies have largely shifted from being primarily reactive to traditional biological weapons to more proactive in nature. In this review, we briefly explore biological threats through a wider aperture, to embrace a deeper appreciation of viral pathogens, antimicrobial resistance, and agricultural pathogens, and their potential to cause civil, economic, and political devastation. In addition we discuss current mitigation strategies codified by the Global Health Security Agenda and the One Health paradigm, as well as some of the available tools to assist with their sustainable implementation.

  6. The Effects of Learning Strategy Instruction on Achievement, Attitude, and Achievement Motivation in a Physics Course

    Science.gov (United States)

    Selcuk, Gamze Sezgin; Sahin, Mehmet; Acikgoz, Kamile Un

    2011-01-01

    This article reports on the influence of learning strategy instruction on student teachers' physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics…

  7. Innovative Instructional Strategies and Improved Math Learning among Grades 2 to 6 Students

    Science.gov (United States)

    Xiong, Ia Vang

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of information processing and cognitive learning instructional strategies that were succinctly prescribed, scripted, and followed through in the Beyond the Basic Facts math program, which was uniformly implemented in a large, urban school district in the Central Valley of California in…

  8. Implementing an Instructional Framework and Content Literacy Strategies into Middle and High School Science Classes

    Science.gov (United States)

    Nixon, Sarah B.; Saunders, Georgianna L.; Fishback, John E.

    2012-01-01

    The purpose of this research study was to examine the usage and perceived benefits of the ERR (Evocation, Realization of Meaning, and Reflection; Meredith & Steele, 2011) instructional framework and content literacy strategies with middle and high school science teachers. Former students who had participated in an undergraduate or graduate content…

  9. Teacher Talk: Transcript Analysis as a Method of Improving Effectiveness during Comprehension Strategies Instruction

    Science.gov (United States)

    Robertson, Dana Andrew

    2012-01-01

    This mixed-methods study compared the outcomes of 5 general education teachers in a suburban, upper-middle-class elementary school engaged in transcript analysis during small-group reading strategies instruction to those obtained when engaged in audio analysis. Over a 5-month period, the teachers recorded one lesson per week and debriefed with the…

  10. Strategy-Based Instruction: A Learner-Focused Approach to Developing Learner Autonomy

    Science.gov (United States)

    Nguyen, Le Thi Cam; Gu, Yongqi

    2013-01-01

    This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control…

  11. Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

    Science.gov (United States)

    Walet, Jennifer

    2011-01-01

    This paper examines the issue of struggling readers and writers, and offers suggestions to help teachers increase struggling students' motivation and metacognition. Suggestions include multisensory methods that make use of the visual, auditory and kinesthetic learning pathways, as well as explicit strategy instruction to improve students' ability…

  12. Effects of Learner-Instructor Relationship-Building Strategies in Online Video Instruction

    Science.gov (United States)

    Kim, Yanghee; Thayne, Jeffrey

    2015-01-01

    Although research has demonstrated that an increased rapport between instructors and learners can positively relate with increased learning gains, perhaps mediated by the positive attitudes toward the course and self-efficacy beliefs in the coursework, little has been done to test what instructional strategies might increase this rapport in online…

  13. Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

    Science.gov (United States)

    Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

    2015-01-01

    As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

  14. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    Science.gov (United States)

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  15. Teaching Play Skills through the Use of Assistive Technology and Instructional Strategies: A National Survey

    Science.gov (United States)

    Johnston, Susan S.; Thompson, Robyn M.

    2015-01-01

    Play is often considered the main occupation of early childhood. Despite the importance of play, young children with disabilities may not achieve the same experiences as their typically developing counterparts. Literature supports the use of specific instructional strategies to promote the acquisition of play skills. In addition to utilizing…

  16. Cognitive Strategy Instruction for Mathematical Word Problem-Solving of Students with Mathematics Disabilities in China

    Science.gov (United States)

    Zhu, Nan

    2015-01-01

    This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with…

  17. Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies

    Science.gov (United States)

    McRae-Jones, Wanda Joycelyn

    2017-01-01

    21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

  18. The Effects of Cognitive Strategy Instruction on the Mathematical Problem Solving of Adolescents with Spina Bifida

    Science.gov (United States)

    Coughlin, Judy; Montague, Marjorie

    2011-01-01

    This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2…

  19. The Effect of Team-Based Learning as an Instructional Strategy on Baccalaureate Nursing Students

    Science.gov (United States)

    Kniewel, Marla Dawn

    2012-01-01

    National bodies of nursing have identified that nurse educators in undergraduate nursing education need to incorporate student-centered and evidenced-based instructional strategies to promote application of nursing concepts. Team-based learning (TBL) has been identified as an effective method of fostering a deeper understanding of content and…

  20. A Partial List of Educational, Instructional, and Documentary Films Treating Women's Roles, problems, and Communication Strategies.

    Science.gov (United States)

    Edwards, Richard; Gronbeck, Bruce E.

    This document lists 189 educational, instructional, and documentary films treating women's roles, problems, and communication strategies. The films are classified by substance and topics: beauty ethic: presentations and examinations; birth control, unwanted pregnancy, and abortion; coping with a male oriented society; dating and marriage;…

  1. Learning Efficiency of Two ICT-Based Instructional Strategies in Greek Sheep Farmers

    Science.gov (United States)

    Bellos, Georgios; Mikropoulos, Tassos A.; Deligeorgis, Stylianos; Kominakis, Antonis

    2016-01-01

    Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n = 187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15…

  2. Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

    Science.gov (United States)

    Gok, Tolga; Gok, Ozge

    2016-01-01

    The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

  3. A Comparison of the Personalized System of Instruction and a Conventional Biology Course on the Achievement of Junior College Freshmen.

    Science.gov (United States)

    Gifford, Vernon D.; Vicks, Joann

    1982-01-01

    Compared conventional biology instruction to personalized system of instruction (PSI) and investigated relationship between achievement and selected variables (age, sex, family income/size, grade point average, motivational factors, treatment group, and California Achievement Test scores) of college students (N=80). Results, among others, indicate…

  4. Examining the Effects of Strategy-Based Instruction of Reading Passages to Iranian Undergraduate EFL Learners

    OpenAIRE

    Mohammad Saber Khaghaninejad; Hossein Saadabadimotlagh; Shahnaz Kowsari

    2015-01-01

    The present study aimed at exploring the possible effects of strategy-based instruction of reading passages to undergraduate Iranian EFL learners. The study particularly explored the effects of using SQR3 and TPS reading strategies on learners? reading performance. To this end, 60 EFL learners were selected and participated in this study. After homogenizing the learners, they were randomly divided to three groups; two experimental and a control group. Learners in the first experimental group ...

  5. Sampling and Analysis Instruction for the Demolition of the Masonry Block for the 108-F Biological Laboratory

    International Nuclear Information System (INIS)

    Byrnes, M. E.

    1999-01-01

    This sampling and analysis instruction (SAI) has been prepared to clearly define the sampling and analysis activities to be performed in support of the demolition and disposition (or disposal) of the 108-F Biological Laboratory masonry block walls

  6. Improving Middle School Professional Development by Examining Middle School Teachers' Application of Literacy Strategies and Instructional Design

    Science.gov (United States)

    Nichols, William Dee; Young, Carl A.; Rickelman, Robert J.

    2007-01-01

    The goal of this article is to explore the effects of professional development on middle school teachers' understanding and application of literacy strategies supporting and enhancing instruction across the curriculum. This study investigated the extent to which reading and writing strategies, along with sound instructional design, were…

  7. Effects of Instructional Strategies Using Cross Sections on the Recognition of Anatomical Structures in Correlated CT and MR Images

    Science.gov (United States)

    Khalil, Mohammed K.; Paas, Fred; Johnson, Tristan E.; Su, Yung K.; Payer, Andrew F.

    2008-01-01

    This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer-based instructional strategies that use anatomical cross-sections to enhance the interpretation of radiological images. These strategies include:…

  8. The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

    Science.gov (United States)

    Lorenzen, Janelle K.

    2017-01-01

    This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

  9. Influence of Pre-question and genre-based instructional strategies on reading

    Directory of Open Access Journals (Sweden)

    Titi J. Fola-Adebayo

    2014-12-01

    Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

  10. Influence of Pre-question and genre-based instructional strategies on reading

    Directory of Open Access Journals (Sweden)

    Titi J. Fola-Adebayo

    2014-04-01

    Full Text Available This study investigated the influence of Pre-question and genre-based instructional strategies on science undergraduates’ achievement in, and attitude to, reading. Using purposive sampling,two specialised universities in Nigeria were selected and stratified sampling was employed in assigning students to research groups based on gender and performance in a verbal ability test. Two hundred and eighty-five students participated in the study. Pre-post randomised block experimental design was used with three experimental groups and one control group. The experimental procedure involving Pre-question, genre-based instruction and a combination of Pre-question and genre-based instructional strategies were used for the experimental groups for four weeks whilst the control group received normal teacher input. Data were collected through a Reading Comprehension Achievement Test and Students’ Attitude Questionnaire. Qualitative data, obtained from videotapes of classroom interactions, were subjected to conversation and interaction analyses and quantitative data were analysed with Analysis of Covariance (ANCOVA. The results indicate that although there was no significant main effect of instructional strategy on students’ achievement in reading comprehension, there was significant main effect of instructional strategy on students’ attitude to reading (F(3,231 = 30.9;p <.05. Findings from the qualitative enquiry revealed that female students were more voluble and assertive in their responses probably because of the need to resist male domination whilst male students used discourse strategies to affirm their authority. The study indicated that the combination of pre-question and genre-based approach was the most effective in enhancing the students’ attitude to reading. Reading is one of the most useful of the Language Arts skills which learners need for academic reasons and for lifelong learning. The globalised world demands that the second language

  11. Science teachers' understanding and use of instructional strategies within the 4 x 4 block schedule

    Science.gov (United States)

    Grosshans, Kurt

    The primary purpose of this researcher was to investigate how science teachers engage students under the 4 x 4 block schedule and how the teachers' understanding of how they use instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied strategies such as inquiry-based and cooperative learning teaching which have philosophical roots in a social constructivist philosophy. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block schedule? How do science teachers understand their use of instructional strategies? The methodology was qualitative in nature and involved a multiple case study of three high school science teachers at a large rural county high school. Data sources included pre-observation interviews, classroom observations, post-observation interviews, and the collection of documents and artifacts such as lesson plans, student hand-outs, worksheets, laboratory exercises, homework and other document(s) the teacher used to prepare for or implement a lesson. The evidence observed in this study, suggests that the strategies used by these three science teachers remain mostly didactic in nature. Although the teachers reported in the interview phase of this research that they use a wide variety of strategies, what was observed within the 4 x 4 block structure was the use of different didactic strategies, not different holistic strategies. Although the teachers were aware of more holistic strategies such as inquiry-based and cooperative learning, they were not adopted nor adapted within the lesson. The three teachers used strategies that were consistent with their scientific realist views concerning the nature of science. These scientific realist philosophies are antithetical to a social constructivist approach to

  12. THE DEVELOPMENT OF BIOLOGY MATERIAL RESOURCES BY METACOGNITIVE STRATEGY

    Directory of Open Access Journals (Sweden)

    Endang Susantini

    2016-02-01

    Full Text Available The Development of Biology Material Resources by Metacognitive Strategy The study was aimed at finding out the suitability of Biology Materials using the metacognitive strategy. The materials were textbooks, self-understanding Evaluation Sheet and the key, lesson plan, and tests including the answer key. The criteria of appropriateness included the relevance of the resources with the content validity, face va­lidity and the language. This research and development study was carried out employing a 3D model, namely define, design and develop. At the define stage, three topics were selected for analysis, they were virus, Endocrine System, and Genetic material. During the design phase, the physical appearance of the materials was suited with the Metacognitive Strategy. At the develop phase, the material resources were examined and validated by two Biology experts and senior teachers of Biology. The results showed that the Biology material Resources using Metacognitive Strategy developed in the study has fell into the category of very good ( score > 3.31 and was therefore considered suitable.

  13. Planning oral narrative tasks: optimizing strategic planning condition through strategy instruction

    Directory of Open Access Journals (Sweden)

    André Luís Specht

    2017-06-01

    Full Text Available This article presents the results of a master thesis, which aimed at investigating the impact of strategic planning instruction on the speech performance of 6 L2 Brazilian learners. The participants, Letras-Inglês students, performed three now-and-there picture-cued narrative tasks under three different conditions: (1 no planning, (2 planning before instruction, and (3 planning after instruction. In addition, the participants filled in post-task questionnaires after the performance of each task, aiming at understanding their opinion on the conditions and tasks. Quantitative and qualitative analyses were conducted in order to examine participants’ oral production and perception, respectively. In general, there was no statistical evidence supporting the impact of instruction on participants’ oral planned performance; however, some statistical results approached significance, which may suggest some positive effects. Qualitative analyses provided positive evidence of the impact of strategic planning instruction on participant perception and their use of strategies during planning time. Moreover, the results of this study can contribute to the fields of Second Language Acquisition and Language Pegadogy.

  14. Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

    Science.gov (United States)

    Fernando, Primani; Cooper, Rebecca

    2017-01-01

    This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

  15. Constructivist Instructional Strategy and Pupils' Achievement and Attitude Towards Primary Science

    OpenAIRE

    E.N. Etuk; G.K. Etuk; E. Etudor-Eyo; J. Samuel

    2011-01-01

    The study investigated a constructivist instructional strategy and pupils’ achievement in and attitude towards primary science. The population was 650 Basic-5 pupils in 21 public primary schools in Western Senatorial District of Rivers State, Nigeria. The sample of 180 pupils was drawn from four intact classes from four schools in the area. Primary Science Achievement Test (PAST) and Primary Science Attitude Scale (PSAS) were the instruments used for the study. Test-retest reliability coeffic...

  16. A hybrid biology course: Implications of merging Internet-enhanced and campus-based instructional modes

    Science.gov (United States)

    Clark, Sharron Ann

    This is possibly the first study of a hybrid online biology course where WebCT internet-enhanced modes of instruction replaced conventional face-to-face (F2F) lecture materials, merging with collaborative inquiry-based on-campus laboratory instructional modes. Although not a true experiment, the design of this study included three independent cohorts, a pretest and three posttests, as described by Gay and Airasian (2000). This study reported differences in age, gender, number of prior online courses and pretest scores. Over time, persistence, achievement and computer self-efficacy differed in one hybrid online section (N = 31) and two F2F cohorts (N = 29 and 30). One F2F cohort used written test materials and the other used intranet-delivered materials to examine possible differences in groups using electronic assessment modes. In this study, community college students self-selecting into online hybrid and traditional versions of the same biology course did not have the same number of prior online courses, achievement or persistence rates as those self-selecting into F2F sections of the same course with the same laboratories and instructor. This study includes twenty pretest items selected from Instructor's Manual and Test Item File to Accompany: Inquiry into Life, 9th Edition (Schrock, 2000). This study produced 63 tables, 13 figures and 173 references.

  17. Improving Secondary School Students' Achievement and Retention in Biology Through Video-based Multimedia Instruction

    Directory of Open Access Journals (Sweden)

    Amosa Isiaka Gambari, PhD

    2014-08-01

    Full Text Available The study examined the effects of video-based multimedia instruction on secondary school students' achievement and retention in biology. In Nigeria, 120 students (60 boys and 60 girls were randomly selected from four secondary schools assigned either into one of three experimental groups: Animation + Narration; Animation + On-screen Text; Animation + Narration + On-screen Text or a control group. The pretest, posttest experimental, and control group design was adopted. A 50-item multiple-choice objective test termed Biology Achievement Test (BAT was used for collecting data. The validated BAT was tested for reliability using Kuder Richardson (KR20, which yielded 0.89. T-test, analysis of covariance (ANCOVA, and Scheffe’s post-hoc analysis were used in determining the significant differences among the four groups. The results showed that there was no statistically significant difference among the experimental groups. Generally, students under multimedia instruction performed better than their colleagues in the conventional teaching method. However, students in conventional teaching method had better retention than other groups.

  18. Instructional strategies for online introductory college physics based on learning styles

    Science.gov (United States)

    Ekwue, Eleazer U.

    The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

  19. Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study

    Science.gov (United States)

    Werner, Sonja; Förtsch, Christian; Boone, William; von Kotzebue, Lena; Neuhaus, Birgit J.

    2017-07-01

    To obtain a general understanding of science, model use as part of National Education Standards is important for instruction. Model use can be characterized by three aspects: (1) the characteristics of the model, (2) the integration of the model into instruction, and (3) the use of models to foster scientific reasoning. However, there were no empirical results describing the implementation of National Education Standards in science instruction concerning the use of models. Therefore, the present study investigated the implementation of different aspects of model use in German biology instruction. Two biology lessons on the topic neurobiology in grade nine of 32 biology teachers were videotaped (N = 64 videos). These lessons were analysed using an event-based coding manual according to three aspects of model described above. Rasch analysis of the coded categories was conducted and showed reliable measurement. In the first analysis, we identified 68 lessons where a total of 112 different models were used. The in-depth analysis showed that special aspects of an elaborate model use according to several categories of scientific reasoning were rarely implemented in biology instruction. A critical reflection of the used model (N = 25 models; 22.3%) and models to demonstrate scientific reasoning (N = 26 models; 23.2%) were seldom observed. Our findings suggest that pre-service biology teacher education and professional development initiatives in Germany have to focus on both aspects.

  20. Metacognitive Strategy Instruction as a Means to Improve Listening Self-Efficacy among Iranian Undergraduate Learners of English

    Science.gov (United States)

    Rahimirad, Maryam; Zare-ee, Abbas

    2015-01-01

    Metacognitive strategy instruction (MetSI) has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening self-efficacy among English-as-a-foreign-language (EFL) learners. A group of sixty female undergraduate…

  1. Comparative Effectiveness of Animated Drawings and Selected Instructional Strategies on Students' Performance in Creative Arts in Nigeria

    Science.gov (United States)

    Olugbenga, Aiyedun Emmanuel

    2016-01-01

    Creative Arts is a core and compulsory subject in Nigerian upper basic classes, but the students' performance over the years indicated high failure. Instructional strategies play a pivotal role in improving students' performance. Computer-based instructions such as animated drawings could be a possible solution. This research adopted the design…

  2. Reading Strategies and Literature Instruction: Teaching Learners to Generate Questions to Foster Literary Reading in the Second Language

    Science.gov (United States)

    Urlaub, Per

    2012-01-01

    Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

  3. Considerations for designing chemical screening strategies in plant biology

    Directory of Open Access Journals (Sweden)

    Mario eSerrano

    2015-04-01

    Full Text Available Traditionally, biologists regularly used classical genetic approaches to characterize and dissect plant processes. However, this strategy is often impaired by redundancy, lethality or pleiotropy of gene functions, which prevent the isolation of viable mutants. The chemical genetic approach has been recognized as an alternative experimental strategy, which has the potential to circumvent these problems. It relies on the capacity of small molecules to modify biological processes by specific binding to protein target(s, thereby conditionally modifying protein function(s, which phenotypically resemble mutation(s of the encoding gene(s. A successful chemical screening campaign comprises three equally important elements: (1 a reliable, robust, and quantitative bioassay, which allows to distinguish between potent and less potent compounds, (2 a rigorous validation process for candidate compounds to establish their selectivity, and (3 an experimental strategy for elucidating a compound’s mode of action and molecular target. In this review we will discuss details of this general strategy and additional aspects that deserve consideration in order to take full advantage of the power provided by the chemical approach to plant biology. In addition, we will highlight some success stories of recent chemical screenings in plant systems, which may serve as teaching examples for the implementation of future chemical biology projects.

  4. Considerations for designing chemical screening strategies in plant biology.

    Science.gov (United States)

    Serrano, Mario; Kombrink, Erich; Meesters, Christian

    2015-01-01

    Traditionally, biologists regularly used classical genetic approaches to characterize and dissect plant processes. However, this strategy is often impaired by redundancy, lethality or pleiotropy of gene functions, which prevent the isolation of viable mutants. The chemical genetic approach has been recognized as an alternative experimental strategy, which has the potential to circumvent these problems. It relies on the capacity of small molecules to modify biological processes by specific binding to protein target(s), thereby conditionally modifying protein function(s), which phenotypically resemble mutation(s) of the encoding gene(s). A successful chemical screening campaign comprises three equally important elements: (1) a reliable, robust, and quantitative bioassay, which allows to distinguish between potent and less potent compounds, (2) a rigorous validation process for candidate compounds to establish their selectivity, and (3) an experimental strategy for elucidating a compound's mode of action and molecular target. In this review we will discuss details of this general strategy and additional aspects that deserve consideration in order to take full advantage of the power provided by the chemical approach to plant biology. In addition, we will highlight some success stories of recent chemical screenings in plant systems, which may serve as teaching examples for the implementation of future chemical biology projects.

  5. Impulsive Biological Pest Control Strategies of the Sugarcane Borer

    Directory of Open Access Journals (Sweden)

    Marat Rafikov

    2012-01-01

    Full Text Available We propose an impulsive biological pest control of the sugarcane borer (Diatraea saccharalis by its egg parasitoid Trichogramma galloi based on a mathematical model in which the sugarcane borer is represented by the egg and larval stages, and the parasitoid is considered in terms of the parasitized eggs. By using the Floquet theory and the small amplitude perturbation method, we show that there exists a globally asymptotically stable pest-eradication periodic solution when some conditions hold. The numerical simulations show that the impulsive release of parasitoids provides reliable strategies of the biological pest control of the sugarcane borer.

  6. Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

    Science.gov (United States)

    Cook, Nicole D.

    This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

  7. Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

    Science.gov (United States)

    Nurhuda; Lukito, A.; Masriyah

    2018-01-01

    This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

  8. Empowering Teachers with Low-Intensity Strategies to Support Academic Engagement: Implementation and Effects of Instructional Choice for Elementary Students in Inclusive Settings

    Science.gov (United States)

    Lane, Kathleen Lynne; Royer, David J.; Messenger, Mallory L.; Common, Eric Alan; Ennis, Robin Parks; Swogger, Emily D.

    2015-01-01

    Instructional choice is a low-intensity strategy that requires little preparation, is easy to implement, and supports content instruction in the classroom. In this study we explored the effectiveness of two types of instructional choice--across-task and within-task choices--implemented classwide during writing instruction by classroom teachers…

  9. Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

    Science.gov (United States)

    Pottinger, James E.

    With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space science courses are different than typical online courses in that they need to incorporate an inquiry-based component to ensure students fully understand the course concepts and science principles in the Earth and Space sciences. Studies have addressed the barriers in other inquiry-based online science courses, including biology, physics, and chemistry. This holistic, multiple-case qualitative study investigated perceived barriers and strategies to effective online Earth and Space science instruction through in-depth interviews with six experienced post-secondary online science instructors. Data from this study was analyzed using a thematic analysis approach and revealed four common themes when teaching online Earth and Space science. A positive perception and philosophy of online teaching is essential, the instructor-student interaction is dynamic, course structure and design modification will occur, and online lab activities must make science operational and relevant. The findings in this study demonstrated that online Earth and Space science instructors need institutional support in the form of a strong faculty development program and support staff in order to be as effective as possible. From this study, instructors realize that the instructor-student relationship and course structure is paramount, especially when teaching online science with labs. A final understanding from this study was that online Earth and Space science lab activities must incorporate the use and application of scientific skills and knowledge. Recommendations for future research include (a) qualitative research conducted in specific areas within the

  10. Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics

    Directory of Open Access Journals (Sweden)

    Charles Henderson

    2007-09-01

    Full Text Available Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincing individual instructors to give up their traditional practices in favor of particular research-based practices. Yet evidence suggests that the findings of educational research are, at best, only marginally incorporated into typical introductory physics courses. In this paper we present partial results of an interview study designed to generate new ideas about why proven strategies are slow to integrate in mainstream instruction. Specifically we describe the results of open-ended interviews with five physics instructors who represent likely users of educational research. We found that these instructors have conceptions about teaching and learning that are more compatible with educational research than with their self-described instructional practices. Instructors often blamed this discrepancy on situational factors that favor traditional instruction. A theoretical model is introduced to explain these findings.

  11. The Impact of Learning Strategy and Cognitive Style on Learning Achievement of Nursing Process Application on Nursing Clinic Instruction

    Directory of Open Access Journals (Sweden)

    Atti Yudiernawati

    2015-03-01

    Key Words: learning  strategy,  problem based learning , direct instruction, cognitive style, learning achievement Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran (problem based learning vs direct instruction dan gaya kognitif terhadap prestasi belajar aplikasi proses keperawatan pada pembelajaran klinik. Dengan rancangan penelitian eksperimen semu pada subyek mahasiswa Jurusan  Keperawatan Malang, melalui teknik pengumpulan data berupa tes  untuk gaya kognitif dan performance assessment untuk prestasi belajar,  hasil penelitian ini menunjukkan bahwa: (1 terdapat perbedaan prestasi  belajar antara kelompok mahasiswa yang diajarkan dengan strategi PBL  dan pembelajaran langsung.  (2 terdapat perbedaan prestasi belajar pada mahasiswa dengan gaya kognitif yang berbeda, dan (3  tidak terdapat interaksi  penggunaan strategi pembelajaran dan gaya belajar mahasiswa terhadap prestasi  belajar pebelajaran. Kata kunci: strategi pembelajaran,  problem based learning (PBL,  direct instruction, gaya kognitif, prestasi belajar

  12. Integration of Instructional Strategies in High School Physics: An Exploration on Perspectives of Students and Teachers from India and USA

    Science.gov (United States)

    Narayanan, Mini; Gafoor, Kunnathodi Abdul

    An attempt is made to establish a theory on integrating instructional strategies and developing a positive attitude toward Physics among high school students. A structured interview was conducted in the form of questionnaire among the students and teachers of Physics among 89 randomly selected high schools in India and USA to verify the proposed theory. Perception, preference, and pros and cons with traditional as well as research-based instructional strategies have been analyzed. Statistical analyses reveal that there is a significant difference on preferred instructional strategies between students and teachers regardless of the nationality or exposed strategies. Students prefer student-centered instructional strategies integrated with strong teacher participation whereas the teachers prefer teacher-centered or student-centered strategies in their purest forms. We make an argument that a properly designed instructional strategy based on students' epistemological beliefs in learning Physics could benefit them in modifying their attitudes toward the subject. In conclusion, the study supports the most significant goals in Physics Education Research: Achievement, Conceptual Understanding and Positive Attitude toward learning Physics.

  13. Effect of verbal instructions and image size on visual search strategies in basketball free throw shooting.

    Science.gov (United States)

    Al-Abood, Saleh A; Bennett, Simon J; Hernandez, Francisco Moreno; Ashford, Derek; Davids, Keith

    2002-03-01

    We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices (n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability (n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.

  14. Evaluation of cognitive loads imposed by traditional paper-based and innovative computer-based instructional strategies.

    Science.gov (United States)

    Khalil, Mohammed K; Mansour, Mahmoud M; Wilhite, Dewey R

    2010-01-01

    Strategies of presenting instructional information affect the type of cognitive load imposed on the learner's working memory. Effective instruction reduces extraneous (ineffective) cognitive load and promotes germane (effective) cognitive load. Eighty first-year students from two veterinary schools completed a two-section questionnaire that evaluated their perspectives on the educational value of a computer-based instructional program. They compared the difference between cognitive loads imposed by paper-based and computer-based instructional strategies used to teach the anatomy of the canine skeleton. Section I included 17 closed-ended items, rated on a five-point Likert scale, that assessed the use of graphics, content, and the learning process. Section II included a nine-point mental effort rating scale to measure the level of difficulty of instruction; students were asked to indicate the amount of mental effort invested in the learning task using both paper-based and computer-based presentation formats. The closed-ended data were expressed as means and standard deviations. A paired t test with an alpha level of 0.05 was used to determine the overall mean difference between the two presentation formats. Students positively evaluated their experience with the computer-based instructional program with a mean score of 4.69 (SD=0.53) for use of graphics, 4.70 (SD=0.56) for instructional content, and 4.45 (SD=0.67) for the learning process. The mean difference of mental effort (1.50) between the two presentation formats was significant, t=8.26, p≤.0001, df=76, for two-tailed distribution. Consistent with cognitive load theory, innovative computer-based instructional strategies decrease extraneous cognitive load compared with traditional paper-based instructional strategies.

  15. Instructional Methods and Students' End of Term Achievement in Biology in Selected Secondary Schools in Sokoto Metropolis, Sokoto State Nigeria

    Science.gov (United States)

    Shamsuddeen, Abdulrahman; Amina, Hassan

    2016-01-01

    This study investigated the Correlation between instructional methods and students end of term achievement in Biology in selected secondary schools in Sokoto Metropolis, Sokoto State Nigeria. The study addressed three Specific objectives. To examine the relationship between; Cooperative learning methods, guided discovery, Simulation Method and…

  16. Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use

    Science.gov (United States)

    Holschuh, Jodi Lynn

    This study had two main purposes: to address measurement concerns about assessing students' epistemological beliefs and to explore the relationship between epistemological beliefs and deep and surface strategy use in an introductory biology classroom. The following research questions guided the study: (a) Are epistemological beliefs multidimensional? (b) Are the measures of epistemological beliefs correlated? (c) Are the measures of strategy use correlated? (d) Are epistemological beliefs correlated with deep and surface strategy use? (e) How much of the unique variance in Scholastic Aptitude Test (SAT) scores, grade point average (GPA), and course grade is accounted for by epistemological beliefs and strategy use? (f) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of mature epistemological beliefs? and (g) To what extent does the content analysis of the open-ended questionnaire data support or refute the role of deep strategies? Participants (N = 518) were recruited from two sections of an introductory biology course. All participants completed five assessments including the Epistemological Questionnaire, the Epistemological Scenario, the Self-Regulated Learning Inventory, two strategy checklists, and an open-ended questionnaire. The factor analysis, which was used to answer the first question, indicated no clear loading of the hypothesized dimensions underlying epistemological beliefs as measured by the Epistemological Questionnaire. However, the factor analysis of the Epistemological Scenario indicated four factors underlying epistemological beliefs (i.e., certain knowledge, innate ability, quick learning, and simple knowledge). In addition, the correlation analyses, which were used to answer the second, third, and fourth questions, indicated a significant relationship between epistemological beliefs and strategy use. The multiple regression commonality analysis, which was used to answer the fifth

  17. Teacher’s Voice on Metacognitive Strategy Based Instruction Using Audio Visual Aids for Listening

    Directory of Open Access Journals (Sweden)

    Salasiah Salasiah

    2018-02-01

    Full Text Available The paper primarily stresses on exploring the teacher’s voice toward the application of metacognitive strategy with audio-visual aid in improving listening comprehension. The metacognitive strategy model applied in the study was inspired from Vandergrift and Tafaghodtari (2010 instructional model. Thus it is modified in the procedure and applied with audio-visual aids for improving listening comprehension. The study’s setting was at SMA Negeri 2 Parepare, South Sulawesi Province, Indonesia. The population of the research was the teacher of English at tenth grade at SMAN 2. The sample was taken by using random sampling technique. The data was collected by using in depth interview during the research, recorded, and analyzed using qualitative analysis. This study explored the teacher’s response toward the modified model of metacognitive strategy with audio visual aids in class of listening which covers positive and negative response toward the strategy applied during the teaching of listening. The result of data showed that this strategy helped the teacher a lot in teaching listening comprehension as the procedure has systematic steps toward students’ listening comprehension. Also, it eases the teacher to teach listening by empowering audio visual aids such as video taken from youtube.

  18. Pairing as an instructional strategy to promote soft skills amongst clinical dental students.

    Science.gov (United States)

    Abu Kasim, N H; Abu Kassim, N L; Razak, A A A; Abdullah, H; Bindal, P; Che' Abdul Aziz, Z A; Sulaiman, E; Farook, M S; Gonzalez, M A G; Thong, Y L; Ahmad, N A; Naimie, Z; Abdullah, M; Lui, J L; Abdul Aziz, A

    2014-02-01

    Training dentists today is challenging as they are expected to provide a wide range of dental care. In the provision of good dental care, soft skills are equally important as clinical skills. Therefore in dental education the development of soft skills are of prime concern. This study sought to identify the development of soft skills when dental students are paired in their clinical training. In this perception study, four open-ended items were used to elicit students' feedback on the appropriateness of using clinical pairing as an instructional strategy to promote soft skills. The most frequently cited soft skills were teamwork (70%) and communication (25%) skills. However, both negative and positive behaviours were reported. As for critical thinking and problem solving skills, more positive behaviours were reported for abilities such as to explain, analyze, find ideas and alternative solutions, and make decisions. Leadership among peers was not evident as leading without legitimate authority could be a hindrance to its development. If clinical pairing is to be used as an effective instructional strategy to promote soft skills amongst students, clear guidelines need to be developed to prepare students to work in a dental team and the use of appropriate assessment tools can facilitate the development of these soft skills. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  19. Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoring.

    Science.gov (United States)

    Van Keer, Hilde

    2004-03-01

    Research reveals that explicit reading strategies instruction and engaging students in interaction about texts promote students' reading comprehension ability. The present intervention study combines both aspects. The study examines the educational benefits of explicit reading strategies instruction, followed by practice in (a) teacher-led whole-class activities (STRAT), (b) reciprocal same-age (STRAT + SA), or (c) cross-age peer tutoring activities (STRAT + CA) on fifth graders' reading comprehension achievement. Twenty-two fifth-grade teachers and their 454 students from 19 different schools throughout Flanders (Belgium) participated. A quasi-experimental pretest post-test retention test design was used with three experimental (STRAT, STRAT + SA, and STRAT + CA) and a matched control group. The experimental interventions were implemented during an entire school year. Multilevel analysis revealed that the STRAT and STRAT + CA condition made a significantly larger pretest to retention test progress than the control group. The significant major progress was especially situated from pretest to post-test, during which the intervention took place. Concerning the STRAT + SA condition no significant differences with regard to the control group were detected. Pairwise comparisons of the experimental conditions indicated that the STRAT + CA condition's progress from pretest to retention test also exceeded the STRAT + SA condition's advancement significantly. The study corroborated the efficacy of the STRAT and STRAT + CA conditions' interventions as feasible tools to enhance fifth graders' reading comprehension achievement.

  20. Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

    Science.gov (United States)

    Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

    2017-01-01

    This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

  1. Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

    Science.gov (United States)

    House, J Daniel

    2007-04-01

    Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

  2. Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

    Science.gov (United States)

    Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

    2018-01-01

    Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

  3. The Impact of Modified Multi-Component Cognitive Strategy Instruction in the Acquisition of Metacognitive Strategy Knowledge in the Text Comprehension Process of Students with Mental Retardation

    Science.gov (United States)

    Doganay Bilgi, Arzu; Ozmen, E. Ruya

    2014-01-01

    The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for students with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was…

  4. Tissue Engineering a Biological Repair Strategy for Lumbar Disc Herniation

    Science.gov (United States)

    O'Connell, Grace D.; Leach, J. Kent; Klineberg, Eric O.

    2015-01-01

    Abstract The intervertebral disc is a critical part of the intersegmental soft tissue of the spinal column, providing flexibility and mobility, while absorbing large complex loads. Spinal disease, including disc herniation and degeneration, may be a significant contributor to low back pain. Clinically, disc herniations are treated with both nonoperative and operative methods. Operative treatment for disc herniation includes removal of the herniated material when neural compression occurs. While this strategy may have short-term advantages over nonoperative methods, the remaining disc material is not addressed and surgery for mild degeneration may have limited long-term advantage over nonoperative methods. Furthermore, disc herniation and surgery significantly alter the mechanical function of the disc joint, which may contribute to progression of degeneration in surrounding tissues. We reviewed recent advances in tissue engineering and regenerative medicine strategies that may have a significant impact on disc herniation repair. Our review on tissue engineering strategies focuses on cell-based and inductive methods, each commonly combined with material-based approaches. An ideal clinically relevant biological repair strategy will significantly reduce pain and repair and restore flexibility and motion of the spine. PMID:26634189

  5. Applying Instructional Design Strategies and Behavior Theory to Household Disaster Preparedness Training.

    Science.gov (United States)

    Thomas, Tracy N; Sobelson, Robyn K; Wigington, Corinne J; Davis, Alyson L; Harp, Victoria H; Leander-Griffith, Michelle; Cioffi, Joan P

    Interventions and media campaigns promoting household disaster preparedness have produced mixed results in affecting behaviors. In large part, this is due to the limited application of instructional design strategies and behavior theory, such as the Transtheoretical Model (TTM). This study describes the development and evaluation of Ready CDC, an intervention designed to increase household disaster preparedness among the Centers for Disease Control and Prevention (CDC) workforce. (1) Describe the instructional design strategies employed in the development of Ready CDC and (2) evaluate the intervention's impact on behavior change and factors influencing stage progression for household disaster preparedness behavior. Ready CDC was adapted from the Federal Emergency Management Agency's (FEMA's) Ready campaign. Offered to CDC staff September 2013-November 2015, it consisted of a preassessment of preparedness attitudes and behaviors, an in-person training, behavioral reinforcement communications, and a 3-month follow-up postassessment. Ready CDC employed well-accepted design strategies, including presenting stimulus material and enhancing transfer of desired behavior. Excluding those in the TTM "maintenance" stage at baseline, this study determined 44% of 208 participants progressed at least 1 stage for developing a written disaster plan. Moreover, assessment of progression by stage found among participants in the "precontemplation" (n = 16), "contemplation" (n = 15), and "preparation" (n = 125) stages at baseline for assembling an emergency kit, 25%, 27%, and 43% moved beyond the "preparation" stage, respectively. Factors influencing stage movement included knowledge, attitudes, and community resiliency but varied depending on baseline stage of change. Employing instructional strategies and behavioral theories in preparedness interventions optimizes the potential for individuals to adopt preparedness behaviors. Study findings suggest that stage movement toward

  6. The effects of different podcasting strategies on student achievement in a large, college level inquiry biology course

    Science.gov (United States)

    Shaw, Tarren John

    The search for instructional tools that help engage students with the concepts taught in introductory biology courses has led to the untested adoption of many technological solutions. Podcasting can be used as an instructional technology that allows students access to course information at a time and place of the students' choosing. Because students choose when to use podcasts, students should be more receptive to the information. While several cognitive theories support the proposed benefits of podcasting as an instructional tool, to date no studies have examined the effect of podcast use on student performance in a naturalistic, semester-long, class setting. This study examined whether students who used course-related podcasts had a greater understanding of biological concepts as measured by higher percent gain scores on exams, compared to percent gain scores from students who had not used podcasts. Current research in cognitive theory was used when developing the four podcast types for this study: complete audio, complete video, segmented audio, and conversational audio. Students enrolled in a mixed-majors biology course were tracked with a computer program that recorded student podcast subscription, exam responses, and information regarding student study habits and attitudes toward podcasting. Although different podcasting strategies were used, none were found to have had a significant effect on student percent gain scores when compared to a control group. However, student attitude toward podcasting remained very positive and significant findings regarding the study habits of podcast users were reported. Future research in the area of podcast use was recommended.

  7. Embedded and Direct Metacognitive Strategy Instruction and its Effects on the Metacognitive Awareness of Tertiary Level Malaysian ESL Listeners

    Directory of Open Access Journals (Sweden)

    Siew Ean Lye

    2018-01-01

    Full Text Available This small-scale quasi-experimental study compared the effects of metacognitive strategy instruction using two pedagogical approaches on the metacognitive awareness of Malaysian ESL listeners. Embedded and direct strategy instruction was delivered using the Metacognitive Pedagogical Sequence and Cognitive Academic Language Learning Approach instructional models respectively. 45 tertiary level students were randomly selected and assigned to two treatment groups to receive metacognitive instruction over a training period of five weeks. Paired-samples t-test results on participants‟ metacognitive awareness, as measured using the Metacognitive Awareness Listening Questionnaire (MALQ were inclusive despite significant improvements in their IELTS listening scores. No significant development was recorded in the overall MALQ scores but there were significant changes in three out of the five metacognitive awareness factors. Results further layered according to participants‟ listening proficiency levels (low, intermediate and high to examine if differences existed among the listening levels similarly showed no significant difference. These results suggest that ESL listeners‟ metacognitive awareness may not be easily developed with strategy instruction, regardless of the instructional approaches.

  8. Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.

    Science.gov (United States)

    Benedict, Kendra M; Rivera, Maria C; Antia, Shirin D

    2015-01-01

    The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  9. EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION ON THE READING COMPREHENSION OF ENGLISH LANGUAGE LEARNERS THROUGH COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA

    Directory of Open Access Journals (Sweden)

    Batul Shamsi Nejad

    2015-08-01

    Full Text Available In order to meet the reading needs of English as-a-Foreign-Language (EFL learners, educators are urged to develop effective instructional means for teaching reading comprehension and reading strategy use. Although studies on foreign language reading strategies are burgeoning in the realm of language acquisition research, recent interest has spotlighted learners’ metacognitive awareness of strategies. This study investigated the effect of metacognitive strategy training on the reading comprehension of 111 intermediate EFL learners. The participants received five sessions of instruction on metacognitive strategies guided by the blueprints of Cognitive Academic Language Learning Approach (CALLA. The results of t-test, and two-ways analysis of variance (ANOVA revealed that there was a significant positive relationship between the students' metacognitive reading strategy use and their reading comprehension performance. There was also a significant positive relationship between the use of CALLA and the students' reading comprehension performance.

  10. Strategy for responding to nuclear, radiological, biological and chemical threats in Switzerland

    International Nuclear Information System (INIS)

    Storch, Daniel; Kenzelmann, Marc; Cadisch, Marc; Baggenstos, Martin

    2008-01-01

    ABC- Protection in Switzerland was originally set up primarily for protection against military weapons of mass destruction, such as atomic/nuclear or chemical weapons. Protection against biological weapons - at first within the domain of the medical service - was later integrated into AC-Protection, thus leading to ABC-Protection in Switzerland. In some cases the objectives of ABC-Protection with regard to prevention and intervention were defined differently in the military and civil fields. In order to put ABC-Protection in Switzerland on a uniform basis, the Federal Council has instructed the KomABC (Commission for ABC-Protection) to develop a general strategy for 'ABC-Protection in Switzerland'. The following paper describes the objectives as well as the key elements of this general strategy, which should guarantee that all Federal and Cantonal organizations take decisions related to prevention and intervention based on the same principles. The strategy covers the following topics: 1) Reference scenarios for ABC-Protection; 2) Demands related to prevention; 3) Demands related to intervention; 4) Allocation of tasks at the Federal and Cantonal levels. Protective measures for improving ABC-Protection in Switzerland are presented. (author)

  11. Secondary School Students’ English Literacy: Use of Interactive Read Aloud Instructional Strategy

    Directory of Open Access Journals (Sweden)

    Mutiara Ayu

    2017-10-01

    Full Text Available The Global era has had a great impact on the existence of English as a global language which requires students to be good at its every skill. It is believed that students’ English could be enhanced well with the use of certain strategies, one of which is Interactive Read Aloud Instructional Strategy (IRAIS. This study was aimed at examining the efficacy of IRAIS to help students to improve their English literacy achievements. Forty five out of 746 students were selected randomly as sample based on their grade levels (7th, 8th, 9th and their levels of comprehension. By using time series design, these students were given interventions for three months using IRAIS and their English achievements were obtained from pre- and post-tests of four English literacy skills. During the interventions, the progress of the students was also monitored regularly by using three formative tests.The results showed consistent progress on the students’ achievement during the interventions and upon their total English literacy achievement after the interventions. Among the four English literacy skills, the most significant improvement was in listening followed by writing, reading, and speaking. In terms of aspects of each literacy skill, the highest achievement scores were in inference of listening, narrative techniques of writing, vocabulary of reading, and vocal expression of speaking. These findings lead to the conclusion that IRAIS  is an effective strategy in helping students to improve their level of English proficiency.

  12. A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

    Science.gov (United States)

    Hazari, Alan A.

    The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al. in the College of Education at the University of Tennessee, Knoxville. A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences. The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state-approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee. In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences. The two strategies that were the most taught about and/or used in elementary science methods by Tennessee

  13. Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

    Science.gov (United States)

    Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

    2015-12-01

    In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.

  14. The Effects of Segmentation and Personalization on Superficial and Comprehensive Strategy Instruction in Multimedia Learning Environments

    Science.gov (United States)

    Doolittle, Peter

    2010-01-01

    Short, cause-and-effect instructional multimedia tutorials that provide learner control of instructional pace (segmentation) and verbal representations of content in a conversational tone (personalization) have been demonstrated to benefit problem solving transfer. How might a more comprehensive multimedia instructional environment focused on…

  15. Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities

    Science.gov (United States)

    Ciullo, Stephen

    2015-01-01

    Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…

  16. Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

    Science.gov (United States)

    Yangambi, Matthieu Wakalewae

    2005-12-01

    Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

  17. Self-Explanation, An Instructional Strategy to Foster Clinical Reasoning in Medical Students

    Directory of Open Access Journals (Sweden)

    Martine Chamberland

    2015-12-01

    Full Text Available Clinical reasoning is a critical and complex skill that medical students have to develop in the course of their training. Although research on medical expertise has successfully examined the different components of that skill, designing educational interventions that support the development of clinical reasoning in students remains a challenge for medical educators. The theory of medical expertise describes how students׳ medical knowledge develops and is progressively restructured during their training and in particular through clinical exposure to patient problems. Instructional strategies to foster students’ learning from practice with clinical cases are scarce. This article describes the use of self-explanation as such a strategy. Self-explanation is an active learning technique of proven effectiveness in other domains which consists of having students explaining to themselves information on to-be-learned materials. The mechanisms through which self-explanation fosters learning are described. Self-explanation promotes knowledge development and revision of mental representations through elaboration on new information, organisation and integration of new knowledge into existing cognitive structures and monitoring of the learning process. Subsequently, the article shows how self-explanation has recently been investigated in medicine as an instructional strategy to support students׳ clinical reasoning. Available studies have demonstrated that students׳ diagnostic performance improves when they use self-explanation while solving clinical problems of a less familiar clinical topic. Unfamiliarity seems to trigger more self-explanations and to stimulate students to reactivate relevant biomedical knowledge, which could lead to the development of more coherent representations of diseases. The benefit of students׳ self-explanation is increased when it is combined with listening to residents׳ self-explanation examples and with prompts. The

  18. An integrative review: instructional strategies to improve nurses' retention of cardiopulmonary resuscitation priorities.

    Science.gov (United States)

    Sullivan, Nancy

    2015-04-01

    Recognizing and responding to a cardiac arrest in the hospital setting is a high stress, high anxiety event for all healthcare providers. It requires the performance of several basic, but extremely important cardiopulmonary resuscitation (CPR) skills and response priorities. If not executed correctly and in a timely manner, a bad outcome may result. Poor retention of cardiopulmonary resuscitation skills and priorities is well documented in the literature. An integrative review of the evidence was conducted to answer the question, "Is there a more effective training method to improve nurses' retention of CPR priorities during an in hospital cardiac arrest as compared to traditional American Heart Association training? "This review evaluated high fidelity and low fidelity simulation training, online or computer-based training and video instruction as potential teaching strategies focusing on CPR priorities. The role of deliberate practice is discussed. The strongest evidence suggests that a teaching plan employing brief, frequent, repetitive or deliberate practice used in collaboration with low fidelity or high fidelity simulation may be a potential strategy to improve nurses' retention of CPR priorities over time.

  19. A home-centered instructional communication strategy for severely handicapped children.

    Science.gov (United States)

    Wulz, S V; Hall, M K; Klein, M D

    1983-02-01

    Family involvement is an essential element of language intervention with severely handicapped children for several reasons. First, the parent-child interaction is the focus of normal language development, and can be a powerful impetus in language learning for handicapped children. Second, limited generalization and maintenance of skills often occur when they are acquired in environments that do not also teach the appropriate use of skills. Third, parents can be successful intervention agents and may generalize their skills to other interactions with their child. Training conducted in the home must be compatible with that environment: it should involve only those skills that are of immediate use in the home. The Instructional Communication Strategy described herein represents such a program. It is a synthesis of training strategies used with normal and handicapped children, and is applicable regardless of child's level of functioning, age, or handicapping condition. This training model involves considerable modification in the role of speech-language pathologists dealing with the severely handicapped. The professional's skills are best utilized for assessment, program development, monitoring progress, and training specialized skills. The parents provide most of the direct training; however, professionals are also utilized for the child's maximum benefit.

  20. The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

    Science.gov (United States)

    Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

    2011-01-01

    This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

  1. Promise and Possibilities of Infusing Parent-Child Read Alouds with Comprehension Strategy Instruction: An Intervention Study

    Science.gov (United States)

    Roberts, Kathryn L.

    2010-01-01

    This dissertation is comprised of two manuscripts that resulted from a single study that tested the efficacy of teaching parents how to infuse comprehension strategy instruction into read alouds with their preschool-aged children. Twenty dyads, each composed of an incoming kindergartener and one of his or her parents, participated in this study.…

  2. The Goal Specificity Effect on Strategy Use and Instructional Efficiency during Computer-Based Scientific Discovery Learning

    Science.gov (United States)

    Kunsting, Josef; Wirth, Joachim; Paas, Fred

    2011-01-01

    Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the "effects of goal specificity" (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on "strategy use" and "instructional efficiency". Our empirical findings close an important research gap,…

  3. Effect of Self-Instruction Strategy on the Achievement in Algebra of Students with Learning Difficulty in Mathematics

    Science.gov (United States)

    Adani, Anthony; Eskay, Michael; Onu, Victoria

    2012-01-01

    This quasi-experimental study examined the effect of self-instruction strategy on the achievement in algebra of students with learning difficulty in mathematics. Two research questions and one null hypothesis were formulated to guide the study. The study adopted a non-randomized pre-test and post-test control group design with one experimental…

  4. The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference

    Science.gov (United States)

    Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth

    2014-01-01

    Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

  5. Comparing Instructional and Assessment Strategy Use in Graduate- and Undergraduate-Level Leadership Studies: A Global Study

    Science.gov (United States)

    Jenkins, Daniel M.

    2018-01-01

    This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional…

  6. Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

    Science.gov (United States)

    Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

  7. Effectiveness of Analogy Instructional Strategy on Undergraduate Student's Acquisition of Organic Chemistry Concepts in Mutah University, Jordan

    Science.gov (United States)

    Samara, Nawaf Ahmad Hasan

    2016-01-01

    This study aimed at investigating the effectiveness of analogy instructional strategy on undergraduate students' acquisition of organic chemistry concepts in Mutah University, Jordan. A quasi-experimental design was used in the study; Participants were 97 students who enrolled in organic chemistry course at the department of chemistry during the…

  8. An Interactive Computer-Aided Instructional Strategy and Assessment Methods for System Identification and Adaptive Control Laboratory

    Science.gov (United States)

    Özbek, Necdet Sinan; Eker, Ilyas

    2015-01-01

    This study describes a set of real-time interactive experiments that address system identification and model reference adaptive control (MRAC) techniques. In constructing laboratory experiments that contribute to efficient teaching, experimental design and instructional strategy are crucial, but a process for doing this has yet to be defined. This…

  9. The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia

    Science.gov (United States)

    Aldossari, Ali Tared

    2018-01-01

    The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was…

  10. The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle-School Students of Varying Ability

    Science.gov (United States)

    Montague, Marjorie; Krawec, Jennifer; Enders, Craig; Dietz, Samantha

    2014-01-01

    The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…

  11. Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students

    NARCIS (Netherlands)

    Fidalgo, R.; Torrance, M.; Rijlaarsdam, G.; van den Bergh, H.; Álvarez, M.L.

    2015-01-01

    Three groups of typically-developing 6th grade students (total N = 62) each completed strategy-focused writing training. Using a combined lagged-group and cross-panel design we assessed the effectiveness of a sequence of four different instructional components: observation and group reflection on a

  12. A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

    Science.gov (United States)

    Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

    2013-01-01

    The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

  13. Effects of Instructional Technology Integration Strategies in Orientation Programs on Nurse Retention in Magnet and Non-Magnet Hospitals

    Science.gov (United States)

    Hancharik, Sharon D.

    2008-01-01

    This applied dissertation study was designed to learn if the increased use of instructional technology integration strategies in nursing orientation programs resulted in an increased retention of new nurses. The study attempted to uncover the current retention rate and use of technology at the participating hospitals. The data obtained from Magnet…

  14. Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

    Science.gov (United States)

    Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

    2017-01-01

    This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

  15. Evaluation of Teachers' Activities in the Use of Animated Instructional Resource Materials in Biology Teaching in Senior Secondary Schools in Bauchi State Nigeria

    Science.gov (United States)

    Kwasu, I. A.; Abubakar; Ema, E.

    2015-01-01

    This paper presents a profile on how teachers in senior secondary schools in Bauchi state Nigeria utilise animated instructional resource (AIR) in the teaching of biology. A structured questionnaire used to generate data on the availability, accessibility and application of the AIR for classroom instruction by teachers. The instrument for data…

  16. Maximising Students' Progress and Engagement in Science through the Use of the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model

    Science.gov (United States)

    Hoskins, Peter

    2013-01-01

    The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates that the…

  17. Examining the Use of Video Study Groups for Developing Literacy Pedagogical Content Knowledge of Critical Elements of Strategy Instruction with Elementary Teachers

    Science.gov (United States)

    Shanahan, Lynn E.; Tochelli, Andrea L.

    2014-01-01

    This collective case study explored what nine elementary teachers' video study group discussions revealed about their understanding of pedagogical content knowledge for an explicit reading strategy instruction framework, Critical Elements of Strategy Instruction (CESI). Qualitative methods were used to inductively and deductively analyze…

  18. The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

    Science.gov (United States)

    Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

    2011-01-01

    The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

  19. The Effect of Self-regulated Strategy Instruction and Behavioral Consultation on Motivation: A Longitudinal Study on the Effect of School-Based Interventions in Secondary Education

    Directory of Open Access Journals (Sweden)

    Alexander Minnaert

    2017-11-01

    Full Text Available Studies show a decrease in students’ motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation combined with strategy instruction. The longitudinal effects of the two interventions were tested on the goal orientations of 279 students. The growth curves show a long-term effect of the intervention combining teacher consultancy with strategy instruction on task orientation, ego-enhancing orientation, and ego-defeating orientation as compared to the control condition. For the strategy instruction only condition, only effects on ego orientation were found. The outcomes suggest that combining the instruction of self-regulation strategies with teacher consultation on student problem-solving can stop the downward trend in student motivation, even on the long term.

  20. TNF biology, pathogenic mechanisms and emerging therapeutic strategies

    Science.gov (United States)

    Kalliolias, George D.; Ivashkiv, Lionel B.

    2016-01-01

    TNF is a pleiotropic cytokine with important functions in homeostasis and disease pathogenesis. Recent discoveries have provided insights into TNF biology that introduce new concepts for the development of therapeutics for TNF-mediated diseases. The model of TNF receptor signalling has been extended to include linear ubiquitination and the formation of distinct signalling complexes that are linked with different functional outcomes, such as inflammation, apoptosis and necroptosis. Our understanding of TNF-induced gene expression has been enriched by the discovery of epigenetic mechanisms and concepts related to cellular priming, tolerization and induction of ‘short-term transcriptional memory’. Identification of distinct homeostatic or pathogenic TNF-induced signalling pathways has introduced the concept of selectively inhibiting the deleterious effects of TNF while preserving its homeostatic bioactivities for therapeutic purposes. In this Review, we present molecular mechanisms underlying the roles of TNF in homeostasis and inflammatory disease pathogenesis, and discuss novel strategies to advance therapeutic paradigms for the treatment of TNF-mediated diseases. PMID:26656660

  1. Exploring Instructional Strategies and Learning Theoretical Foundations of eHealth and mHealth Education Interventions.

    Science.gov (United States)

    Tamim, Suha R; Grant, Michael M

    2016-05-19

    This qualitative study aimed at exploring how health professionals use theories and models from the field of education to create ehealth and mhealth education interventions in an effort to provide insights for future research and practice on the development and implementation of health promotion initiatives. A purposeful sample of 12 participants was selected, using criterion and snowballing sampling strategies. Data were collected and analyzed from semistructured interviews, planning materials, and artifacts. The findings revealed that none of the participants used a specific learning theory or an instructional model in their interventions. However, based on participants' description, three themes emerged: (1) connections to behaviorist approaches to learning, (2) connections to cognitivist approaches to learning, and (3) connections to constructivist approaches to learning. Suggested implications for practice are (1) the design of a guidebook on the interplay of learning theories, instructional models, and health education and (2) the establishment of communities of practice. Further research can (1) investigate how learning theories and models intertwine with health behavior theories and models, (2) evaluate how the different instructional strategies presented in this study affect learning outcomes and health behavior change processes, and (3) investigate factors behind the instructional strategies choices made by health professionals. © 2016 Society for Public Health Education.

  2. Teachers' Perceptions of the Impact of High Stakes Testing on Instructional Content, Instructional Strategies, Motivation and Morale, and Pressure to Improve Student Performance in Relation to Their Views on Accountability and Its Effect on Students with Learning Disabilities

    Science.gov (United States)

    Carr, Chauncey

    2012-01-01

    The purpose of the study was to examine teachers' perceptions of the impact of high stakes testing on instructional content, instructional strategies, motivation and morale, and pressure to improve student performance in relation to their views on accountability. It also sought to identify teachers' perceptions of the effect of high stakes testing…

  3. Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction

    Directory of Open Access Journals (Sweden)

    Jerotijević-Tišma Danica

    2016-01-01

    Full Text Available The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students’ listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010. However, we sought to expand the previous research by investigating the relationship between the students’ current level of L2 (target language vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing material used, and the duration of the very experiment. To answer the proposed research questions we conducted an experiment with 57 Serbian secondary school EFL (English as a Foreign Language learners divided into experimental (n=27 and control group (n=30. The results of the pre- and post-tests of the two groups showed the beneficial effects of developing metacognitive strategies and the strong positive correlation between the level of vocabulary and listening comprehension. The paper underlines important pedagogical implications especially regarding the enhancement of metacognitive awareness and vocabulary proficiency of students in order to improve performance on listening comprehension tasks.

  4. Microsystem strategies for sample preparation in biological detection.

    Energy Technology Data Exchange (ETDEWEB)

    James, Conrad D.; Galambos, Paul C.; Bennett, Dawn Jonita (University of Maryland Baltimore County, Baltimore, MD); Manginell, Monica; Okandan, Murat; Acrivos, Andreas (The City College of New York, NY); Brozik, Susan Marie; Khusid, Boris (New Jersey Institute of Technology, Newark, NJ)

    2005-03-01

    The objective of this LDRD was to develop microdevice strategies for dealing with samples to be examined in biological detection systems. This includes three sub-components: namely, microdevice fabrication, sample delivery to the microdevice, and sample processing within the microdevice. The first component of this work focused on utilizing Sandia's surface micromachining technology to fabricate small volume (nanoliter) fluidic systems for processing small quantities of biological samples. The next component was to develop interfaces for the surface-micromachined silicon devices. We partnered with Micronics, a commercial company, to produce fluidic manifolds for sample delivery to our silicon devices. Pressure testing was completed to examine the strength of the bond between the pressure-sensitive adhesive layer and the silicon chip. We are also pursuing several other methods, both in house and external, to develop polymer-based fluidic manifolds for packaging silicon-based microfluidic devices. The second component, sample processing, is divided into two sub-tasks: cell collection and cell lysis. Cell collection was achieved using dielectrophoresis, which employs AC fields to collect cells at energized microelectrodes, while rejecting non-cellular particles. Both live and dead Staph. aureus bacteria have been collected using RF frequency dielectrophoresis. Bacteria have been separated from polystyrene microspheres using frequency-shifting dielectrophoresis. Computational modeling was performed to optimize device separation performance, and to predict particle response to the dielectrophoretic traps. Cell lysis is continuing to be pursued using microactuators to mechanically disrupt cell membranes. Novel thermal actuators, which can generate larger forces than previously tested electrostatic actuators, have been incorporated with and tested with cell lysis devices. Significant cell membrane distortion has been observed, but more experiments need to be

  5. The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

    Science.gov (United States)

    Larson, Susan C.

    Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

  6. Examining the Anatomy of a Screencast: Uncovering Common Elements and Instructional Strategies

    Science.gov (United States)

    Sugar, William; Brown, Abbie; Luterbach, Kenneth

    2010-01-01

    The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how…

  7. The Sandwich Strategy: No Matter How You Slice It, Analyzing Student Work Together Improves Math Instruction

    Science.gov (United States)

    Gibbons, Lynsey K.; Lewis, Rebecca M.; Batista, Lisa Nguyen

    2016-01-01

    Teachers are regularly asked to use data to inform their instruction. In the past, teachers examined student work in isolation. Now, however, teachers increasingly have dedicated meeting times. So how can teachers collaboratively examine student work and use their findings to improve instruction? In this article, a team of teachers at Hilltop…

  8. Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges

    Science.gov (United States)

    Chan, Peter; Miller, Ronald; Monroe, Eula

    2009-01-01

    Cognitive apprenticeship is a teaching approach proponed by social constructivist educators that scaffolds upon students' "zones of proximal development" in authentic situations. It is an effective approach used by teachers of instructional technology when teaching student practitioners. Nevertheless, implementation of instructional design…

  9. Can a Diversified Instructional Approach Featuring Active Learning Improve Biology Students' Attitudes toward General Education?

    Science.gov (United States)

    Rutledge, Michael L.; Lampley, Sandra A.

    2017-01-01

    In an effort to make our classes more engaging, we recently reorganized sections of our nonmajors biology course, using current issues in biology and society as a premise to promote coherence among course content and emphasize the relevance of biological concepts to everyday life. A key aspect of the reorganization included the development and…

  10. Biosimilars: company strategies to capture value from the biologics market.

    Science.gov (United States)

    Calo-Fernández, Bruno; Martínez-Hurtado, Juan Leonardo

    2012-12-12

    Patents for several biologic blockbusters will expire in the next few years. The arrival of biosimilars, the biologic equivalent of chemical generics, will have an impact on the current biopharmaceuticals market. Five core capabilities have been identified as paramount for those companies aiming to enter the biosimilars market: research and development, manufacturing, supporting activities, marketing, and lobbying. Understanding the importance of each of these capabilities will be key to maximising the value generated from the biologics patent cliff.

  11. The Impact of Teaching Instructional and Environmental Strategies on Iranian EFL Young Learner’s Grammar Achievement

    Directory of Open Access Journals (Sweden)

    Negar Sadeghi Hariri

    2016-11-01

    Full Text Available The present study attempted to investigate the possible effects of Instructional (INS and Environmental (ENS strategies on Iranian EFL young learners' grammar achievement. For this purpose, 82 female language young learners ranged between 8 to 12 years of age were selected and randomly assigned into INS, ENS and Control groups in this study. After taking EPT, INS and ENS groups received EFL grammar structures accompanied by INS and ENS strategies, respectively, while Control group received only conventional instructions to English grammar. After conducting the treatment, all participants took a grammar post-test. The Null hypotheses 1 and 2 in this study assumed that the INS and the ENS strategies had no impact on Iranian EFL young learners’ grammar achievement. They were successfully rejected due to different performance of INS and ENS groups from Control group on the post-test. Statistical results did support the superiority of INS over ENS strategies. Therefore, the researcher was able to rectify that INS strategies caused higher impact on the young learners’ grammar achievement than ENS strategies. She concluded her work with some pedagogical implications and recommended topics for further research.

  12. The Effect of Peer Tutoring and Explicit Instructional Strategies on Primary School Pupils Learning Outcomes in Mathematics

    Directory of Open Access Journals (Sweden)

    A. Tella

    2013-05-01

    Full Text Available The study investigated the effect of explicit and peer tutoring instructional strategies (treatment, pupils ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of analysis of covariance (ANCOVA. The sample consisted of 170 primary 5 pupils selected through simple random from eight schools. The findings revealed that there was significant main effect of treatment on achievement in Mathematics and attitude towards Mathematics. Pupil's ability and gender were found not to have significant main effect on achievement in Mathematics and attitude toward Mathematics. However there was a significant interaction effect of treatment and pupils’ ability on pupils’ attitude towards Mathematics. All the two and three ways interaction effects on achievement and attitude were found not to be significant. These findings and application indicate that the significant main effect of treatment on mathematics achievement and attitude respectively provide empirical basis to suggest that primary school practicing Mathematics teacher should constantly use peer-tutoring and explicit teaching instructional strategies in Mathematics classrooms. The use of these instructional strategies in improving Mathematics achievement and attitude toward the subject should also be encouraged irrespective of student pupil’s ability and gender. There is also a need for developers of curriculum materials (e.g. teacher trainee's, textbook associated trainer's guide in Mathematics methodology to incorporate the significant findings of the present study. The textual material should contain detail of hour peer-tutoring and explicit-teaching instructional strategies could be made an integral part of Mathematics teaching at the primary school level.

  13. The Effect of Peer Tutoring and Explicit Instructional Strategies on Primary School Pupils Learning Outcomes in Mathematics

    OpenAIRE

    A. Tella

    2013-01-01

    The study investigated the effect of explicit and peer tutoring instructional strategies (treatment), pupils ability and gender on learning outcomes in primary school Mathematics. Data analysis involved the use of analysis of covariance (ANCOVA). The sample consisted of 170 primary 5 pupils selected through simple random from eight schools. The findings revealed that there was significant main effect of treatment on achievement in Mathematics and attitude towards Mathematics. Pupil's ability ...

  14. Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

    Science.gov (United States)

    Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

    2017-10-01

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

  15. Network Analyses in Systems Biology: New Strategies for Dealing with Biological Complexity

    DEFF Research Database (Denmark)

    Green, Sara; Serban, Maria; Scholl, Raphael

    2018-01-01

    The increasing application of network models to interpret biological systems raises a number of important methodological and epistemological questions. What novel insights can network analysis provide in biology? Are network approaches an extension of or in conflict with mechanistic research...

  16. Differentiated Instructional Strategies on Space Education for Sustained Capacity Building of Underprivileged School Students

    Science.gov (United States)

    Ghosh, Sumit

    2016-07-01

    Although innovations in space education were introduced in many developing countries with good intentions, too many changes and challenges in the existing system have often penalized those who needed them the most. Consequently, the students and teachers in the underprivileged schools face isolation, neglect and coupled with inadequate pedagogic attention, poor infrastructure and insufficient resources, inadvertently suffer. Surprisingly, these deprived school students possess cognitive capabilities of comprehending nature. One of the most compelling situations in Indian school education is that the syllabus is often modified haphazardly without the necessary groundwork and infrastructure to implement it. Apparently, there has neither been teaching nor learning on applied knowledge. Despite the growth in communication and technology applications in space education, inequalities continue to exist in developing countries. In our present society many crucial services are provided by space and it becomes imperative that students have a comprehensive knowledge of space and space based technologies. To realize these objectives, we have adopted a comprehensive and holistic capacity building mechanism which incorporates differentiated instructional strategy on teaching space education in underprivileged schools. Because differentiation and scaffolding techniques yield similar instructional goals, we have blended together both the approaches to the point of being indistinguishable and this proved successful. Initiation was done through the setting up of an Astronomy Club in a backward area in Hyderabad and necessary infrastructure was provided by one of the authors. A state of the art audio-visual room with LCD Projector for ICT mode of presentations of various astronomy and space topics, having a seating capacity of 50 students is in place. A laptop, printer and Wi-Fi connection exists. In addition, visual charts on various celestial phenomena and objects, inspirational

  17. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2013-06-01

    Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

  18. The effect of self-regulated strategy instruction and behavioral consultation on motivation : A longitudinal study on the effect of school-based interventions in secondary education.

    NARCIS (Netherlands)

    Minnaert, Alexander; Prince, Arnout; Opdenakker, Marie

    2017-01-01

    Studies show a decrease in students’ motivation in secondary education. Hence, it was investigated whether training of teachers could stop this decline. Two interventions were implemented in prevocational secondary education, being self-regulated strategy instruction and behavioral consultation

  19. Desegregating undergraduate mathematics and biology--interdisciplinary instruction with emphasis on ongoing biomedical research.

    Science.gov (United States)

    Robeva, Raina

    2009-01-01

    The remarkable advances in the field of biology in the last decade, specifically in the areas of biochemistry, genetics, genomics, proteomics, and systems biology, have demonstrated how critically important mathematical models and methods are in addressing questions of vital importance for these disciplines. There is little doubt that the need for utilizing and developing mathematical methods for biology research will only grow in the future. The rapidly increasing demand for scientists with appropriate interdisciplinary skills and knowledge, however, is not being reflected in the way undergraduate mathematics and biology courses are structured and taught in most colleges and universities nationwide. While a number of institutions have stepped forward and addressed this need by creating and offering interdisciplinary courses at the juncture of mathematics and biology, there are still many others at which there is little, if any, interdisciplinary interaction between the curricula. This chapter describes an interdisciplinary course and a textbook in mathematical biology developed collaboratively by faculty from Sweet Briar College and the University of Virginia School of Medicine. The course and textbook are designed to provide a bridge between the mathematical and biological sciences at the lower undergraduate level. The course is developed for and is being taught in a liberal arts setting at Sweet Briar College, Virginia, but some of the advanced modules are used in a course at the University of Virginia for advanced undergraduate and beginning graduate students. The individual modules are relatively independent and can be used as stand-alone projects in conventional mathematics and biology courses. Except for the introductory material, the course and textbook topics are based on current biomedical research.

  20. Strategies for structuring interdisciplinary education in Systems Biology

    DEFF Research Database (Denmark)

    Cvijovic, Marija; Höfer, Thomas; Aćimović, Jure

    2016-01-01

    function by employing experimental data, mathematical models and computational simulations. As Systems Biology is inherently multidisciplinary, education within this field meets numerous hurdles including departmental barriers, availability of all required expertise locally, appropriate teaching material...... internationally. We believe that one of the overriding goals of any Systems Biology education should be a student’s ability to phrase and communicate research questions in such a manner that they can be solved by the integration of experiments and modelling, as well as to communicate and collaborate productively...

  1. A Study Assessing the Potential of Negative Effects in Interdisciplinary Math–Biology Instruction

    Science.gov (United States)

    Madlung, Andreas; Bremer, Martina; Himelblau, Edward; Tullis, Alexa

    2011-01-01

    There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equally strong in first-year students who actively engaged in embedded quantitative calculations as in those students who were merely presented with quantitative data in the context of interpreting biological and biostatistical results. When presented to advanced biology students, our quantitative learning tool increased test performance significantly. We conclude from our study that the addition of mathematical calculations to the first year and advanced biology curricula did not hinder overall student learning, and may increase disciplinary learning and data interpretation skills in advanced students. PMID:21364099

  2. A study assessing the potential of negative effects in interdisciplinary math-biology instruction.

    Science.gov (United States)

    Madlung, Andreas; Bremer, Martina; Himelblau, Edward; Tullis, Alexa

    2011-01-01

    There is increasing enthusiasm for teaching approaches that combine mathematics and biology. The call for integrating more quantitative work in biology education has led to new teaching tools that improve quantitative skills. Little is known, however, about whether increasing interdisciplinary work can lead to adverse effects, such as the development of broader but shallower skills or the possibility that math anxiety causes some students to disengage in the classroom, or, paradoxically, to focus so much on the mathematics that they lose sight of its application for the biological concepts in the center of the unit at hand. We have developed and assessed an integrative learning module and found disciplinary learning gains to be equally strong in first-year students who actively engaged in embedded quantitative calculations as in those students who were merely presented with quantitative data in the context of interpreting biological and biostatistical results. When presented to advanced biology students, our quantitative learning tool increased test performance significantly. We conclude from our study that the addition of mathematical calculations to the first year and advanced biology curricula did not hinder overall student learning, and may increase disciplinary learning and data interpretation skills in advanced students.

  3. Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Science.gov (United States)

    Parker, Lesley H.; Rennie, Léonie J.

    2002-09-01

    Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

  4. Targeted enrichment strategies for next-generation plant biology

    Science.gov (United States)

    Richard Cronn; Brian J. Knaus; Aaron Liston; Peter J. Maughan; Matthew Parks; John V. Syring; Joshua. Udall

    2012-01-01

    The dramatic advances offered by modem DNA sequencers continue to redefine the limits of what can be accomplished in comparative plant biology. Even with recent achievements, however, plant genomes present obstacles that can make it difficult to execute large-scale population and phylogenetic studies on next-generation sequencing platforms. Factors like large genome...

  5. Biological Small Angle Scattering: Techniques, Strategies and Tips

    Energy Technology Data Exchange (ETDEWEB)

    Chaudhuri, Barnali [University at Buffalo (SUNY); Muñoz, Inés G. [Centro Nacional de Investigaciones Oncológicas Madrid, Madrid, Spain; Urban, Volker S. [ORNL; Qian, Shuo [ORNL

    2017-12-01

    This book provides a clear, comprehensible and up-to-date description of how Small Angle Scattering (SAS) can help structural biology researchers. SAS is an efficient technique that offers structural information on how biological macromolecules behave in solution. SAS provides distinct and complementary data for integrative structural biology approaches in combination with other widely used probes, such as X-ray crystallography, Nuclear magnetic resonance, Mass spectrometry and Cryo-electron Microscopy. The development of brilliant synchrotron small-angle X-ray scattering (SAXS) beam lines has increased the number of researchers interested in solution scattering. SAS is especially useful for studying conformational changes in proteins, highly flexible proteins, and intrinsically disordered proteins. Small-angle neutron scattering (SANS) with neutron contrast variation is ideally suited for studying multi-component assemblies as well as membrane proteins that are stabilized in surfactant micelles or vesicles. SAS is also used for studying dynamic processes of protein fibrillation in amyloid diseases, and pharmaceutical drug delivery. The combination with size-exclusion chromatography further increases the range of SAS applications.The book is written by leading experts in solution SAS methodologies. The principles and theoretical background of various SAS techniques are included, along with practical aspects that range from sample preparation to data presentation for publication. Topics covered include techniques for improving data quality and analysis, as well as different scientific applications of SAS. With abundant illustrations and practical tips, we hope the clear explanations of the principles and the reviews on the latest progresses will serve as a guide through all aspects of biological solution SAS.The scope of this book is particularly relevant for structural biology researchers who are new to SAS. Advanced users of the technique will find it helpful for

  6. Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges.

    Science.gov (United States)

    Mercado, Olivia; And Others

    In response to the growing concern over the significant underrepresentation, underpreparation, and enrollment decline of minority students, the chancellor's office of the California Community Colleges prepared this report to identify community college instructional programs designed specifically for Blacks and Hispanics. Sections 1 through 3…

  7. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    Science.gov (United States)

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

  8. Peer-Mediated Instruction and Intervention Strategies for Students with Autism Spectrum Disorders

    Science.gov (United States)

    Sperry, Laurie; Neitzel, Jennifer; Engelhardt-Wells, Katie

    2010-01-01

    Peer-mediated instruction and intervention is based on principles of behaviorism and social learning theory. In this intervention approach, developing peers are typically taught ways to interact with and help children and youth with autism spectrum disorders acquire new social skills by increasing social opportunities in natural environments. The…

  9. A Framework for Aligning Instructional Design Strategies with Affordances of CAVE Immersive Virtual Reality Systems

    Science.gov (United States)

    Ritz, Leah T.; Buss, Alan R.

    2016-01-01

    Increasing availability of immersive virtual reality (IVR) systems, such as the Cave Automatic Virtual Environment (CAVE) and head-mounted displays, for use in education contexts is providing new opportunities and challenges for instructional designers. By highlighting the affordances of IVR specific to the CAVE, the authors emphasize the…

  10. Instructional Strategies to Promote Student Strategic Thinking When Using SolidWorks

    Science.gov (United States)

    Toto, Roxanne; Colledge, Thomas; Frederick, David; Pung, Wik Hung

    2014-01-01

    Reflective of current trends in industry, engineering design professionals are expected to have knowledge of 3D modeling software. Responding to this need, engineering curricula seek to effectively prepare students for the workforce by requiring instruction in the use of 3D parametric solid modeling. Recent literature contains many examples that…

  11. What Matters Most: Using High-Traction Instructional Strategies to Increase Student Success

    Science.gov (United States)

    Turner, Curtis

    2016-01-01

    What matters most when it comes to increasing achievement and student success in the developmental classroom? Recent reform efforts in developmental education have brought sweeping changes in some states. New curricular pathways, redesigned courses, and a handful of new instructional delivery methodologies have been the result. Although these are…

  12. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    Science.gov (United States)

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  13. Popular Film as an Instructional Strategy in Qualitative Research Methods Courses

    Science.gov (United States)

    Saldana, Johnny

    2009-01-01

    The purpose of this article is to provide university instructors pedagogical applications for popular film in graduate-level qualitative research methods courses. Media instruction has a longstanding tradition in Grade K-12 classrooms, and the power of "edutainment" in our visually oriented, electronically mediated, and performative culture should…

  14. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    Science.gov (United States)

    Shoulders, Tori L.; Krei, Melinda Scott

    2015-01-01

    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  15. Balancing Instructional Techniques and Delivery Formats in Capstone Business Strategy Courses

    Science.gov (United States)

    Alstete, Jeffrey W.; Beutell, Nicholas J.

    2016-01-01

    Purpose: The purpose of this paper is to contend that collegiate programs should carefully plan their capstone courses in light of the educational mission, pedagogical content knowledge, instructional techniques and delivery formats. Design/methodology/approach: This is a concept paper with elements of theory building from the case of business…

  16. Self-Assessment Methods in Writing Instruction: A Conceptual Framework, Successful Practices and Essential Strategies

    Science.gov (United States)

    Nielsen, Kristen

    2014-01-01

    Student writing achievement is essential to lifelong learner success, but supporting writing can be challenging for teachers. Several large-scale analyses of publications on writing have called for further study of instructional methods, as the current literature does not sufficiently address the need to support best teaching practices.…

  17. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students

    Science.gov (United States)

    Boulware-Gooden, Regina; Carreker, Suzanne; Thornhill, Ann; Joshi, R. Malatesha

    2007-01-01

    Comprehension is the reason for reading, and vocabulary plays a significant role in comprehension. The question is, What kind of instruction best promotes the development of comprehension and vocabulary? The National Reading Panel (National Institute of Child Health and Human Development, 2000) concluded that there are eight effective or promising…

  18. Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

    Science.gov (United States)

    Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

    2016-01-01

    As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

  19. Communication Education and International Audiences: Reflections on Instructional Challenges and Pedagogical Strategy

    Science.gov (United States)

    Campbell, Heather; Strawser, Michael G.; George, Stephen

    2016-01-01

    As the movement toward international education continues, institutions must be proficient when reaching and teaching international students. Instructors should engage unique learning styles, address individual student needs, and take part in additional training to effectively teach international student learners. These instructional imperatives…

  20. Instructional Strategies Recommended in Social Studies Methods Textbooks: A Historical Perspective

    Science.gov (United States)

    Wojcik, Teresa G.; Heitzmann, Ray; Kilbride, Candice; Hartwell, Daniel

    2013-01-01

    Social studies methods textbooks constitute a rich source of data for trends in teaching and learning. This study examined twenty secondary social studies methods texts for the instructional approaches they recommend. The researchers concluded that methods texts published over the past fifty years consistently call for pedagogical variety and…

  1. Learners Interpreting Instructional Images: Meaning-Making and Decision-Making Strategies

    Science.gov (United States)

    Boling, Elizabeth; Gray, Colin M.; Modell, Micah Gideon; Altuwaijri, Abdullah; Jung, Jiyoon

    2014-01-01

    Instructional images are used widely in textbooks and other learning materials, but the role of learner interpretation has not been adequately explored. While previous research has demonstrated the diversity of interpretation derived from images by learners, this research has not consistently taken place in the context of authentic learning tasks.…

  2. Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

    As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

  3. Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Montague, Marjorie; Enders, Craig; Dietz, Samantha

    2011-01-01

    The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…

  4. Total Physical Response: An Instructional Strategy for Second-Language Learners Who Are Visually Impaired.

    Science.gov (United States)

    Conroy, Paula

    1999-01-01

    Describes Total Physical Response, a teaching technique that teachers of English-as-a-Second-Language (ESL) use to instruct students who are in the process of learning a second language and modifications that can be made to the program to teach students with visual impairments. (CR)

  5. Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

    Science.gov (United States)

    Denham, André R.

    2013-01-01

    Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages…

  6. C-Nucleosides: Synthetic Strategies and Biological Applications

    Czech Academy of Sciences Publication Activity Database

    Štambaský, J.; Hocek, Michal; Kočovský, P.

    2009-01-01

    Roč. 109, č. 12 (2009), s. 6729-6764 ISSN 0009-2665 R&D Projects: GA MŠk LC512; GA AV ČR IAA400550902 Grant - others:NIH(US) 1R03TW007372-01 Institutional research plan: CEZ:AV0Z40550506 Keywords : nucleosides * nucleobases * biological activity * extension of genetic alphabet Subject RIV: CC - Organic Chemistry Impact factor: 35.957, year: 2009

  7. Instructive Biologic Scaffold for Functional Tissue Regeneration Following Trauma to the Extremities

    Science.gov (United States)

    2016-10-01

    was to evaluate the effectiveness of a regenerative biologic scaffold, Biodesign ® 6-layer Plastic Surgery Matrix [Cook Biotech]; Premarket...planned to be enrolled and followed for a period of 1 year (12 months). This study had the intention to evaluate the effectiveness of Biodesign ®, a 6

  8. RADIOISOTOPE TECHNIQUES FOR INSTRUCTION IN THE BIOLOGICAL SCIENCES, A LIST OF ANNOTATED REFERENCES.

    Science.gov (United States)

    HURLBURT, EVELYN M.

    REFERENCES TO BIOLOGICAL EXPERIMENTS THAT EMPHASIZE THE USE OF RADIOISOTOPES AS TRACERS ARE INCLUDED IN THIS ANNOTATED BIBLIOGRAPHY. MATERIALS INCLUDED ARE CONSIDERED TO BE READILY AVAILABLE AND WERE PUBLISHED AFTER 1960. SECTION I IS COMPOSED OF SELECTED SOURCES. ENTRIES INCLUDE (1) COMPLETE CITATIONS, (2) A BRIEF ANNOTATION, AND (3) LISTS OF…

  9. A new strategy to deliver synthetic protein drugs: self-reproducible biologics using minicircles.

    Science.gov (United States)

    Yi, Hyoju; Kim, Youngkyun; Kim, Juryun; Jung, Hyerin; Rim, Yeri Alice; Jung, Seung Min; Park, Sung-Hwan; Ju, Ji Hyeon

    2014-08-05

    Biologics are the most successful drugs used in anticytokine therapy. However, they remain partially unsuccessful because of the elevated cost of their synthesis and purification. Development of novel biologics has also been hampered by the high cost. Biologics are made of protein components; thus, theoretically, they can be produced in vivo. Here we tried to invent a novel strategy to allow the production of synthetic drugs in vivo by the host itself. The recombinant minicircles encoding etanercept or tocilizumab, which are synthesized currently by pharmaceutical companies, were injected intravenously into animal models. Self-reproduced etanercept and tocilizumab were detected in the serum of mice. Moreover, arthritis subsided in mice that were injected with minicircle vectors carrying biologics. Self-reproducible biologics need neither factory facilities for drug production nor clinical processes, such as frequent drug injection. Although this novel strategy is in its very early conceptual stage, it seems to represent a potential alternative method for the delivery of biologics.

  10. Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

    Science.gov (United States)

    Sadi, Özlem

    2017-01-01

    The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

  11. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    Science.gov (United States)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  12. Strategies for optimizing algal biology for enhanced biomass production

    Directory of Open Access Journals (Sweden)

    Amanda N. Barry

    2015-02-01

    Full Text Available One of the more environmentally sustainable ways to produce high energy density (oils feed stocks for the production of liquid transportation fuels is from biomass. Photosynthetic carbon capture combined with biomass combustion (point source and subsequent carbon capture and sequestration (BECCS has also been proposed in the Intergovernmental Panel on Climate Change Report as one of the most effective and economical strategies to remediate atmospheric greenhouse gases. To maximize photosynthetic carbon capture efficiency and energy-return-on-investment, we must develop biomass production systems that achieve the greatest yields with the lowest inputs. Numerous studies have demonstrated that microalgae have among the greatest potentials for biomass production. This is in part due to the fact that all alga cells are photoautotrophic, they have active carbon concentrating mechanisms to increase photosynthetic productivity, and all the biomass is harvestable unlike plants. All photosynthetic organisms, however, convert only a fraction of the solar energy they capture into chemical energy (reduced carbon or biomass. To increase aerial carbon capture rates and biomass productivity it will be necessary to identify the most robust algal strains and increase their biomass production efficiency often by genetic manipulation. We review recent large-scale efforts to identify the best biomass producing strains and metabolic engineering strategies to improve aerial productivity. These strategies include optimization of photosynthetic light-harvesting antenna size to increase energy capture and conversion efficiency and the potential development of advanced molecular breeding techniques. To date, these strategies have resulted in up to two-fold increases in biomass productivity.

  13. Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

    Science.gov (United States)

    Aghaie, Reza; Zhang, Lawrence Jun

    2012-01-01

    This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

  14. Viral immune evasion strategies and the underlying cell biology.

    Science.gov (United States)

    Lorenzo, M E; Ploegh, H L; Tirabassi, R S

    2001-02-01

    Evasion of the immune system by viruses is a well-studied field. It remains a challenge to understand how these viral tactics affect pathogenesis and the viral lifecycle. At the same time, the study of viral proteins involved in immune evasion has helped us to better understand a number of cellular processes at the molecular level. Here we review recent data on different viral tactics for immune evasion and highlight what these viral interventions might teach us about cell biology. Copyright 2001 Academic Press.

  15. Memorable Exemplification in Undergraduate Biology: Instructor Strategies and Student Perceptions

    Science.gov (United States)

    Oliveira, Alandeom W.; Bretzlaff, Tiffany; Brown, Adam O.

    2018-03-01

    The present study examines the exemplification practices of a university biology instructor during a semester-long course. Attention is given specifically to how the instructor approaches memorable exemplification—classroom episodes identified by students as a source of memorable learning experiences. A mixed-method research approach is adopted wherein descriptive statistics is combined with qualitative multimodal analysis of video recordings and survey data. Our findings show that memorable experiencing of examples may depend on a multiplicity of factors, including whether students can relate to the example, how unique and extreme the example is, how much detail is provided, whether the example is enacted rather than told, and whether the example makes students feel sad, surprised, shocked, and/or amused. It is argued that, rather than simply assuming that all examples are equally effective, careful consideration needs be given to how exemplification can serve as an important source of memorable science learning experiences.

  16. Role-playing is an effective instructional strategy for genetic counseling training: an investigation and comparative study.

    Science.gov (United States)

    Xu, Xiao-Feng; Wang, Yan; Wang, Yan-Yan; Song, Ming; Xiao, Wen-Gang; Bai, Yun

    2016-09-02

    Genetic diseases represent a significant public health challenge in China that will need to be addressed by a correspondingly large number of professional genetic counselors. However, neither an official training program for genetic counseling, nor formal board certification, was available in China before 2015. In 2009, a genetic counseling training program based on role-playing was implemented as a pilot study at the Third Military Medical University to train third-year medical students. Questionnaires on participant attitudes to the program and role-playing were randomly administered to 324 students after they had finished their training. Pre- and post-training instructional tests, focusing on 42 key components of genetic counseling, were administered randomly to 200 participants to assess mastery of each component. Finally, scores in final examinations of 578 participants from 2009 to 2011 were compared to scores obtained by 614 non-participating students from 2006 to 2008 to further assess program efficacy. Both the training program and the instructional strategy of role-playing were accepted by most participants. Students believed that role-playing improved their practice of genetic counseling and medical genetics, enhanced their communication skills, and would likely contribute to future professional performance. The average understanding of 40 of the key points in genetic counseling was significantly improved, and most students approached excellent levels of mastery. Scores in final examinations and the percentages of students scoring above 90 were also significantly elevated. Role-playing is a feasible and effective instructional strategy for training genetic counselors in China as well as in other developing countries.

  17. WWC Review of the Report "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability." What Works Clearinghouse Single Study Review

    Science.gov (United States)

    What Works Clearinghouse, 2014

    2014-01-01

    A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of…

  18. The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

    2013-01-01

    This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

  19. STRATEGI PEMBELAJARAN, KEMAMPUAN AKADEMIK, KEMAMPUAN PEMECAHAN MASALAH, DAN HASIL BELAJAR BIOLOGI

    Directory of Open Access Journals (Sweden)

    I Wayan Karmana

    2012-04-01

    Full Text Available Abstract: The Learning Strategy, Academic Capability, Problem Solving Skills, and Cognitive Achievement In Biology. This study investigates the effects of learning strategy, academic capability, and their interaction on problem solving skills, critical thinking, metacognitive awareness, and cognitive achievement in biology. This is a quasi experimental study using pretest-posttest non-equivalent control group design. The sample includes 60 tenth grade students of Senior High School 4 Mataram. Instru­ments used are a test and a questionnaire. The data are analyzed using ANCOVA and follow up tests using LSD. Based on the data analysis, the following conclusions are drawn (1 there are effects of PBL strategy and integrated PBL and STAD on problem solving skill, critical thinking, and cognitive achievement in biology, but not on metacognitive awareness, (2 there is an effect of academic compe­tency on cognitive achievement in biology, but not on problem solving skill, critical thinking, and meta­cognitive awareness, and (3 there are no effects of learning strategy and academic competency interac­tion on problem solving skill, critical thinking, metacognitive awareness and learning cognitive achievement in biology. Abstrak: Strategi Pembelajaran, Kemampuan Akademik, Kemampuan Pemecahan Masalah, dan Hasil Belajar Biologi. Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran, ke­mampuan akademik, dan interaksi strategi pembelajaran dan kemampuan akademik terhadap kemam­puan pemecahan masalah, kemam­puan berpikir kritis, kesadaran metakognitif, dan hasil belajar kognitif biologi siswa SMA. Penelitian kuasi-eksperimental ini melibatkan 60 siswa kelas X SMA Negeri 4 Mataram yang datanya dikumpul­kan menggunakan tes dan angket yang dianalisis menggunakan Anakova. Hasilnya menunjukkan bahwa (1 ada pengaruh strategi pembelajaran terhadap kemampuan pemecahan masalah, kemampuan berpikir kritis, dan hasil belajar kognitif biologi

  20. The effects of the interaction between cognitive style and instructional strategy on the educational outcomes for a science exhibit

    Science.gov (United States)

    Knappenberger, Naomi

    This dissertation examines factors which may affect the educational effectiveness of science exhibits. Exhibit effectiveness is the result of a complex interaction among exhibit features, cognitive characteristics of the museum visitor, and educational outcomes. The purpose of this study was to determine the relative proportions of field-dependent and field-independent visitors in the museum audience, and to ascertain if the cognitive style of visitors interacted with instructional strategies to affect the educational outcomes for a computer-based science exhibit. Cognitive style refers to the self-consistent modes of selecting and processing information that an individual employs throughout his or her perceptual and intellectual activities. It has a broad influence on many aspects of personality and behavior, including perception, memory, problem solving, interest, and even social behaviors and self-concept. As such, it constitutes essential dimensions of individual differences among museum visitors and has important implications for instructional design in the museum. The study was conducted in the spring of 1998 at the Adler Planetarium and Astronomy Museum in Chicago. Two experimental treatments of a computer-based exhibit were tested in the study. The first experimental treatment utilized strategies designed for field-dependent visitors that limited the text and provided more structure and cueing than the baseline treatment of the computer program. The other experimental treatment utilized strategies designed for field-independent visitors that provided hypothesis-testing and more contextual information. Approximately two-thirds of the visitors were field-independent. The results of a multiple regression analysis indicated that there was a significant interaction between cognitive style and instructional strategy that affected visitors' posttest scores on a multiple-choice test of the content. Field-independent visitors out- performed the field

  1. Big data and computational biology strategy for personalized prognosis.

    Science.gov (United States)

    Ow, Ghim Siong; Tang, Zhiqun; Kuznetsov, Vladimir A

    2016-06-28

    The era of big data and precision medicine has led to accumulation of massive datasets of gene expression data and clinical information of patients. For a new patient, we propose that identification of a highly similar reference patient from an existing patient database via similarity matching of both clinical and expression data could be useful for predicting the prognostic risk or therapeutic efficacy.Here, we propose a novel methodology to predict disease/treatment outcome via analysis of the similarity between any pair of patients who are each characterized by a certain set of pre-defined biological variables (biomarkers or clinical features) represented initially as a prognostic binary variable vector (PBVV) and subsequently transformed to a prognostic signature vector (PSV). Our analyses revealed that Euclidean distance rather correlation distance measure was effective in defining an unbiased similarity measure calculated between two PSVs.We implemented our methods to high-grade serous ovarian cancer (HGSC) based on a 36-mRNA predictor that was previously shown to stratify patients into 3 distinct prognostic subgroups. We studied and revealed that patient's age, when converted into binary variable, was positively correlated with the overall risk of succumbing to the disease. When applied to an independent testing dataset, the inclusion of age into the molecular predictor provided more robust personalized prognosis of overall survival correlated with the therapeutic response of HGSC and provided benefit for treatment targeting of the tumors in HGSC patients.Finally, our method can be generalized and implemented in many other diseases to accurately predict personalized patients' outcomes.

  2. Literacy Strategy Journal: Planning Literacy Instruction in a Liberal Arts College

    Science.gov (United States)

    Causarano, Antonio

    2013-01-01

    This paper discusses the importance of writing, developing, and implementing a literacy strategy journal as a junior faculty teaching literacy courses in a University in the United States. The analysis of the content of the literacy strategy journal is carried out by applying a Bakhtinian dialogic framework to become aware and understand how…

  3. The Impact of Text Structure Reading Strategy Instruction in a Second Language: Benefits across Languages

    Science.gov (United States)

    Schwartz, Ana Isabel; Mendoza, Laura; Meyer, Bonnie

    2017-01-01

    The goal of the present study was to examine the efficacy of learning a text structure strategy (TSS) for improving reading comprehension and recall for second language (L2) learners, as well as to test for transfer of the strategy to the native language (L1). University L2 learners of English completed a five-session course on using the TSS to…

  4. Characteristics and Strategies for the Instruction of Secondary Students with Learning Disabilities in Reading.

    Science.gov (United States)

    Campbell, Joel C.; Howard, Vikki F.

    1993-01-01

    Characteristics of secondary students with a learning disability in reading are reviewed, and the stages of reading development are outlined. Strategies for academic and social inclusion of these students are discussed, including peer tutoring, guided notes, cooperative learning, learning strategies, and teaching reading in the content area. (JDD)

  5. From biodefence to biosecurity: the Obama administration's strategy for countering biological threats.

    Science.gov (United States)

    Koblentz, Gregory D

    2012-01-01

    The Seventh Review Conference of the Biological Weapons Convention (BWC), the first international treaty to outlaw an entire class of weapons, was held in Geneva in December 2011. On 7 December, Secretary of State Hillary Clinton became the highest-ranking US government official to address a BWC meeting. Secretary Clinton told the assembled delegation that ‘we view the risk of bioweapons attack as both a serious national security challenge and a foreign policy priority’. At the same time, she warned that a large-scale disease outbreak ‘could cripple an already fragile global economy’. Secretary Clinton's speech reflected a new understanding that the range of biological threats to international security has expanded from state-sponsored biological warfare programmes to include biological terrorism, dual-use research and naturally occurring infectious diseases such as pandemics. Recognizing these changes, President Barack Obama released a new national strategy for countering biological threats in 2009. This strategy represents a shift in thinking away from the George W. Bush administration's focus on biodefence, which emphasized preparing for and responding to biological weapon attacks, to the concept of biosecurity, which includes measures to prevent, prepare for and respond to naturally occurring and man-made biological threats. The Obama administration's biosecurity strategy seeks to reduce the global risk of naturally occurring and deliberate disease outbreaks through prevention, international cooperation, and maximizing synergies between health and security. The biosecurity strategy is closely aligned with the Obama administration's broader approach to foreign policy, which emphasizes the pragmatic use of smart power, multilateralism and engagement to further the national interest. This article describes the Obama administration's biosecurity strategy; highlights elements of continuity and change from the policies of the Bush administration; discusses

  6. The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics

    Science.gov (United States)

    Fouche, Jaunine

    The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.

  7. Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?

    Directory of Open Access Journals (Sweden)

    Charles Henderson

    2012-07-01

    Full Text Available During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate. This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS. The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

  8. Comprehension with Instructional Media for Middle School Science: Holistic Performative Design Strategy and Cognitive Load

    Science.gov (United States)

    Peterson, Matthew Owen

    This study identifies three distinct levels of text-image integration in page design in a linear relationship of lesser to greater integration: prose primary, prose subsumed, and fully integrated strategies. Science textbook pages were redesigned according to these holistic design strategies for 158 7th-grade students. There were three separate treatment tests, as well as a pre-test and post-test, and pilot tests with both undergraduate students and the subjects themselves. Subjects found the fully integrated strategy to produce the most visually interesting designs and the prose primary strategy to produce the least interesting, with prose subsumed definitively in between (according to 95% confidence intervals). The strategy employed significantly altered interest in science subject matter in one of three treatments (ANOVA, P=0.0446), where a Student's t-test revealed that the prose subsumed strategy produced higher interest in subject matter than prose primary. The strategy employed significantly altered comprehension of abstract relationships in one of three treatments (ANOVA, P=0.0202), where a Student's t-test revealed that the fully integrated strategy resulted in greater comprehension than prose primary. For the same treatment condition significant differences were found through ANOVA for factual-level knowledge (P=0.0289) but not conceptual-level knowledge ( P=0.0586). For factual-level knowledge prose primary resulted in lesser comprehension than both prose subsumed and fully integrated. Comprehension is defined according to cognitive load theory. No strategy impact on perception of task difficulty was found. This study was approved by North Carolina State University's Institutional Review Board and Wake County Public School System's Research Review Committee.

  9. Your teaching strategy matters: how engagement impacts application in health information literacy instruction

    Directory of Open Access Journals (Sweden)

    Heather A. Johnson, MLIS

    2017-01-01

    Conclusions: Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

  10. A Study To Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy In An EFL (English as a Foreign Language) Environment

    Science.gov (United States)

    Noseworthy, Mark Joseph

    2011-12-01

    This research titled 'A Study to Determine Instructors Self-Reported Instructional Strategies Which Foster Science Literacy in an EFL (English as a Foreign Language) Environment' is an ethnographic study based on grounded theory principles and research design. The essence of the research was to answer five research questions that would ultimately create a foundation for instructional strategies allowing science instructors to foster science literacy in an EFL environment. The research attempts to conceptualize the research participants' instructional strategies that promote strong science literacy skills. Further to this, consider the complexities that this learning environment inherently offers, where the learning event is occurring in an English environment that is a second language for the learner. The research was designed to generate personal truths that produced common themes as it relates to the five research questions posed in this thesis; what instructional strategies do current post secondary science instructors at one College in Qatar believe foster science literacy in an EFL environment? As well, do science instructors believe that total immersion is the best approach to science literacy in an EFL environment? Is the North American model of teaching/learning science appropriate in this Middle Eastern environment? Are the current modes of teaching/instruction optimizing student's chances of success for science literacy? What do you feel are the greatest challenges for the EFL learner as it relates to science?

  11. Take-Wait-Stop: a patient-centered strategy for writing PRN medication instructions.

    Science.gov (United States)

    McCarthy, Danielle M; Davis, Terry C; King, Jennifer P; Mullen, Rebecca J; Bailey, Stacy C; Serper, Marina; Jacobson, Kara L; Parker, Ruth M; Wolf, Michael S

    2013-01-01

    Recent studies have linked patient misunderstanding of label instructions for as needed (PRN) medications to dosing errors. This study conducted a preliminary field test of patient-centered PRN label instructions. Patients participated in a hypothetical dosing experiment and were randomized to a patient-centered label (referred to as "Take-Wait-Stop") or standard label. Participants were asked to demonstrate dosing the medicine over 24 hours. Three types of independent dosing errors were measured: (a) taking more than two pills at one time, (b) exceeding the maximum daily dose, and (c) waiting fewer than 4 hours between doses. Generalized linear models were used to assess the association between label type, health literacy, and sociodemographic characteristics. Participants' mean age was 39.8 years, 62.1% were female, 43.7% were White, and 72.4% had adequate literacy. Of participants, 31.8% who were shown the standard label demonstrated taking in excess of 6 pills in 24 hours compared with only 14.0% of participants who were shown the Take-Wait-Stop label (p = .05). Overall, only 1 person demonstrated he would take more than 2 pills in a single dose. Of the standard label group, 20.5% demonstrated dosing intervals of fewer than 4 hours compared with 23.3% of the Take-Wait-Stop label group (p=.75). In a multivariate model, participants who were exposed to the standard label were 2.5 times more likely to exceed the recommended maximum daily dose (95% CI [1.05, 7.70], p=.03). The Take-Wait-Stop label was beneficial in preventing participants from exceeding the maximum dose in 24 hours, although it did not significantly reduce other dosing errors.

  12. Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

    Science.gov (United States)

    Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

    2014-10-01

    In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

  13. The effects of field dependent/independent style awareness on learning strategies and outcomes in an instructional hypermedia module

    Science.gov (United States)

    Fyle, Clifford Omodele

    The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and explanations about their individual cognitive styles and the learning strategies that accommodate those styles. The study entailed examining students' achievement in a multiple-choice test and performance in a design task, and also their navigation patterns as they studied a science-oriented Webquest. The sample consisted of 149 eighth-grade students in 10 sections of a science class taught by two teachers in a public middle school. A two-group posttest-only design on one factor (style awareness) was used. Sixty-eight students in five sections of the class were assigned to the treatment group (field dependent/independent style awareness) while the other 81 students in five sections were assigned to the control group (no field dependent/independent style awareness). The study took place over a period of 6 days. On the first day, students in the treatment group were first tested and debriefed on their individual styles. Next, all students in both the treatment and control groups studied the hypermedia instructional module (Webquest) over a period of two days. On the fourth and fifth days students worked on the performance tasks, and on the sixth day students took the multiple-choice test and students in the control group were tested and debriefed on their individual styles. The findings indicate that style awareness significantly influenced the learning strategies of field-dependent students as they studied and carried out learning tasks in the Webquest. Field-dependent students with style awareness used hypertext links and navigated the menu sequentially a greater number of times than their counterparts with no style awareness

  14. A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

    Science.gov (United States)

    Hardy, Shanon D.

    The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new

  15. Stochastic noncooperative and cooperative evolutionary game strategies of a population of biological networks under natural selection.

    Science.gov (United States)

    Chen, Bor-Sen; Yeh, Chin-Hsun

    2017-12-01

    We review current static and dynamic evolutionary game strategies of biological networks and discuss the lack of random genetic variations and stochastic environmental disturbances in these models. To include these factors, a population of evolving biological networks is modeled as a nonlinear stochastic biological system with Poisson-driven genetic variations and random environmental fluctuations (stimuli). To gain insight into the evolutionary game theory of stochastic biological networks under natural selection, the phenotypic robustness and network evolvability of noncooperative and cooperative evolutionary game strategies are discussed from a stochastic Nash game perspective. The noncooperative strategy can be transformed into an equivalent multi-objective optimization problem and is shown to display significantly improved network robustness to tolerate genetic variations and buffer environmental disturbances, maintaining phenotypic traits for longer than the cooperative strategy. However, the noncooperative case requires greater effort and more compromises between partly conflicting players. Global linearization is used to simplify the problem of solving nonlinear stochastic evolutionary games. Finally, a simple stochastic evolutionary model of a metabolic pathway is simulated to illustrate the procedure of solving for two evolutionary game strategies and to confirm and compare their respective characteristics in the evolutionary process. Copyright © 2017 Elsevier B.V. All rights reserved.

  16. Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

    Directory of Open Access Journals (Sweden)

    Y. Herlanti

    2017-04-01

    Full Text Available The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

  17. Instructing young children in the use of memorizing strategies: effects at study and recall.

    Science.gov (United States)

    Pierce, S; Lange, G

    1993-10-01

    This study examined preschool children's abilities to apply a newly learned organizational study-recall strategy in posttraining tasks that employed stimulus items from different media and that were administered by an unfamiliar experimenter. Forty-eight 4- and 5-year-old children were assigned to training and control conditions that alternated the presentation of pictures and objects on baseline, training, and test tasks. Same-medium tasks required children to study and recall items of the same stimulus medium (pictures or objects) as that depicting items in the training tasks. Different-medium tasks required performance with items presented in the alternate medium. Training included demonstration and practice in using a study-sorting strategy to organize the stimuli, encouragement to apply the strategy in new tasks, presenting a rationale for using the strategy, giving feedback about the effectiveness of using the strategy, and providing incentive for effortful performance. Subjects in the training groups showed marked increases in the use of sorting activities in posttraining tasks but failed to show corresponding significant improvements in item recall.

  18. The Use of Research-Based Instructional Strategies in Introductory Physics: Where do Faculty Leave the Innovation-Decision Process?

    Science.gov (United States)

    Henderson, Charles; Dancy, Melissa; Niewiadomska-Bugaj, Magdalena

    2013-03-01

    During the Fall of 2008 a web survey was completed by a representative sample of 722 United States physics faculty. In this talk we will briefly present summary statistics to describe faculty knowledge about and use of 24 specific research-based instructional strategies (RBIS). We will then analyze the results based on a four stage model of the innovation-decision process: knowledge, trial, continuation, and high use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Based on a logistic regression analysis, only nine of the 20 potential predictor variables measured were statistically significant when controlling for other variables. Faculty age, institutional type, and percentage of job related to teaching were not found to be correlated with knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS. Supported by NSF #0715698.

  19. Strategy on biological evaluation for biodegradable/absorbable materials and medical devices.

    Science.gov (United States)

    Liu, Chenghu; Luo, Hongyu; Wan, Min; Hou, Li; Wang, Xin; Shi, Yanping

    2018-01-01

    During the last two decades, biodegradable/absorbable materials which have many benefits over conventional implants are being sought in clinical practices. However, to date, it still remains obscure for us to perform full physic-chemical characterization and biological risk assessment for these materials and related devices due to their complex design and coherent processing. In this review, based on the art of knowledge for biodegradable/absorbable materials and biological risk assessment, we demonstrated some promising strategies to establish and improve the current biological evaluation systems for these biodegradable/absorbable materials and related medical devices.

  20. Using simulation to instruct emergency medicine residents in cognitive forcing strategies.

    Science.gov (United States)

    Bond, William F; Deitrick, Lynn M; Arnold, Darryl C; Kostenbader, Marianne; Barr, Gavin C; Kimmel, Saron R; Worrilow, Charles C

    2004-05-01

    Recent literature defines certain cognitive errors that emergency physicians will likely encounter. The authors have utilized simulation and debriefing to teach the concepts of metacognition and error avoidance. The authors conducted a qualitative study of an educational intervention at Lehigh Valley Hospital during academic year 2002-03. Fifteen emergency medicine residents--eight from postgraduate year three (PGY3) and seven from postgraduate year two (PGY2)--experienced a difficult simulator lab scenario designed to lead them into a cognitive error trap. The debriefing was a PowerPoint with audio format CD-ROM with a didactic on succinylcholine (15 minutes) and cognitive forcing strategies (30 minutes). After debriefing, residents were interviewed by an ethnographer with an 11-question (15-minute) interview and completed an eight-question written survey. The residents ranked this experience second only to direct patient care for educational effectiveness. Survey results (Likert scale, 1 = disagree completely to 5 = agree completely) included "Improved my ability to use succinylcholine" (mean = 4.73), "Improved my ability to diagnose and treat hyperkalemia" (mean = 4.6), and "Cognitive forcing strategies is a useful educational effort" (mean = 4.33). The major interview themes that evolved were that the simulation lab was a positive experience; succinylcholine knowledge was gained; mistakes caused reflection/motivation; the lab was stressful; attending feedback was desired; the lab was realistic; and cognitive forcing strategies were discussed. When asked what they learned, more of the PGY3s commented on cognitive strategies or heuristic techniques (six out of eight), whereas the PGY2s commented on knowledge gained about succinylcholine (five out of seven) and only one PGY2 mentioned cognitive strategies. Pilot data suggest that metacognitive strategies can be taught to residents, though they may be better understood by upper-level residents.

  1. Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

    Science.gov (United States)

    Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

    2018-01-01

    This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

  2. Combined Fluency and Cognitive Strategies Instruction Improves Mathematics Achievement in Early Elementary School

    Science.gov (United States)

    Carr, Martha; Taasoobshirazi, Gita; Stroud, Rena; Royer, James M.

    2011-01-01

    One hundred and seventy-eight second grade students from two states (Georgia and Massachusetts) participated in an experiment in which they were randomly assigned to either (1) a computer program designed to increase fluency in addition and subtraction, (2) a program designed to improve cognitive strategy use for addition and subtraction, (3) a…

  3. An Authentically Simulated Approach to Disciplinary Literacy Instruction in a Study Strategies Course

    Science.gov (United States)

    Armstrong, Sonya L.; Reynolds, Rita

    2011-01-01

    This manuscript describes a first-year college study strategies course designed to introduce students to literacy practices typical in academic settings. Given constraints imposed by institutional requirements on students' schedules during their first year, an authentic course pairing with a content area course is rarely possible; therefore, the…

  4. Exploring Early Reading Instructional Strategies to Advance the Print Literacy Development of Adolescent SLIFE

    Science.gov (United States)

    Montero, M. Kristiina; Newmaster, Sharon; Ledger, Stephanie

    2014-01-01

    The research presented in this article examines the English language and print literacy development of adolescent refugee students with limited and interrupted formal education (SLIFE) aged 14 to 21. The aim of this research was to determine if and how teaching early reading strategies to secondary ESL/ELD teachers could improve students'…

  5. Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

    Science.gov (United States)

    Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.

    2017-01-01

    Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

  6. Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction

    Science.gov (United States)

    Mcmaster, Kristen L.; Fuchs, Douglas; Fuchs, Lynn S.

    2006-01-01

    This paper reviews research evaluating the effectiveness of Peer-Assisted Learning Strategies (PALS) for reading. Nearly fifteen years of research has demonstrated the effectiveness of this classwide peer tutoring program in improving the reading performance of high-, average-, and low-performing students, including students with disabilities,…

  7. Interdisciplinary and Intercultural Differences in Learning Strategy Use: Implications for Language Processing, Curriculum and Instruction

    Science.gov (United States)

    Shawer, Saad F.

    2012-01-01

    This investigation examines English as foreign language college interdisciplinary and intercultural differences in learning strategy use and their implications for language processing. Positivism underpins this research at the levels of ontology (standardized variables), epistemology (detachment from the subjects) and methodology, using nomothetic…

  8. The effect of matching learning styles and instructional strategies on academic achievement and student enjoyment of science lessons in a high school general chemistry course

    Science.gov (United States)

    Fundi, Shaaban Kitindi

    This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional

  9. Using biological effects tools to define Good Environmental Status under the Marine Strategy Framework Directive

    NARCIS (Netherlands)

    Lyons, B.P.; Thain, J.E.; Hylland, K.; Davis, I.; Vethaak, A.D.

    2010-01-01

    The use of biological effects tools offer enormous potential to meet the challenges outlined by the European Union Marine Strategy Framework Directive (MSFD) whereby Member States are required to develop a robust set of tools for defining 11 qualitative descriptors of Good Environmental Status

  10. The Social Attitude Empowerment of Biology Students: Implementation JiRQA Learning Strategy in Different Ethnics

    Science.gov (United States)

    Bustami, Yakobus; Corebima, Aloysius Duran; Suarsini, Endang; Ibrohim

    2017-01-01

    The empowerment of social attitudes in higher education is indispensable. The aim of this research was to uncover the effect of the empowerment efforts on the social attitudes of multiethnic biology students through the implementation of JiRQA learning strategy. This research was a quasi experimental of 2 x 3 factorial design implemented on the…

  11. Chapter 7. Management strategies for dwarf mistletoes: Biological, chemical, and genetic approaches

    Science.gov (United States)

    S. F. Shamoun; L. E. DeWald

    2002-01-01

    The opportunity and need for management of mistletoe populations with biological, chemical, and genetic approaches are greatest for application to the dwarf mistletoes. Although much information is available on these management strategies (see reviews by Hawksworth 1972, Knutson 1978), significant research and development are still required for these to become...

  12. Do biological-based strategies hold promise to biofouling control in MBRs?

    KAUST Repository

    Malaeb, Lilian

    2013-10-01

    Biofouling in membrane bioreactors (MBRs) remains a primary challenge for their wider application, despite the growing acceptance of MBRs worldwide. Research studies on membrane fouling are extensive in the literature, with more than 200 publications on MBR fouling in the last 3 years; yet, improvements in practice on biofouling control and management have been remarkably slow. Commonly applied cleaning methods are only partially effective and membrane replacement often becomes frequent. The reason for the slow advancement in successful control of biofouling is largely attributed to the complex interactions of involved biological compounds and the lack of representative-for-practice experimental approaches to evaluate potential effective control strategies. Biofouling is driven by microorganisms and their associated extra-cellular polymeric substances (EPS) and microbial products. Microorganisms and their products convene together to form matrices that are commonly treated as a black box in conventional control approaches. Biological-based antifouling strategies seem to be a promising constituent of an effective integrated control approach since they target the essence of biofouling problems. However, biological-based strategies are in their developmental phase and several questions should be addressed to set a roadmap for translating existing and new information into sustainable and effective control techniques. This paper investigates membrane biofouling in MBRs from the microbiological perspective to evaluate the potential of biological-based strategies in offering viable control alternatives. Limitations of available control methods highlight the importance of an integrated anti-fouling approach including biological strategies. Successful development of these strategies requires detailed characterization of microorganisms and EPS through the proper selection of analytical tools and assembly of results. Existing microbiological/EPS studies reveal a number of

  13. Do biological-based strategies hold promise to biofouling control in MBRs?

    Science.gov (United States)

    Malaeb, Lilian; Le-Clech, Pierre; Vrouwenvelder, Johannes S; Ayoub, George M; Saikaly, Pascal E

    2013-10-01

    Biofouling in membrane bioreactors (MBRs) remains a primary challenge for their wider application, despite the growing acceptance of MBRs worldwide. Research studies on membrane fouling are extensive in the literature, with more than 200 publications on MBR fouling in the last 3 years; yet, improvements in practice on biofouling control and management have been remarkably slow. Commonly applied cleaning methods are only partially effective and membrane replacement often becomes frequent. The reason for the slow advancement in successful control of biofouling is largely attributed to the complex interactions of involved biological compounds and the lack of representative-for-practice experimental approaches to evaluate potential effective control strategies. Biofouling is driven by microorganisms and their associated extra-cellular polymeric substances (EPS) and microbial products. Microorganisms and their products convene together to form matrices that are commonly treated as a black box in conventional control approaches. Biological-based antifouling strategies seem to be a promising constituent of an effective integrated control approach since they target the essence of biofouling problems. However, biological-based strategies are in their developmental phase and several questions should be addressed to set a roadmap for translating existing and new information into sustainable and effective control techniques. This paper investigates membrane biofouling in MBRs from the microbiological perspective to evaluate the potential of biological-based strategies in offering viable control alternatives. Limitations of available control methods highlight the importance of an integrated anti-fouling approach including biological strategies. Successful development of these strategies requires detailed characterization of microorganisms and EPS through the proper selection of analytical tools and assembly of results. Existing microbiological/EPS studies reveal a number of

  14. A case study of meaningful learning in a collaborative concept mapping strategy as a preparation for a college biology laboratory

    Science.gov (United States)

    Carter, Catherine Wilburn Evelyn

    Statement of the problem. The purpose of this research was to add to our understanding of meaningful learning by examining the process of collaborative concept mapping and student interaction during knowledge construction. Laboratory learning has been hampered by inadequacies of students' conceptual understanding and laboratory preparation. Believing that people construct their own knowledge and that collaboration might assist in these constructions, this research examined student dialog and written products related to their college general biology laboratory experiences. The following questions guided the research: (a) What negotiations and other interactions take place between students who jointly construct propositions and concept maps? (b) What thinking and understanding takes place as students are constructing biology concepts? (c) What awareness do students have about their construction of biological concepts and about the use of these concept mapping strategies? Method. This study utilized qualitative and interpretive methodologies and a case study approach with purposeful sampling. Students in college general biology laboratory used an instructional strategy in which they independently constructed propositions from laboratory concepts. While being audio taped, pairs of students negotiated these propositions and used them to form concept maps. The data sets resulting from these methods, solicited personal documents including written proposition lists, concept maps, and examinations, were examined along with tape recorded conversations. Results. Analysis of interaction data revealed that most students paid only moderate attention to each other's comments. Most commonly observed cooperative behaviors were seeking meaning, providing explanations, and completion of partner's statements. The degree of pair symmetry did not consistently influence student interactions or cooperative behaviors. Students used easily memorized, but not necessarily accurate, answers

  15. The Cognitive and Behavioral Basis of an Instructional Design: Using CBT to Teach Technical Information and Learning Strategies.

    Science.gov (United States)

    Cook, E. K.; Kazlauskas, E. J.

    1993-01-01

    Describes a project that was developed to create production guidelines for instructional design of computer-based training (CBT) for industrial purposes. Topics addressed include Bloom's Taxonomy; Gagne's Events of Instruction; behavioral foundations; cognitive foundations; simulation as an example of cognitive instruction; learner control;…

  16. Novel therapeutic strategies for degenerative disc disease: Review of cell biology and intervertebral disc cell therapy.

    Science.gov (United States)

    Fernandez-Moure, Joseph; Moore, Caitlyn A; Kim, Keemberly; Karim, Azim; Smith, Kevin; Barbosa, Zonia; Van Eps, Jeffrey; Rameshwar, Pranela; Weiner, Bradley

    2018-01-01

    Intervertebral disc degeneration is a disease of the discs connecting adjoining vertebrae in which structural damage leads to loss of disc integrity. Degeneration of the disc can be a normal process of ageing, but can also be precipitated by other factors. Literature has made substantial progress in understanding the biological basis of intervertebral disc, which is reviewed here. Current medical and surgical management strategies have shortcomings that do not lend promise to be effective solutions in the coming years. With advances in understanding the cell biology and characteristics of the intervertebral disc at the molecular and cellular level that have been made, alternative strategies for addressing disc pathology can be discovered. A brief overview of the anatomic, cellular, and molecular structure of the intervertebral disc is provided as well as cellular and molecular pathophysiology surrounding intervertebral disc degeneration. Potential therapeutic strategies involving stem cell, protein, and genetic therapy for intervertebral disc degeneration are further discussed.

  17. Can pictures promote the acquisition of sight-word reading? An evaluation of two potential instructional strategies.

    Science.gov (United States)

    Richardson, Amy R; Lerman, Dorothea C; Nissen, Melissa A; Luck, Kally M; Neal, Ashley E; Bao, Shimin; Tsami, Loukia

    2017-01-01

    Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least-to-most prompting hierarchy. In the second experiment, the therapist embedded text-to-picture matching within the sight-word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text-to-picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures. © 2016 Society for the Experimental Analysis of Behavior.

  18. How Static Is the Statics Classroom? An Investigation into How Innovations, Specifically Research-Based Instructional Strategies, Are Adopted into the Statics Classroom

    Science.gov (United States)

    Cutler, Stephanie Leigh

    2013-01-01

    The purpose of this dissertation is to investigate how educational research, specifically Research-Based Instructional Strategies (RBIS), is adopted by education practice, specifically within the engineering Statics classroom. Using a systematic approach, changes in classroom teaching practices were investigated from the instructors' perspective.…

  19. Screenwriting: A Strategy for the Improvement of Writing Instructional Practices (La escritura de guiones: una estrategia para mejorar las prácticas instruccionales de escritura)

    Science.gov (United States)

    Amado, Hernán

    2010-01-01

    This article presents a pedagogical experience that addresses the use of an instructional strategy called screenwriting aimed at improving the teaching of writing in an educational context. This pedagogical intervention took place in a private English language school, where three adult students willingly participated to create their own short…

  20. Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver Use of Language Support Strategies and Children's Expressive Language Skills

    Science.gov (United States)

    Roberts, Megan Y.; Kaiser, Ann P.; Wolfe, Cathy E.; Bryant, Julie D.; Spidalieri, Alexandria M.

    2014-01-01

    Purpose: In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Method: Four caregiver-child dyads participated in a single-subject, multiple-baseline study.…

  1. The Effects of Multiple Intelligences Instructional Strategy on the Environmental Awareness Knowledge and Environmental Attitude Levels of Elementary Students in Science Course

    Science.gov (United States)

    Bas, Gökhan

    2010-01-01

    The aim of the research was to investigate the effects of Multiple Intelligences strategy and traditional methods of instruction on elementary students' environmental awareness knowledge levels and their attitudes towards the environment. The pre/post-test control group research model was used in this study. The research was carried out in…

  2. Effects of Video-Based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools Students in Geometry

    Science.gov (United States)

    Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses

    2016-01-01

    This study examined the effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools' students in geometry in Nigeria. It also examined the influence of gender on students' achievement. Pretest, posttest, experimental control group design was adopted for this study.…

  3. An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

    Science.gov (United States)

    Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

    2017-01-01

    Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…

  4. All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

    Science.gov (United States)

    Davis, Cassandre Y.

    2017-01-01

    Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

  5. Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions

    Science.gov (United States)

    Van Keer, Hilde; Verhaeghe, Jean Pierre

    2005-01-01

    The authors evaluated the effectiveness of explicit reading comprehension strategies instruction, followed by practice in teacher-led whole-class activities (STRAT), reciprocal same-age (STRAT + SA) peer-tutoring activities, or cross-age peer-tutoring activities (STRAT + CA) on 2nd and 5th graders' reading comprehension and self-efficacy…

  6. Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand

    Science.gov (United States)

    Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon

    2016-01-01

    The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…

  7. The biological control as a strategy to support nontraditional agricultural exports in Peru: An empirical analysis

    Directory of Open Access Journals (Sweden)

    Franklin Duarte Cueva

    2012-12-01

    Full Text Available The study is oriented to explore the general characteristics of agriculture, the biological control as a pest control mechanism and agro export industry. In this context, we try to promote the use of biological control as a strategy to support nontraditional exports related to products such as asparagus and fresh avocados grown in the La Libertad Department (Peru, through an agronomic and management approach. Biological control is the basis of integrated pest management (IPM and contributes to the conservation of agricultural ecosystems allowing to export companies reduce costs, fulfill international phytosanitary measures and supports the preservation of the environment and health. Thus, the Peruvian agro export companies could build a sustainable competitive advantage and seek a positioning as socially responsible firms. We analyze variables such as crop statistics, comparative costs between biological control and chemical control, main destination markets for asparagus and fresh avocados, international standards, among others.

  8. Instructional Management Strategy: A Multi-Sites Study on Science Teaching for Islamic School

    Directory of Open Access Journals (Sweden)

    Abdul Ghofur

    2017-12-01

    Full Text Available This paper describes how management strategies in science learning are done by teachers in Islamic schools. This is motivated by the ranking of Indonesia which 87 percent of the population of Muslims always occupy the lowest position for the ability of science literacy. This research was conducted for four months using descriptive qualitative design with data collection technique of interview, observation and documentation. The subjects of the study were six Islamic schools in Lamongan, East Java. The six Islamic schools were chosen by purposive sampling. The results showed that the learning activities of science more dominated by teachers, students heard more explanation than the practice in verifying the process of science. The majority of teachers use lecture, question and answer methods, and assignments, and occasionally apply discussion and demonstration methods. Science laboratories in schools have not been maximally used, some have limited tools and materials, some of which lack laboratory space and even two schools without a science laboratory. Assessment of student learning progress done through pretest, posttest, daily test, question and answer during lessons, UTS and UAS. Teacher's strategy in managing student learning motivation by using animated video as apperception, integrating science materials with Islamic religious values.

  9. Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part I: Development, Application and Evaluation of Instruction.

    Science.gov (United States)

    Hewson, Mariana G.

    Reported is the development, use, and evaluation of an instructional technique based upon: (1) the assessment of students' prior knowledge; and (2) a theoretical perspective advocated by Ausubel and others which emphasizes the importance of existing knowledge in influencing subsequent concept learning. The experimental group of 46 South African…

  10. Multiple-Case Design of Secondary Special Educators Teaching Students with High-Incidence Disabilities in Self-Contained Settings: Rationales for Instructional Strategy Choices and Perspectives on Evidence-Based Practices

    Science.gov (United States)

    Emanuel, Nancy J.

    2017-01-01

    Evidence-based practices (EBPs) and instructional strategies are the methods through which content is delivered to students. Multiple internal and external factors influence the choice of instructional strategies and EBPs used by secondary special educators working with students with high-incidence disabilities (HID) in the self-contained setting.…

  11. Analyzing the Knowledge Construction and Cognitive Patterns of Blog-Based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study

    Science.gov (United States)

    Wang, Shu-Ming; Hou, Huei-Tse; Wu, Sheng-Yi

    2017-01-01

    Instructional strategies can be helpful in facilitating students' knowledge construction and developing advanced cognitive skills. In the context of collaborative learning, instructional strategies as scripts can guide learners to engage in more meaningful interaction. Previous studies have been investigated the benefits of different instructional…

  12. Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning

    Directory of Open Access Journals (Sweden)

    Baiyun Chen

    2012-01-01

    Full Text Available Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.

  13. Learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences for continuing engineering education instructional design

    Science.gov (United States)

    Baukal, Charles Edward, Jr.

    A literature search revealed very little information on how to teach working engineers, which became the motivation for this research. Effective training is important for many reasons such as preventing accidents, maximizing fuel efficiency, minimizing pollution emissions, and reducing equipment downtime. The conceptual framework for this study included the development of a new instructional design framework called the Multimedia Cone of Abstraction (MCoA). This was developed by combining Dale's Cone of Experience and Mayer's Cognitive Theory of Multimedia Learning. An anonymous survey of 118 engineers from a single Midwestern manufacturer was conducted to determine their demographics, learning strategy preferences, verbal-visual cognitive styles, and multimedia preferences. The learning strategy preference profile and verbal-visual cognitive styles of the sample were statistically significantly different than the general population. The working engineers included more Problem Solvers and were much more visually-oriented than the general population. To study multimedia preferences, five of the seven levels in the MCoA were used. Eight types of multimedia were compared in four categories (types in parantheses): text (text and narration), static graphics (drawing and photograph), non-interactive dynamic graphics (animation and video), and interactive dynamic graphics (simulated virtual reality and real virtual reality). The first phase of the study examined multimedia preferences within a category. Participants compared multimedia types in pairs on dual screens using relative preference, rating, and ranking. Surprisingly, the more abstract multimedia (text, drawing, animation, and simulated virtual reality) were preferred in every category to the more concrete multimedia (narration, photograph, video, and real virtual reality), despite the fact that most participants had relatively little prior subject knowledge. However, the more abstract graphics were only slightly

  14. The effects of biological sex and gonadal hormones on learning strategy in adult rats.

    Science.gov (United States)

    Hawley, Wayne R; Grissom, Elin M; Barratt, Harriet E; Conrad, Taylor S; Dohanich, Gary P

    2012-02-28

    When learning to navigate toward a goal in a spatial environment, rodents employ distinct learning strategies that are governed by specific regions of the brain. In the early stages of learning, adult male rats prefer a hippocampus-dependent place strategy over a striatum-dependent response strategy. Alternatively, female rats exhibit a preference for a place strategy only when circulating levels of estradiol are elevated. Notably, male rodents typically perform better than females on a variety of spatial learning tasks, which are mediated by the hippocampus. However, limited research has been done to determine if the previously reported male spatial advantage corresponds with a greater reliance on a place strategy, and, if the male preference for a place strategy is impacted by removal of testicular hormones. A dual-solution water T-maze task, which can be solved by adopting either a place or a response strategy, was employed to determine the effects of biological sex and hormonal status on learning strategy. In the first experiment, male rats made more correct arm choices than female rats during training and exhibited a bias for a place strategy on a probe trial. The results of the second experiment indicated that testicular hormones modulated arm choice accuracy during training, but not the preference for a place strategy. Together, these findings suggest that the previously reported male spatial advantage is associated with a greater reliance on a place strategy, and that only performance during the training phase of a dual-solution learning task is impacted by removal of testicular hormones. Copyright © 2011 Elsevier Inc. All rights reserved.

  15. Making physiology learning memorable: a mobile phone-assisted case-based instructional strategy.

    Science.gov (United States)

    Kukolja Taradi, S; Taradi, M

    2016-09-01

    The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n = 311) taught by conventional didactic methods (traditional group) with those involved in a case-based problem-solving learning approach facilitated with mobile phones as web-based "clickers" (experimental group). Using their cell phones, students answered the same questions about the key physiological concepts three times. A pretest to determine their baseline knowledge was followed by two followup tests after 1 wk and 2 mo, respectively. The experimental group scored a mean of 93.2% correct items after 1 wk and 84.8% correct items after 2 mo [95% confidence intervals: (89.4, 97.0) and (79.4, 90.3), respectively]. Compared with their colleagues in the traditional group who scored 33.3% [95% confidence interval: (18.9, 47.8)] and 38.5% [95% confidence interval: (23.6, 53.4)] correct items, respectively, this was a significant increase of ∼50% (P < 0.0001). Furthermore, for the experimental group, Cohen's effect size (d) values of d = 1.67 (1-wk posttest) and d = 1.38 (2-mo posttest) suggested a very high practical significance. In contrast, in the traditional group, Cohen's d values of d = 0.04 (1-wk posttest) and d = 0.15 (2-mo posttest) assumed a very low practical significance. Copyright © 2016 The American Physiological Society.

  16. Economic Benefits of Advanced Control Strategies in Biological Nutrient Removal Systems

    DEFF Research Database (Denmark)

    Carstensen, J.; Nielsen, M.K.; Harremoës, Poul

    1994-01-01

    little regards to the variations in load and biomass activity. However, these dynamics can be evaluated on-line using grey box models to describe the most important features of the hydraulic and biological processes. Simulation studies of plants with an alternating process have shown that control......Advances in on-line monitoring of nutrient salt concentrations and computer technology has created a large potential for the implementation of advanced and complex control strategies in biological nutrient removal systems. The majority of wastewater treatment plants today are operated with very...... strategies incorporating information from the grey box models are capable of reducing the total nitrogen discharge as well as energy costs. These results have a major impact on both existing and future plants. In fact, it is expected that future plants can be reduced with 10-20 per cent in size...

  17. A strategy for space biology and medical science for the 1980s and 1990s

    Science.gov (United States)

    1987-01-01

    A guideline is provided for developing NASA's long-term mission plans and a rational, coherent research program. Ten topical areas for research are addressed: developmental biology, gravitropism in plants, sensorimotor integration, bone and mineral metabolism, cardiovascular/pulmonary function, muscle remodeling, nutrition, human reproduction, space anemia, and human behavior. Scientific goals, objectives, and required measurements and facilities for each of the major areas of space biology and medicine are identified and described along with primary goals and objectives for each of these disciplines. Proposals are made concerning the use of scientific panels to oversee the implementation of the strategy, life sciences' need for continuous access to spaceflight opportunities, the advantages of a focused mission strategy, certain design features that will enhance spaceflight experimentation, and general facilities. Other topics that are considered include mission planning, crew selection and training, and interagency and international cooperation.

  18. Biological and cultural diversity in the context of botanic garden conservation strategies

    Directory of Open Access Journals (Sweden)

    Christopher P. Dunn

    2017-12-01

    Full Text Available Impacts of global climate change, habitat loss, and other environmental changes on the world's biota and peoples continue to increase, especially on islands and in high elevation areas. Just as floristic diversity is affected by environmental change, so too are cultural and linguistic diversity. Of the approximately 7000 extant languages in the world, fully 50% are considered to be at risk of extinction, which is considerably higher than most estimates of extinction risks to plants and animals. To maintain the integrity of plant life, it is not enough for botanic gardens to consider solely the effects of environmental change on plants within the context of major conservation strategies such as the Global Strategy for Plant Conservation and the Convention on Biological Diversity. Rather, botanic gardens should actively engage in understanding and communicating the broader impacts of environmental change to biological and cultural diversity.

  19. Monoclonal gammopathy of undetermined significance and smoldering multiple myeloma: biological insights and early treatment strategies.

    Science.gov (United States)

    Landgren, Ola

    2013-01-01

    After decades of virtually no progress, multiple myeloma survival has improved significantly in the past 10 years. Indeed, multiple myeloma has perhaps seen more remarkable progress in treatment and patient outcomes than any other cancer during the last decade. Recent data show that multiple myeloma is consistently preceded by a precursor state (monoclonal gammopathy of undetermined significance [MGUS]/smoldering multiple myeloma [SMM]). This observation provides a framework for prospective studies focusing on transformation from precursor disease to multiple myeloma and for the development of treatment strategies targeting "early myeloma." This review discusses current biological insights in MGUS/SMM, provides an update on clinical management, and discusses how the integration of novel biological markers, molecular imaging, and clinical monitoring of MGUS/SMM could facilitate the development of early treatment strategies for high-risk SMM (early myeloma) patients in the future.

  20. Enzyme Biosensors for Biomedical Applications: Strategies for Safeguarding Analytical Performances in Biological Fluids

    Science.gov (United States)

    Rocchitta, Gaia; Spanu, Angela; Babudieri, Sergio; Latte, Gavinella; Madeddu, Giordano; Galleri, Grazia; Nuvoli, Susanna; Bagella, Paola; Demartis, Maria Ilaria; Fiore, Vito; Manetti, Roberto; Serra, Pier Andrea

    2016-01-01

    Enzyme-based chemical biosensors are based on biological recognition. In order to operate, the enzymes must be available to catalyze a specific biochemical reaction and be stable under the normal operating conditions of the biosensor. Design of biosensors is based on knowledge about the target analyte, as well as the complexity of the matrix in which the analyte has to be quantified. This article reviews the problems resulting from the interaction of enzyme-based amperometric biosensors with complex biological matrices containing the target analyte(s). One of the most challenging disadvantages of amperometric enzyme-based biosensor detection is signal reduction from fouling agents and interference from chemicals present in the sample matrix. This article, therefore, investigates the principles of functioning of enzymatic biosensors, their analytical performance over time and the strategies used to optimize their performance. Moreover, the composition of biological fluids as a function of their interaction with biosensing will be presented. PMID:27249001

  1. Exclusivity strategies and opportunities in view of the Biologics Price Competition and Innovation Act.

    Science.gov (United States)

    Gaudry, Kate S

    2011-01-01

    Government-provided exclusivity periods provide pharmaceutical companies with incentives to invest in new drugs. Meanwhile, encouraging competition serves another worthy goal of improving the affordability of medications. Decades ago, the Hatch-Waxman Act set forth provisions attempting to balance these objectives in the context of small-molecule drugs. Recently, the Biologics Price Competition and Innovation Act was enacted to meet similar aims in the context of biologic drugs. This article presents a detailed comparison of these two Acts. While the Acts share many global similarities (e.g., providing exclusivity terms and abbreviated approval processes), many differences are also apparent when analyzing details of the provisions. One area of great departure between the Acts is the requirements of how a generic or follow-on applicant must address patents covering a reference product. After describing these differences, the article presents predictions of how reference product sponsors will adapt their patent-prosecution strategies in view of the new Biologics Act.

  2. A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children's Working Memory and Comprehension.

    Science.gov (United States)

    Peng, Peng; Fuchs, Douglas

    2017-01-01

    Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are at risk for learning difficulties. We conducted a modest study of whether the training of verbal WM would improve verbal WM and passage listening comprehension and whether training effects differed between two approaches: training with and without strategy instruction. A total of 58 first-grade children were randomly assigned to three groups: WM training with a rehearsal strategy, WM training without strategy instruction, and controls. Each member of the two training groups received a one-to-one, 35-min session of verbal WM training on each of 10 consecutive school days, totaling 5.8 hr. Both training groups improved on trained verbal WM tasks, with the rehearsal group making greater gains. Without correction for multiple group comparisons, the rehearsal group made reliable improvements over controls on an untrained verbal WM task and on passage listening comprehension and listening retell measures. The no-strategy-instruction group outperformed controls on passage listening comprehension. When corrected for multiple contrasts, these group differences disappeared but were associated with moderate to large effect sizes. Findings suggest-however tentatively-that brief but intensive verbal WM training may strengthen the verbal WM and comprehension performance of young children at risk. Necessary caveats and possible implications for theory and future research are discussed. © Hammill Institute on Disabilities 2015.

  3. Strategies for Reliable Exploitation of Evolutionary Concepts in High Throughput Biology

    Directory of Open Access Journals (Sweden)

    Julie D. Thompson

    2008-01-01

    Full Text Available The recent availability of the complete genome sequences of a large number of model organisms, together with the immense amount of data being produced by the new high-throughput technologies, means that we can now begin comparative analyses to understand the mechanisms involved in the evolution of the genome and their consequences in the study of biological systems. Phylogenetic approaches provide a unique conceptual framework for performing comparative analyses of all this data, for propagating information between different systems and for predicting or inferring new knowledge. As a result, phylogeny-based inference systems are now playing an increasingly important role in most areas of high throughput genomics, including studies of promoters (phylogenetic footprinting, interactomes (based on the presence and degree of conservation of interacting proteins, and in comparisons of transcriptomes or proteomes (phylogenetic proximity and co-regulation/co-expression. Here we review the recent developments aimed at making automatic, reliable phylogeny-based inference feasible in large-scale projects. We also discuss how evolutionary concepts and phylogeny-based inference strategies are now being exploited in order to understand the evolution and function of biological systems. Such advances will be fundamental for the success of the emerging disciplines of systems biology and synthetic biology, and will have wide-reaching effects in applied fields such as biotechnology, medicine and pharmacology.

  4. Conscious knowledge of learning: accessing learning strategies in a final year high school biology class

    Science.gov (United States)

    Conner, Lindsey; Gunstone, Richard

    2004-12-01

    This paper reports on a qualitative case study investigation of the knowledge and use of learning strategies by 16 students in a final year high school biology class to expand their conscious knowledge of learning. Students were provided with opportunities to engage in purposeful inquiry into the biological, social and ethical aspects of cancer. A constructivist approach was implemented to access prior content and procedural knowledge in various ways. Students were encouraged to develop evaluation of their learning skills independently through activities that promoted metacognition. Those students who planned and monitored their work produced essays of higher quality. The value and difficulties of promoting metacognitive approaches in this context are discussed, as well as the idea that metacognitive processes are difficult to research, because they have to be conscious in order to be identified by the learner, thereby making them accessible to the researcher.

  5. The Integration of the Big6 Information Literacy and Reading Strategies Instruction in a Fourth Grade Inquiry-Based Learning Course, “Our Aquarium”

    Directory of Open Access Journals (Sweden)

    Lin Ching Chen

    2013-06-01

    Full Text Available This study investigated the student performance in an inquiry learning course which integrated information literacy and reading strategies in a fourth-grade science class. The curriculum design was based on the Big6 model, which includes the stages of task definition, information seeking strategies, location & access, use of information, synthesis, and evaluation. The study duration was one semester. The data was gathered through participant observations, interviews, surveys, tests, and from documents generated in the course implementation. The results showed that the integration of information literacy and reading strategies instruction was feasible. The students performed well in information seeking strategies, locating & accessing information, using and synthesizing information. In contrast, their abilities in task definition and evaluation needed further improvement. Also, while the students did acquire various reading strategies during the inquiry process, they needed more exercises to internalize the skills. The performance on the acquisition of subject knowledge was also improved through the inquiry learning. The participating instructors considered that the collaboration between teachers of different subject matters was the key to a successful integrated instruction [Article content in Chinese

  6. Cost-effectiveness simulation model of biologic strategies for treating to target rheumatoid arthritis in Germany.

    Science.gov (United States)

    Beresniak, Ariel; Baerwald, Christoph; Zeidler, Henning; Krüger, Klaus; Neubauer, Aljoscha S; Dupont, Danielle; Merkesdal, Sonja

    2013-01-01

    The treatment of active rheumatoid arthritis (RA) usually requires different therapeutic options used sequentially in case of an insufficient response (IR) to previous agents. Since there is a lack of clinical trials comparing biologic treatment sequences, simulation models might add to the understanding of optimal treatment sequences and their cost-effectiveness. The objective of this study was to assess the cost-effectiveness of different biologic treatment strategies in patients with an IR to anti-TNF agents, based on levels of disease activity from the German public payer's perspective. A cost-effectiveness sequential model was developed in accordance with local RA treatment strategies, using DAS28 scores as dichotomous effectiveness endpoints: achieving remission/no remission (RS/no RS) or a state of low disease activity (LDAS/no LDAS). Costs were estimated using resource utilisation data obtained from a large observational German cohort. Advanced simulations were conducted to assess the cost-effectiveness over 2 years of four sequential biologic strategies composed of up to 3 biologic agents, namely anti-TNF agents, abatacept or rituximab, in patients with moderate-to-severe active RA and an IR to at least one anti-TNF agent. Over two years, the biological sequence including abatacept after an IR to one anti-TNF agent appeared the most effective and cost-effective versus (vs.) use after two anti-TNF agents (€633 vs. €1,067/day in LDAS and €1,222 vs. €3,592/day in remission), and vs a similar sequence using rituximab (€633 vs. €728/day in LDAS and €1,222 vs. €1,812/day in remission). The sequence using a 3rd anti-TNF agent was less effective and cost-effective than the same sequence using abatacept (€2,000 vs. €1,067/day in LDAS and €6,623 vs. €3,592/day in remission). All differences were statistically significant (pcost-effective than similar sequences including rituximab or only cycled anti-TNF agents.

  7. Biological strategies for improved osseointegration and osteoinduction of porous metal orthopedic implants.

    Science.gov (United States)

    Lewallen, Eric Alexander; Riester, Scott M; Bonin, Carolina A; Kremers, Hilal Maradit; Dudakovic, Amel; Kakar, Sanjeev; Cohen, Robert C; Westendorf, Jennifer J; Lewallen, David G; van Wijnen, Andre J

    2015-04-01

    The biological interface between an orthopedic implant and the surrounding host tissue may have a dramatic effect upon clinical outcome. Desired effects include bony ingrowth (osseointegration), stimulation of osteogenesis (osteoinduction), increased vascularization, and improved mechanical stability. Implant loosening, fibrous encapsulation, corrosion, infection, and inflammation, as well as physical mismatch may have deleterious clinical effects. This is particularly true of implants used in the reconstruction of load-bearing synovial joints such as the knee, hip, and the shoulder. The surfaces of orthopedic implants have evolved from solid-smooth to roughened-coarse and most recently, to porous in an effort to create a three-dimensional architecture for bone apposition and osseointegration. Total joint surgeries are increasingly performed in younger individuals with a longer life expectancy, and therefore, the postimplantation lifespan of devices must increase commensurately. This review discusses advancements in biomaterials science and cell-based therapies that may further improve orthopedic success rates. We focus on material and biological properties of orthopedic implants fabricated from porous metal and highlight some relevant developments in stem-cell research. We posit that the ideal primary and revision orthopedic load-bearing metal implants are highly porous and may be chemically modified to induce stem cell growth and osteogenic differentiation, while minimizing inflammation and infection. We conclude that integration of new biological, chemical, and mechanical methods is likely to yield more effective strategies to control and modify the implant-bone interface and thereby improve long-term clinical outcomes.

  8. Is ground cover vegetation an effective biological control enhancement strategy against olive pests?

    Directory of Open Access Journals (Sweden)

    Daniel Paredes

    Full Text Available Ground cover vegetation is often added or allowed to generate to promote conservation biological control, especially in perennial crops. Nevertheless, there is inconsistent evidence of its effectiveness, with studies reporting positive, nil or negative effects on pest control. This might arise from differences between studies at the local scale (e.g. orchard management and land use history, the landscape context (e.g. presence of patches of natural or semi-natural vegetation near the focal orchard, or regional factors, particularly climate in the year of the study. Here we present the findings from a long-term regional monitoring program conducted on four pest species (Bactrocera oleae, Prays oleae, Euphyllura olivina, Saissetia oleae in 2,528 olive groves in Andalusia (Spain from 2006 to 2012. Generalized linear mixed effect models were used to analyze the effect of ground cover on different response variables related to pest abundance, while accounting for variability at the local, landscape and regional scales. There were small and inconsistent effects of ground cover on the abundance of pests whilst local, landscape and regional variability explained a large proportion of the variability in pest response variables. This highlights the importance of local and landscape-related variables in biological control and the potential effects that might emerge from their interaction with practices, such as groundcover vegetation, implemented to promote natural enemy activity. The study points to perennial vegetation close to the focal crop as a promising alternative strategy for conservation biological control that should receive more attention.

  9. Biological control strategies of mycotoxigenic fungi and associated mycotoxins in Mediterranean basin crops

    Directory of Open Access Journals (Sweden)

    Dimitrios I. TSITSIGIANNIS

    2012-05-01

    Full Text Available Fungi that belong to the genera Aspergillus, Fusarium, and Penicillium pose serious phytopathological and mycotoxicological risks at pre-harvest and post-harvest stages, as well as in processed food products because they can produce several mycotoxins. Mycotoxins pose a serious problem for animal and human health and have a significant economic impact worldwide. The Mediterranean basin is a large geographical region with a temperate climate supporting the cultivation of a wealth of field and greenhouse crops with a high risk of mycotoxin contamination. The most important mycotoxins that occur in the Mediterranean basin are aflatoxins (B1, B2, G1 and G2 in dried fruits and nuts, ochratoxin A in grapes and raisins as well as trichothecenes and fumonisins in cereals. A variety of chemical, biological and physical strategies have been developed to control the mycotoxigenic pathogens; to minimize mycotoxin production at pre- or post-harvest level; to contribute to decontamination and/or detoxification of mycotoxins from contaminated foods and feeds; or to inhibit mycotoxin absorption in the gastrointestinal tract. Biological control using microbial antagonists either alone or as part of an integrated control strategy to reduce pesticide inputs, has emerged as a promising approach for control of mycotoxins in crops, both pre- and post-harvest. Several organisms including atoxigenic Aspergilli, yeasts, bacteria and fungi have been tested for their ability to reduce both fungal infection and mycotoxin contamination. For instance, atoxigenic fungal strains are being used widely to prevent pre-harvest aflatoxin contamination of crops such as peanuts, pistachios, maize, and cottonseed in several parts of the world including the Mediterranean area. Recent advancements in the use of biocontrol strategies have led to registration of commercial products with increased practical applications for the benefit of growers in several countries.

  10. Building better bone: The weaving of biologic and engineering strategies for managing bone loss.

    Science.gov (United States)

    Schwartz, Andrew M; Schenker, Mara L; Ahn, Jaimo; Willett, Nick J

    2017-09-01

    Segmental bone loss remains a challenging clinical problem for orthopaedic trauma surgeons. In addition to the missing bone itself, the local tissues (soft tissue, vascular) are often highly traumatized as well, resulting in a less than ideal environment for bone regeneration. As a result, attempts at limb salvage become a highly expensive endeavor, often requiring multiple operations and necessitating the use of every available strategy (autograft, allograft, bone graft substitution, Masquelet, bone transport, etc.) to achieve bony union. A cost-sensitive, functionally appropriate, and volumetrically adequate engineered substitute would be practice-changing for orthopaedic trauma surgeons and these patients with difficult clinical problems. In tissue engineering and bone regeneration fields, numerous research efforts continue to make progress toward new therapeutic interventions for segmental bone loss, including novel biomaterial development as well as cell-based strategies. Despite an ever-evolving literature base of these new therapeutic and engineered options, there remains a disconnect with the clinical practice, with very few translating into clinical use. A symposium entitled "Building better bone: The weaving of biologic and engineering strategies for managing bone loss," was presented at the 2016 Orthopaedic Research Society Conference to further explore this engineering-clinical disconnect, by surveying basic, translational, and clinical researchers along with orthopaedic surgeons and proposing ideas for pushing the bar forward in the field of segmental bone loss. © 2017 Orthopaedic Research Society. Published by Wiley Periodicals, Inc. J Orthop Res 35:1855-1864, 2017. © 2017 Orthopaedic Research Society. Published by Wiley Periodicals, Inc.

  11. Developing optimal input design strategies in cancer systems biology with applications to microfluidic device engineering

    Directory of Open Access Journals (Sweden)

    Maiwald Thomas

    2009-10-01

    Full Text Available Abstract Background Mechanistic models are becoming more and more popular in Systems Biology; identification and control of models underlying biochemical pathways of interest in oncology is a primary goal in this field. Unfortunately the scarce availability of data still limits our understanding of the intrinsic characteristics of complex pathologies like cancer: acquiring information for a system understanding of complex reaction networks is time consuming and expensive. Stimulus response experiments (SRE have been used to gain a deeper insight into the details of biochemical mechanisms underlying cell life and functioning. Optimisation of the input time-profile, however, still remains a major area of research due to the complexity of the problem and its relevance for the task of information retrieval in systems biology-related experiments. Results We have addressed the problem of quantifying the information associated to an experiment using the Fisher Information Matrix and we have proposed an optimal experimental design strategy based on evolutionary algorithm to cope with the problem of information gathering in Systems Biology. On the basis of the theoretical results obtained in the field of control systems theory, we have studied the dynamical properties of the signals to be used in cell stimulation. The results of this study have been used to develop a microfluidic device for the automation of the process of cell stimulation for system identification. Conclusion We have applied the proposed approach to the Epidermal Growth Factor Receptor pathway and we observed that it minimises the amount of parametric uncertainty associated to the identified model. A statistical framework based on Monte-Carlo estimations of the uncertainty ellipsoid confirmed the superiority of optimally designed experiments over canonical inputs. The proposed approach can be easily extended to multiobjective formulations that can also take advantage of identifiability

  12. Effectiveness of Self Instructional Module on Coping Strategies of Tri-Dimensional Problems of Premenopausal Women – A Community Based Study

    Science.gov (United States)

    Boro, Enu; Jamil, MD; Roy, Aakash

    2016-01-01

    Introduction Pre-menopause in women presents with diverse symptoms, encompassing the tri-dimensional spheres of physical, social and psychological domains, which requires development of appropriate coping strategies to overcome these problems. Aim To assess level of knowledge about tri-dimensional problems in pre-menopausal women and evaluate effectiveness of self instruction module on coping strategies of these problems by pre-test and post-test analysis. Materials and Methods In a cross-sectional, community based study, in pre-menopausal women aged 40-49years baseline knowledge of tridimensional problems was assessed in 300 pre-menopausal women, selected by convenient sampling after satisfying selection criteria, by a pre-formed questionnaire. This was followed by administration of a pre-tested, Self-Instructional Module (SIM). The SIM dealt with imparting knowledge about coping strategies regarding pre-menopausal problems and the participants were required to read and retain the SIM. Post-test was conducted using same questionnaire after seven days. Statistical Analysis Chi-square test/ Paired t-test was used for comparing ratios. A ‘p-value’ <0.05 was considered statistically significant. Results Baseline knowledge of tridimensional problems was adequate in 10%, moderate in 73% and inadequate in 17% women with a pre-test mean knowledge score of 8.66±2.45. The post-test mean knowledge score was higher (19.11±3.38) compared to the pre-test score. The post-test mean knowledge difference from pre-test was -10.45 with a highly significant paired t-value of -47.45 indicating that the self-instructional module was effective in increasing the knowledge score of pre- menopausal women under study. Conclusion Administration of self instructional module was shown to significantly increase the knowledge scores in all areas of pre-menopausal tri-dimensional problems. Such self-instructional module can be used as an effective educational tool in increasing the knowledge

  13. Science Instruction for Students with Visual Impairments. ERIC Digest.

    Science.gov (United States)

    Kumar, David D.; Ramasamy, Rangasamy; Stefanich, Greg P.

    This digest presents instructional strategies to accommodate visually impaired students in science classrooms and provides classroom examples for physical science, chemistry, and biology courses. The article concludes that prospective science teachers must become skilled in using resource materials and adaptive technologies that facilitate the…

  14. The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference

    Science.gov (United States)

    Day, Christopher; Gu, Qing; Sammons, Pam

    2016-01-01

    Purpose: This article illustrates how successful leaders combine the too often dichotomized practices of transformational and instructional leadership in different ways across different phases of their schools' development in order to progressively shape and "layer" the improvement culture in improving students' outcomes. Research…

  15. Impact of Learning-Style Instructional Strategies on Students' Achievement and Attitudes: Perceptions of Educators in Diverse Institutions

    Science.gov (United States)

    Dunn, Rita; Honigsfeld, Andrea; Doolan, Laura Shea; Bostrom, Lena; Russo, Karen; Schiering, Marjorie S.; Suh, Bernadyn; Tenedero, Henry

    2009-01-01

    Educators from various institutions responded to key questions concerning learning style as it was implemented in their institutions and communities. Among those items explored were the impact of learning styles on teaching practices, syllabi, and values and whether the construct improved instruction or student outcomes, how it improved students'…

  16. Biological degradation of wood-plastic composites (WPC) and strategies for improving the resistance of WPC against biological decay

    Science.gov (United States)

    Anke Schirp; Rebecca E. Ibach; David E. Pendleton; Michael P. Wolcott

    2008-01-01

    Much of the research on wood-plastic composites (WPC) has focused on formulation development and processing while high biological durability of the material was assumed. The gap between assumption and knowledge in biodeterioration of WPC needs to be reduced. Although some information on the short-term resistance of WPC against biological degradation is available, long-...

  17. Structural, Chemical and Biological Aspects of Antioxidants for Strategies Against Metal and Metalloid Exposure

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    Swaran J. S. Flora

    2009-01-01

    Full Text Available Oxidative stress contributes to the pathophysiology of exposure to heavy metals/metalloid. Beneficial renal effects of some medications, such as chelation therapy depend at least partially on the ability to alleviate oxidative stress. The administration of various natural or synthetic antioxidants has been shown to be of benefit in the prevention and attenuation of metal induced biochemical alterations. These include vitamins, N-acetylcysteine, α-lipoic acid, melatonin, dietary flavonoids and many others. Human studies are limited in this regard. Under certain conditions, surprisingly, the antioxidant supplements may exhibit pro-oxidant properties and even worsen metal induced toxic damage. To date, the evidence is insufficient to recommend antioxidant supplements in subject with exposure to metals. Prospective, controlled clinical trials on safety and effectiveness of different therapeutic antioxidant strategies either individually or in combination with chelating agent are indispensable. The present review focuses on structural, chemical and biological aspects of antioxidants particularly related to their chelating properties.

  18. Tuberculosis 2012: biology, pathogenesis and intervention strategies; an update from the city of light.

    Science.gov (United States)

    Gouzy, Alexandre; Nigou, Jérôme; Gilleron, Martine; Neyrolles, Olivier; Tailleux, Ludovic; Gordon, Stephen V

    2013-04-01

    Tuberculosis (TB) remains one of the world's most deadly infectious diseases, with approximately 1.5 million deaths and 9 million new cases of TB in 2010. There is an urgent global need to develop new control tools, with advances necessary in our basic understanding of the pathogen, Mycobacterium tuberculosis, and translation of these findings to public health. It was in this context that the "Tuberculosis 2012: Biology, Pathogenesis, Intervention Strategies" meeting was held in the Institut Pasteur, Paris, France from 11 to 15th Sept 2012. The meeting brought together over 600 delegates from across the globe to hear updates on the latest research findings and how they are underpinning the development of novel vaccines, diagnostics, and drugs. Copyright © 2012 Institut Pasteur. Published by Elsevier Masson SAS. All rights reserved.

  19. Biology and potential strategies for the treatment of GM2 gangliosidoses.

    Science.gov (United States)

    Chavany, C; Jendoubi, M

    1998-04-01

    The GM2 gangliosidoses are a group of heritable neurodegenerative disorders caused by excessive accumulation of the ganglioside GM2 owing to deficiency in beta-hexosaminidase activity. Tay-Sachs and Sandhoff diseases have similar clinical phenotypes resulting from a deficiency in human hexosaminidase alpha and beta subunits, respectively. The lack of treatment for GM2 gangliosidoses stimulated interest in developing animal models to understand the molecular mechanisms underlying the various forms of this disease and to test new potential therapies. In this review, we discuss the molecular biology of GM2 gangliosidoses and the different strategies that have been tested in animal models for the treatment of this genetic disorder, including gene transfer and cell engraftment of neural stem cells engineered to express the hexosaminidase isoenzymes.

  20. Directed evolution combined with synthetic biology strategies expedite semi-rational engineering of genes and genomes.

    Science.gov (United States)

    Kang, Zhen; Zhang, Junli; Jin, Peng; Yang, Sen

    2015-01-01

    Owing to our limited understanding of the relationship between sequence and function and the interaction between intracellular pathways and regulatory systems, the rational design of enzyme-coding genes and de novo assembly of a brand-new artificial genome for a desired functionality or phenotype are difficult to achieve. As an alternative approach, directed evolution has been widely used to engineer genomes and enzyme-coding genes. In particular, significant developments toward DNA synthesis, DNA assembly (in vitro or in vivo), recombination-mediated genetic engineering, and high-throughput screening techniques in the field of synthetic biology have been matured and widely adopted, enabling rapid semi-rational genome engineering to generate variants with desired properties. In this commentary, these novel tools and their corresponding applications in the directed evolution of genomes and enzymes are discussed. Moreover, the strategies for genome engineering and rapid in vitro enzyme evolution are also proposed.

  1. Dysfunctional Hematopoietic Stem Cell Biology: Underlying Mechanisms and Potential Therapeutic Strategies

    Directory of Open Access Journals (Sweden)

    Anja Geiselhart

    2012-01-01

    Full Text Available Fanconi anemia (FA is the most common inherited bone marrow failure syndrome. FA patients suffer to varying degrees from a heterogeneous range of developmental defects and, in addition, have an increased likelihood of developing cancer. Almost all FA patients develop a severe, progressive bone marrow failure syndrome, which impacts upon the production of all hematopoietic lineages and, hence, is thought to be driven by a defect at the level of the hematopoietic stem cell (HSC. This hypothesis would also correlate with the very high incidence of MDS and AML that is observed in FA patients. In this paper, we discuss the evidence that supports the role of dysfunctional HSC biology in driving the etiology of the disease. Furthermore, we consider the different model systems currently available to study the biology of cells defective in the FA signaling pathway and how they are informative in terms of identifying the physiologic mediators of HSC depletion and dissecting their putative mechanism of action. Finally, we ask whether the insights gained using such disease models can be translated into potential novel therapeutic strategies for the treatment of the hematologic disorders in FA patients.

  2. Non-Western Students' Causal Reasoning about Biologically Adaptive Changes in Humans, Other Animals and Plants: Instructional and Curricular Implications

    Science.gov (United States)

    Mbajiorgu, Ngozika; Anidu, Innocent

    2017-01-01

    Senior secondary school students (N = 360), 14- to 18-year-olds, from the Igbo culture of eastern Nigeria responded to a questionnaire requiring them to give causal explanations of biologically adaptive changes in humans, other animals and plants. A student subsample (n = 36) was, subsequently, selected for in-depth interviews. Significant…

  3. The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

    Science.gov (United States)

    Alshalaan, Nasser A.

    Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

  4. Green algae in alpine biological soil crust communities: acclimation strategies against ultraviolet radiation and dehydration.

    Science.gov (United States)

    Karsten, Ulf; Holzinger, Andreas

    2014-01-01

    Green algae are major components of biological soil crusts in alpine habitats. Together with cyanobacteria, fungi and lichens, green algae form a pioneer community important for the organisms that will succeed them. In their high altitudinal habitat these algae are exposed to harsh and strongly fluctuating environmental conditions, mainly intense irradiation, including ultraviolet radiation, and lack of water leading to desiccation. Therefore, green algae surviving in these environments must have evolved with either avoidance or protective strategies, as well as repair mechanisms for damage. In this review we have highlighted these mechanisms, which include photoprotection, photochemical quenching, and high osmotic values to avoid water loss, and in some groups flexibility of secondary cell walls to maintain turgor pressure even in water-limited situations. These highly specialized green algae will serve as good model organisms to study desiccation tolerance or photoprotective mechanisms, due to their natural capacity to withstand unfavorable conditions. We point out the urgent need for modern phylogenetic approaches in characterizing these organisms, and molecular methods for analyzing the metabolic changes involved in their adaptive strategies.

  5. Applying Learning Theories and Instructional Design Models for Effective Instruction

    Science.gov (United States)

    Khalil, Mohammed K.; Elkhider, Ihsan A.

    2016-01-01

    Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning…

  6. Using the Biodatamation(TM) strategy to learn introductory college biology: Value-added effects on selected students' conceptual understanding and conceptual integration of the processes of photosynthesis and cellular respiration

    Science.gov (United States)

    Reuter, Jewel Jurovich

    The purpose of this exploratory research was to study how students learn photosynthesis and cellular respiration and to determine the value added to the student's learning by each of the three technology-scaffolded learning strategy components (animated concept presentations and WebQuest-style activities, data collection, and student-constructed animations) of the BioDatamation(TM) (BDM) Program. BDM learning strategies utilized the Theory of Interacting Visual Fields(TM) (TIVF) (Reuter & Wandersee, 2002a, 2002b; 2003a, 2003b) which holds that meaningful knowledge is hierarchically constructed using the past, present, and future visual fields, with visual metacognitive components that are derived from the principles of Visual Behavior (Jones, 1995), Human Constructivist Theory (Mintzes & Wandersee, 1998a), and Visual Information Design Theory (Tufte, 1990, 1997, 2001). Student alternative conceptions of photosynthesis and cellular respiration were determined by the item analysis of 263,267 Biology Advanced Placement Examinations and were used to develop the BDM instructional strategy and interview questions. The subjects were 24 undergraduate students of high and low biology prior knowledge enrolled in an introductory-level General Biology course at a major research university in the Deep South. Fifteen participants received BDM instruction which included original and innovative learning materials and laboratories in 6 phases; 8 of the 15 participants were the subject of in depth, extended individual analysis. The other 9 participants received traditional, non-BDM instruction. Interviews which included participants' creation of concept maps and visual field diagrams were conducted after each phase. Various content analyses, including Chi's Verbal Analysis and quantitizing/qualitizing were used for data analysis. The total value added to integrative knowledge during BDM instruction with the three visual fields was an average increase of 56% for cellular respiration

  7. Biological sex influences learning strategy preference and muscarinic receptor binding in specific brain regions of prepubertal rats.

    Science.gov (United States)

    Grissom, Elin M; Hawley, Wayne R; Hodges, Kelly S; Fawcett-Patel, Jessica M; Dohanich, Gary P

    2013-04-01

    According to the theory of multiple memory systems, specific brain regions interact to determine how the locations of goals are learned when rodents navigate a spatial environment. A number of factors influence the type of strategy used by rodents to remember the location of a given goal in space, including the biological sex of the learner. We recently found that prior to puberty male rats preferred a striatum-dependent stimulus-response strategy over a hippocampus-dependent place strategy when solving a dual-solution task, while age-matched females showed no strategy preference. Because the cholinergic system has been implicated in learning strategy and is known to be sexually dimorphic prior to puberty, we explored the relationship between learning strategy and muscarinic receptor binding in specific brain regions of prepubertal males and female rats. We confirmed our previous finding that at 28 days of age a significantly higher proportion of prepubertal males preferred a stimulus-response learning strategy than a place strategy to solve a dual-solution visible platform water maze task. Equal proportions of prepubertal females preferred stimulus-response or place strategies. Profiles of muscarinic receptor binding as assessed by autoradiography varied according to strategy preference. Regardless of biological sex, prepubertal rats that preferred stimulus-response strategy exhibited lower ratios of muscarinic receptor binding in the hippocampus relative to the dorsolateral striatum compared to rats that preferred place strategy. Importantly, much of the variance in this ratio was related to differences in the ventral hippocampus to a greater extent than the dorsal hippocampus. The ratios of muscarinic receptors in the hippocampus relative to the basolateral amygdala also were lower in rats that preferred stimulus-response strategy over place strategy. Results confirm that learning strategy preference varies with biological sex in prepubertal rats with males

  8. Auto-instruções: estratégia de regulação atencional da THDA Self-instructions: strategy of attentional regulation in ADHD

    Directory of Open Access Journals (Sweden)

    Joaquim Ramalho

    2011-01-01

    Full Text Available A estratégia de auto-instruções tem vindo a ser reconhecida como uma relevante forma de regulação cognitivo-comportamental no incremento das capacidades atencionais, nomeadamente em sujeitos com Transtorno do Deficit de Atenção com Hiperatividade (TDAH. Neste artigo foi avaliada a atenção seletiva e a atenção sustentada em 2 grupos, ambos formados por pessoas com e sem TDAH, sendo que a um deles foi solicitada a realização de auto-instrução, com o objetivo de verificar se o uso desta estratégia promove as capacidades da atenção. Os resultados demonstraram que os sujeitos que realizam a estratégia de auto-instruções, quer apresentem ou não TDAH, manifestam melhores resultados do que os sujeitos que não a realizaram.Self-instruction strategy has been recognized as a relevant strategy in cognitive and behavioural regulation as a way of improving attention skills, namely in subjects with Attention Deficit Hyperactivity Disorder (ADHD. This paper aims at demonstrating the effectiveness of this strategy regarding this disorder in subjects with and without ADHD as a mean of promoting attention skills, particularly selective and sustained attention. The results showed that subjects who performed the verbal self-instruction strategy presented better results in both attention processes assessed, than those who did not do it.

  9. Instructional Leadership Practices in Singapore

    Science.gov (United States)

    Ng, Foo Seong David; Nguyen, Thanh Dong; Wong, Koon Siak Benjamin; Choy, Kim Weng William

    2015-01-01

    This paper presents a review of the literature on principal instructional leadership in Singapore. The authors investigated the dimensions of instructional leadership in the practices of Singapore principals and highlighted the strategies these leaders adopt to enact their instructional roles. Singapore principals were found to play an active role…

  10. An "elite hacker": breast tumors exploit the normal microenvironment program to instruct their progression and biological diversity.

    Science.gov (United States)

    Boudreau, Aaron; van't Veer, Laura J; Bissell, Mina J

    2012-01-01

    The year 2011 marked the 40 year anniversary of Richard Nixon signing the National Cancer Act, thus declaring the beginning of the "War on Cancer" in the United States. Whereas we have made tremendous progress toward understanding the genetics of tumors in the past four decades, and in developing enabling technology to dissect the molecular underpinnings of cancer at unprecedented resolution, it is only recently that the important role of the stromal microenvironment has been studied in detail. Cancer is a tissue-specific disease, and it is becoming clear that much of what we know about breast cancer progression parallels the biology of the normal breast differentiation, of which there is still much to learn. In particular, the normal breast and breast tumors share molecular, cellular, systemic and microenvironmental influences necessary for their progression. It is therefore enticing to consider a tumor to be a "rogue hacker"--one who exploits the weaknesses of a normal program for personal benefit. Understanding normal mammary gland biology and its "security vulnerabilities" may thus leave us better equipped to target breast cancer. In this review, we will provide a brief overview of the heterotypic cellular and molecular interactions within the microenvironment of the developing mammary gland that are necessary for functional differentiation, provide evidence suggesting that similar biology--albeit imbalanced and exaggerated--is observed in breast cancer progression particularly during the transition from carcinoma in situ to invasive disease. Lastly we will present evidence suggesting that the multigene signatures currently used to model cancer heterogeneity and clinical outcome largely reflect signaling from a heterogeneous microenvironment-a recurring theme that could potentially be exploited therapeutically.

  11. The science knowledge, conceptions of the nature of science, attitudes about teaching science, and science instructional strategies of bilingual and English-only elementary teachers

    Science.gov (United States)

    Alegria, Adelina Victoria

    The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary teachers in (a) their science knowledge, (b) their conceptions of the nature of science, (c) their attitude about teaching science, and (d) their self-reported science instructional skills? This dissertation study is a component of a three-year long Eisenhower Project granted to Hueneme School District and the University of California, Santa Barbara Southcoast Science Project. While the Project will last three years (1997--2000), this dissertation study was developed to answer only a subset of questions of the entire project and data was collected in 1998. The research design for this study consisted of a self-administered questionnaire that was given to Hueneme School District elementary teachers that teach science and was developed by reviewing the relevant literature about teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and the instructional strategies that support science learning. The findings showed that both the bilingual and the English-only respondents demonstrated a similar science knowledge base, which is suggested, by this researcher, to be limited. That both bilingual and English-only teacher respondents demonstrated similar positive attitudes about teaching science and both reported making

  12. A cooperative strategy for parameter estimation in large scale systems biology models.

    Science.gov (United States)

    Villaverde, Alejandro F; Egea, Jose A; Banga, Julio R

    2012-06-22

    Mathematical models play a key role in systems biology: they summarize the currently available knowledge in a way that allows to make experimentally verifiable predictions. Model calibration consists of finding the parameters that give the best fit to a set of experimental data, which entails minimizing a cost function that measures the goodness of this fit. Most mathematical models in systems biology present three characteristics which make this problem very difficult to solve: they are highly non-linear, they have a large number of parameters to be estimated, and the information content of the available experimental data is frequently scarce. Hence, there is a need for global optimization methods capable of solving this problem efficiently. A new approach for parameter estimation of large scale models, called Cooperative Enhanced Scatter Search (CeSS), is presented. Its key feature is the cooperation between different programs ("threads") that run in parallel in different processors. Each thread implements a state of the art metaheuristic, the enhanced Scatter Search algorithm (eSS). Cooperation, meaning information sharing between threads, modifies the systemic properties of the algorithm and allows to speed up performance. Two parameter estimation problems involving models related with the central carbon metabolism of E. coli which include different regulatory levels (metabolic and transcriptional) are used as case studies. The performance and capabilities of the method are also evaluated using benchmark problems of large-scale global optimization, with excellent results. The cooperative CeSS strategy is a general purpose technique that can be applied to any model calibration problem. Its capability has been demonstrated by calibrating two large-scale models of different characteristics, improving the performance of previously existing methods in both cases. The cooperative metaheuristic presented here can be easily extended to incorporate other global and

  13. A cooperative strategy for parameter estimation in large scale systems biology models

    Directory of Open Access Journals (Sweden)

    Villaverde Alejandro F

    2012-06-01

    Full Text Available Abstract Background Mathematical models play a key role in systems biology: they summarize the currently available knowledge in a way that allows to make experimentally verifiable predictions. Model calibration consists of finding the parameters that give the best fit to a set of experimental data, which entails minimizing a cost function that measures the goodness of this fit. Most mathematical models in systems biology present three characteristics which make this problem very difficult to solve: they are highly non-linear, they have a large number of parameters to be estimated, and the information content of the available experimental data is frequently scarce. Hence, there is a need for global optimization methods capable of solving this problem efficiently. Results A new approach for parameter estimation of large scale models, called Cooperative Enhanced Scatter Search (CeSS, is presented. Its key feature is the cooperation between different programs (“threads” that run in parallel in different processors. Each thread implements a state of the art metaheuristic, the enhanced Scatter Search algorithm (eSS. Cooperation, meaning information sharing between threads, modifies the systemic properties of the algorithm and allows to speed up performance. Two parameter estimation problems involving models related with the central carbon metabolism of E. coli which include different regulatory levels (metabolic and transcriptional are used as case studies. The performance and capabilities of the method are also evaluated using benchmark problems of large-scale global optimization, with excellent results. Conclusions The cooperative CeSS strategy is a general purpose technique that can be applied to any model calibration problem. Its capability has been demonstrated by calibrating two large-scale models of different characteristics, improving the performance of previously existing methods in both cases. The cooperative metaheuristic presented here

  14. Strategies for structuring interdisciplinary education in Systems Biology: an European perspective

    NARCIS (Netherlands)

    Cvijovic, Marija; Höfer, Thomas; Acimovic, Jure; Alberghina, Lilia; Almaas, Eivind; Besozzi, Daniela; Blomberg, Anders; Bretschneider, Till; Cascante, Marta; Collin, Olivier; Atauri, de Pedro; Depner, Cornelia; Dickinson, Robert; Dobrzynski, Maciej; Fleck, C.; Garcia-Ojalvo, Jordi; Gonze, Didier; Hahn, Jens; Hess, Heide Marie; Hollmann, Susanne; Krantz, Marcus; Kummer, Ursula; Lundh, Torbjörn; Martial, Gifta; Martins dos Santos, V.A.P.; Mauer-Oberthür, Angela; Regierer, Babette; Skene, Barbara; Stalidzans, Egils; Stelling, Jörg; Teusink, Bas; Workman, Christopher T.; Hohmann, Stefan

    2016-01-01

    Systems Biology is an approach to biology and medicine that has the potential to lead to a better understanding of how biological properties emerge from the interaction of genes, proteins, molecules, cells and organisms. The approach aims at elucidating how these interactions govern biological

  15. DEVELOPMENT OF BIOLOGY LEARNING INSTRUCTIONAL TO INCREASE STUDENTS’ ACHIEVEMENT AND SELF-DIRECTED BY SCIENCE PROCESS SKILLS APPROACH

    Directory of Open Access Journals (Sweden)

    Armansyah Putra

    2017-10-01

    Full Text Available This research is aimed to develop biology learning materials in Junior High School for plants movement topic to increase students’ achievement and self-directed through Science Process Skill approach. This is development research refers to Kemp’s development model. The learning kit is taught in SMPN 1 Blega Bangkalan Madura for 28 students grade VIII employing science process skill approach. The research design uses One Group Pretest-Posttest and data is analyzed with the qualitative descriptive method. This research reveals that the implementation of learning kit is 83%, dominant student’s activities in 1st and 2nd learning process are observing (22% - 24%, most of the students have positive responses which are indicated by 99% of students expressing their like, the result of students’ learning mastery satisfies the classical criteria for 86%, the rate of students self-directed varies from 55,56% to 83,32%. Based on the data analysis, it can be concluded that the Development of Biology Learning Kit is feasible.

  16. Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

    Science.gov (United States)

    Dohn, Niels Bonderup; Dohn, Nina Bonderup

    2017-12-01

    The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students' lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

  17. From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

    Science.gov (United States)

    Sánchez Solarte, Ana Clara; Sánchez Solarte, Andrés

    2017-01-01

    This paper reports the results of a group intervention based on strategies derived from the systemic therapy model--brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language…

  18. The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes on Middle School Students with Emotional Behavioral Disorders

    Science.gov (United States)

    Cramer, Maryanne Mong

    2011-01-01

    A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of strategies for teaching persuasive writing and peer revision. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders (EBD) received Self-Regulated Strategy Development (SRSD) instruction…

  19. Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

    Science.gov (United States)

    Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

  20. Prosequence switching: an effective strategy to produce biologically active E. coli heat-stable enterotoxin STh.

    Science.gov (United States)

    Weiglmeier, Philipp R; Berkner, Hanna; Seebahn, Angela; Vogel, Nico; Schreiber, Rainer; Wöhrl, Birgitta M; Schwarzinger, Stephan; Rösch, Paul

    2014-01-01

    Enterotoxigenic Escherichia coli (ETEC) infections account for the majority of cases of acute secretory diarrhea. The causative agents are enterotoxins secreted by ETEC, among them is the heat-stable enterotoxin, STh. STh is a 19-amino acid peptide containing three disulfide bonds that stimulates fluid secretion in the bowel by binding to the receptor domain of intestinal guanylyl cyclase C (GC-C). Since GC-C agonists have pharmacologic potential for diagnosis and treatment of disorders such as constipation-predominant irritable bowel syndrome (IBS-C), chronic constipation, and colorectal carcinoma, it is crucial to develop methods for the large-scale production of STh and related peptides. Here, we present a strategy for recombinant expression of STh that relies on the use of the prosequence of human uroguanylin to support proper folding and disulfide bond formation. The chimeric protein CysCys-STh consisting of the propeptide of uroguanylin as N-terminus and the STh peptide as C-terminus was expressed in E. coli, and an efficient purification protocol was developed. Trypsin digestion of this protein released the enterotoxin which could be obtained in high purity. NMR and mass spectrometry confirmed the identity and homogeneity of the toxin, and its biological activity was confirmed by a cell-based in vivo assay. The expression scheme introduced here represents a cost-efficient and scalable way of STh production.

  1. Teaching evolution (and all of biology) more effectively: Strategies for engagement, critical reasoning, and confronting misconceptions.

    Science.gov (United States)

    Nelson, Craig E

    2008-08-01

    The strength of the evidence supporting evolution has increased markedly since the discovery of DNA but, paradoxically, public resistance to accepting evolution seems to have become stronger. A key dilemma is that science faculty have often continued to teach evolution ineffectively, even as the evidence that traditional ways of teaching are inferior has become stronger and stronger. Three pedagogical strategies that together can make a large difference in students' understanding and acceptance of evolution are extensive use of interactive engagement, a focus on critical thinking in science (especially on comparisons and explicit criteria) and using both of these in helping the students actively compare their initial conceptions (and publicly popular misconceptions) with more fully scientific conceptions. The conclusion that students' misconceptions must be dealt with systematically can be difficult for faculty who are teaching evolution since much of the students' resistance is framed in religious terms and one might be reluctant to address religious ideas in class. Applications to teaching evolution are illustrated with examples that address criteria and critical thinking, standard geology versus flood geology, evolutionary developmental biology versus organs of extreme perfection, and the importance of using humans as a central example. It is also helpful to bridge the false dichotomy, seen by many students, between atheistic evolution versus religious creationism. These applications are developed in detail and are intended to be sufficient to allow others to use these approaches in their teaching. Students and other faculty were quite supportive of these approaches as implemented in my classes.

  2. The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

    Science.gov (United States)

    Okoye, Nnamdi S.; Okechukwu, Rose N.

    2010-01-01

    The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

  3. From Therapy to Instruction: The Effect of Systemic Strategies on the Oral Performance of Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Ana Clara Sánchez Solarte

    2017-07-01

    Full Text Available This paper reports the results of a group intervention based on strategies derived from the systemic therapy model—brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre- and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p < 0.05; ES = 2.49. The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners.

  4. students' perceptions of difficult concepts in biology in senior

    African Journals Online (AJOL)

    Global Journal

    Secondary School Two (SSII) have difficulties in learning, the reasons why students have difficulties in learning such ... the use of varied strategies that would involve appropriate instructional materials, use of hands-on and ... KEYWORDS: Perceptions of students, difficult biology topics, Biology learning, effective teaching,.

  5. Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case

    Science.gov (United States)

    Darabi, Aubteen; Pourafshar, Shirin; Suryavanshi, Rinki; `Logan'Arrington, Thomas

    2016-05-01

    This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n = 58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners' performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.

  6. Biology

    Indian Academy of Sciences (India)

    I am particularly happy that the Academy is bringing out this document by Professor M S. Valiathan on Ayurvedic Biology. It is an effort to place before the scientific community, especially that of India, the unique scientific opportunities that arise out of viewing Ayurveda from the perspective of contemporary science, its tools ...

  7. How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

    Science.gov (United States)

    Sebesta, Amanda J.; Bray Speth, Elena

    2017-01-01

    In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills. PMID:28495934

  8. Instructional change in academic departments: An analysis from the persepctive of two environment-focused change strategies

    Science.gov (United States)

    Quardokus, Kathleen M.

    Numerous reports demand changes in college and university teaching practices. This is especially true for science, technology, engineering and mathematics (STEM) disciplines. STEM stakeholders are concerned about student retention within STEM majors, as well as the lack of sufficient graduates with the knowledge to advance these fields. A common conclusion of these reports is that teaching practices must change. Although these calls for change have occurred for decades, STEM fields have yet to experience widespread change. Thus, there is a need for more effective change strategies. Recently, researchers have suggested that effective change strategies should focus on changing the environments of academic departments. This is in contrast to most commonly-used change strategies that focus on individual instructors. Environmentfocused change strategies have two main varieties: those that have a goal of implementing prescribed outcomes, and those that expect the outcomes to emerge from the change process. Yet, little is known about how to enact environment-focused change strategies. The goal of this research is to provide guidance for change agents and researchers by analyzing a large-scale change initiative from the perspective of two environment-focused change strategies: Kotter's eight-stage leadership process (prescribed) and complexity leadership theory (emergent). This analysis was guided by two research questions. 1. Within the context of a higher education change initiative, how is the change process described from the perspectives of two distinct leadership theories? 2. How do these descriptions frame problems and solutions associated with change? Each change strategy identified different activities as contributing to change as well as different missed opportunities. For example, when the change vision was not communicated effectively, the eight-stage leadership process indicated that the involvement of the department chair was needed, while complexity

  9. The NASA Innovations in Climate Education Project: 'Instructional Strategies for Expanding Climate Change Concepts within Readng/Literacy Skills

    Science.gov (United States)

    Walton-Jaggers, L. J.; Johnson, D.; Hayden, L. B.; Hale, S. R.

    2013-12-01

    Instruction Department (College of Education) ED 452-Advanced Seminar Methods course have implemented. Activities included: Critique of Climate Education (oceans) articles, Methodology instruction; and design of a grade specific daily science lesson plan based on Climate Education that focused on El Nino, La Nina, seasonal characteristics of the southern oceans and resources from a NASA NICE workshop packet. Lessons designed were implemented on-site of partner secondary schools. The implementation included a virtual component as Grambling and ECSU students interacted via a polycom environment during reports from ED 452-Advanced Seminar Methods students.

  10. Quality markers based on biological activity: A new strategy for the quality control of traditional Chinese medicine.

    Science.gov (United States)

    Wu, Xin; Zhang, Hongbing; Fan, Shanshan; Zhang, Yidan; Yang, Zhen; Fan, Simiao; Zhuang, Pengwei; Zhang, Yanjun

    2018-02-07

    The quality and quality evaluation system of traditional Chinese medicine (TCM) are crucial in the safety and effectiveness assessment of TCM. However, they are also the major bottlenecks that restrict the quality control of TCM. Given the nature of Chinese medicine and the limitations of science and technology, the quality evaluation of TCM involves a few difficulties. Therefore, scholars have conducted considerable amount of research on this topic and obtained promising results. Biological potency and biomarkers have been used to evaluate the quality of TCM. Previous studies provided new strategies and methods to establish a system on quality evaluation. This review aims to provide a new strategy for the quality control of Chinese herbal medicine by combining biological potency and biomarkers based on biological effects. We reviewed the quality evaluation system of Chinese herbal medicine, focusing on quality markers (Q-markers) based on biological effects and the application of these markers in the quality evaluation of Chinese herbal medicine. We also reviewed the factors affecting quality, the difficulties related to the quality evaluation system and the attempt of researchers to improve the quality control of TCM. We propose Q-biomarkers by integration of biological potency and biomarkers to evaluate the quality of TCM. The quality markers provided us significant insights in the process of definition. We further optimised the concept of Q-markers and summarised their definition and properties (including quantification, specificity and related to biological response) in accordance with the requirement of the quality evaluation of TCM. We propose the use of Q-biomarkers in vivo related to specific diseases as a new strategy for the quality evaluation of Chinese herbal medicine. The quality evaluation system of Q-biomarkers would provide a new perspective to standardise and globalise TCM. Copyright © 2018 Elsevier GmbH. All rights reserved.

  11. Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom

    Science.gov (United States)

    Lartec, Jane K.; Belisario, Anastacia M.; Bendanillo, Jamaica P.; Binas-o, Hanni K.; Bucang, Novefirst O.; Cammagay, Jan Lorie W.

    2014-01-01

    The use of mother tongue in teaching in a multilingual setting affects the way pupils learn. A melting pot and the educational center of the North, Baguio City, Philippines demands teaching strategies that not only adapt to the interplay of the different cultures and languages but give importance to them, too. Specifically, this paper analyzed the…

  12. Story Composition, Mental State Language and Self-Regulated Strategy Instruction for Writers with Autism Spectrum Conditions

    Science.gov (United States)

    Mourgkasi, Vasiliki; Mavropoulou, Sofia

    2018-01-01

    In this single-subject study, we evaluated the effects of an intervention using a modified version of the Self-Regulated Strategy Development (SRSD) approach on the story composition skills and the use of mental state language in three writers with autism spectrum conditions (ASC). Interestingly, the intervention was not found to be effective in…

  13. An Investigation of Strategies for Integrated Learning Experiences and Instruction in the Teaching of Creative Art Subjects

    Science.gov (United States)

    Nompula, Yolisa

    2012-01-01

    This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global…

  14. Teaching Adolescents EFL by Integrating Think-Pair-Share and Reading Strategy Instruction: A Quasi-Experimental Study

    Science.gov (United States)

    Shih, Ying-Chun; Reynolds, Barry Lee

    2015-01-01

    Think-Pair-Share, a cooperative discussion strategy developed by Frank Lyman and colleagues (1981), is often utilized in first language contexts but rarely in second language (L2) contexts. To investigate its usefulness in the L2 context, a traditional English as a Foreign Language (EFL) reading class was transformed by integrating…

  15. The Effect of Test Taking Strategy Instruction on Iranian High School Students’ Performance on English Section of the University Entrance Examination and Their Attitude towards Using These Strategies

    Directory of Open Access Journals (Sweden)

    Fatemeh Takallou

    2015-11-01

    Full Text Available This paper reports on a study that investigated the effect of teaching test-taking strategies on Iranian high school students’ performance on English section of the National University Entrance Examination (Konkoor. To do so, 273 male and female high school students participated in a workshop that lasted for four sessions. The participants were randomly divided into an experimental and a control group. In the beginning of the workshop, participants received a demographic questionnaire to see if they had taken part in a similar test-taking class which resulted in excluding some students from the groups. The groups were also homogenized regarding their language proficiency level by administering Oxford Placement Test (OPT. Therefore, 260 participants were left for the main study. Then, experimental group participated in the test-taking strategy workshop and control group worked on the previous samples of Konkoor examinations without any reference to test-taking strategies. At the end of the workshop, the attitude questionnaire was run in the experimental group to compile the group’s opinions about the treatment.  One month later, the students of both groups took Konkoor. The data were analyzed using an independent-samples t-test. The learners’ responses to the attitude questionnaire were also analyzed quantitatively. The findings of this study indicated that Iranian high school students in the experimental group outperformed the control group on their Konkoor exam. Moreover, they had positive attitudes towards teaching and learning test-taking strategies. This study suggests that integrating such strategies in the teaching curriculum could be beneficial for the students.

  16. The Immunogenicity of a Biological Simulant: Strategies for the Improvement of Antibody-Based Detection

    National Research Council Canada - National Science Library

    Grahame, David A; Gencic, Simonida; Bronk, Burt V

    2005-01-01

    .... The bacterium Pantoea agglomerans (formerly Erwinia herbicola, Eh) presently is used to simulate vegetative biological agents, however, anti-Eh antibodies of high affinity and specificity are needed...

  17. The Evolution of an Elective in Health Disparities and Advocacy: Description of Instructional Strategies and Program Evaluation.

    Science.gov (United States)

    Gonzalez, Cristina M; Fox, Aaron D; Marantz, Paul R

    2015-12-01

    Health disparities remain pervasive in the United States. Training future physicians to address health disparities requires attention to both systemic and provider causes of disparities, but comprehensive curricula are lacking. Albert Einstein College of Medicine in Bronx, New York, offers a 13-session health disparities elective to first-year medical students. The curriculum covers three main content areas: background, provider contributions to health disparities, and systemic contributions to health disparities (i.e., social determinants of health). Teaching methods included didactic and multimedia presentations, reflective discussions, and skill-building seminars (e.g., addressing subconscious assumptions and advocacy training).The authors evaluated the course in 2010-2013 by comparing students' summary scores for knowledge, attitudes, and self-reported confidence on pre- and postintervention tests. They investigated associations between students' sociodemographic characteristics and changes in summary scores. Scores increased significantly in each domain: Mean knowledge scores increased from 63.6 (± 10.0), out of 100, to 76.4 (± 12.8); mean attitudes scores increased from 16.7 (± 1.9), out of 20, to 18.2 (± 1.1); mean confidence scores increased from 10.7 (± 1.5), out of 16, to 14.4 (± 1.7). Younger students (< 24) had greater changes in confidence than older students. Other sociodemographic characteristics were not associated with changes in any domain. Exposure to health disparities instruction is important for medical students. The authors' experience provides insights for incorporating such material into the compulsory curriculum. Future evaluation of outcomes from similar curricula should include measures of clinical behaviors (e.g., through clinical examinations).

  18. Changing Student Teachers' Views of Comprehension Instruction ...

    African Journals Online (AJOL)

    At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

  19. An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

    Science.gov (United States)

    Aydin, Solmaz

    2016-01-01

    This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…

  20. A Comparative Study of Two Methods of Instruction in a University Animal Biology Course: Audio-Tutorial with Conventional Lecture-Laboratory.

    Science.gov (United States)

    Rowsey, Robert Ellis

    In this comparative study of instructional methods involving university students, pre- and posttest data were collected from achievement and attitude instruments as well as from opinion questionnaires. The major findings included: (1) students taught via audio-tutorial instruction demonstrated significantly greater achievement gain; (2) the number…

  1. Evolution in the Caribbean Classroom: A Critical Analysis of the Role of Biology Teachers and Science Standards in Shaping Evolution Instruction in Belize

    Science.gov (United States)

    Nunez, Elvis Enrique; Pringle, Rose M.; Showalter, Kevin Tyler

    2012-01-01

    A survey of the literature on evolution instruction provides evidence that teachers' personal views and understandings can shape instructional approaches and content delivered in science classrooms regardless of established science standards. This study is the first to quantify evolutionary worldviews of in-service teachers in the Caribbean,…

  2. A theoretical framework for biological control of soil-borne plant pathogens: Identifying effective strategies.

    Science.gov (United States)

    Cunniffe, Nik J; Gilligan, Christopher A

    2011-06-07

    We develop and analyse a flexible compartmental model of the interaction between a plant host, a soil-borne pathogen and a microbial antagonist, for use in optimising biological control. By extracting invasion and persistence thresholds of host, pathogen and biological control agent, performing an equilibrium analysis, and numerical investigation of sensitivity to parameters and initial conditions, we determine criteria for successful biological control. We identify conditions for biological control (i) to prevent a pathogen entering a system, (ii) to eradicate a pathogen that is already present and, if that is not possible, (iii) to reduce the density of the pathogen. Control depends upon the epidemiology of the pathogen and how efficiently the antagonist can colonise particular habitats (i.e. healthy tissue, infected tissue and/or soil-borne inoculum). A sharp transition between totally effective control (i.e. eradication of the pathogen) and totally ineffective control can follow slight changes in biologically interpretable parameters or to the initial amounts of pathogen and biological control agent present. Effective biological control requires careful matching of antagonists to pathosystems. For preventative/eradicative control, antagonists must colonise susceptible hosts. However, for reduction in disease prevalence, the range of habitat is less important than the antagonist's bulking-up efficiency. Copyright © 2011 Elsevier Ltd. All rights reserved.

  3. Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study (Efectos de la instrucción de estrategias en un curso de comprensión de lectura en inglés como lengua extranjera: un estudio de caso)

    Science.gov (United States)

    Lopera Medina, Sergio

    2012-01-01

    Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension…

  4. Reverse engineering and identification in systems biology: strategies, perspectives and challenges.

    Science.gov (United States)

    Villaverde, Alejandro F; Banga, Julio R

    2014-02-06

    The interplay of mathematical modelling with experiments is one of the central elements in systems biology. The aim of reverse engineering is to infer, analyse and understand, through this interplay, the functional and regulatory mechanisms of biological systems. Reverse engineering is not exclusive of systems biology and has been studied in different areas, such as inverse problem theory, machine learning, nonlinear physics, (bio)chemical kinetics, control theory and optimization, among others. However, it seems that many of these areas have been relatively closed to outsiders. In this contribution, we aim to compare and highlight the different perspectives and contributions from these fields, with emphasis on two key questions: (i) why are reverse engineering problems so hard to solve, and (ii) what methods are available for the particular problems arising from systems biology?

  5. An integrated strategy for biological effects monitoring in Scottish coastal waters

    International Nuclear Information System (INIS)

    Park, R.A.; Dobson, J.; Richardson, L.; Hill, A.

    1999-01-01

    The paper summarises SEPA's current programme of water quality and biological effects monitoring and, using recent examples, discusses the current environmental issues affecting the condition of our coastal waters. (author)

  6. Future strategy and puzzles of heavy ion beam mediated technique in genetic improvement of biological bodies

    International Nuclear Information System (INIS)

    Huang Qunce

    2007-01-01

    The 7 research puzzles in the genetic improvement of biological bodies made by ion beam mediated technique, are worth noticed. The technical ideas, including one mediated technique in physics, 2 significant subjects, 3 effective changes, the mediated evidences of 4 aspects and 5 biological characteristics, were particularly put forward according to the existing states in the field. The 2 significant subjects consist of the mechanics of the allogenetic materials entering into the acceptor and they being to be recombined. The 3 effective changes include from studying morphology to genetic laws, from researching M1 generation to the next generations, from determining the single character to the synthetic traits. The mediated evidences of 4 aspects come from morphology, physiology and biochemistry, molecule biology. The 5 biological characteristics are mainly reproduction, development, photosynthesis, bad condition-resistant and quality. (authors)

  7. A formative evaluation of problem-based learning as an instructional strategy in a medical laboratory technician course

    Science.gov (United States)

    Nelson, Diane Patricia

    2002-09-01

    This study is a formative evaluation of problem-based learning as an effective course delivery strategy in a second year introductory Medical Laboratory Technician discipline-specific hematology course. This strategy can serve two purposes in this type of course: discipline specific content knowledge and process skills learning. A needs study identified that students required additional workplace skills as they entered the clinical internship. Students tested well on the national registry examinations, discipline-specific content knowledge, but group process skills needed improvement in the areas of collaboration, communication, and critical reasoning. Problem-based learning was identified as an change intervention to help provide these skills. A search of the literature revealed that the Baker College cultural and physical environment would support this intervention. Twelve cases were written, situated in a clinical laboratory environment, addressing learning issues identified in a modified Delphi survey of laboratory personnel e.g. fiscal responsibility, turn-around time, invasiveness of laboratory techniques, and holistic view of healthcare environment. A hematology class of 13 students received the intervention. The cases were structured to proceed from instructor-centered (guided) learning issues to learner-centered learning issues. Observations of the in-group collaboration processes were documented, as well as oral presentations and critical reasoning, with students given periodic feedback on these skills. Student surveys provided data about satisfaction, attitude to PBL process, and self-efficacy. Multiple choice discipline-specific content examinations were given and compared with classes from the previous four years. The study found that students receiving the PBL treatment scored as well as or better than students from previous years on traditional multiple choice exams. Recall questions showed positive significance and application/analysis questions

  8. An investigation of strategies for integrated learning experiences and instruction in the teaching of creative art subjects

    Directory of Open Access Journals (Sweden)

    Yolisa Nompula

    2012-01-01

    Full Text Available This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002 integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011 offers two elective art subjects in the senior phase (Grades 7-9, each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables.

  9. Research and Development Strategy in Biological Technologies: A Patent Data Analysis of Japanese Manufacturing Firms

    Directory of Open Access Journals (Sweden)

    Hidemichi Fujii

    2016-04-01

    Full Text Available Biological technology allows us to invent new medical approaches, create effective food production methods and reserves and develop new materials for industrial production. There is a diversity of biological technology types, and different technologies have different priorities for invention. This study examines the factors that are important for the invention of biology-related technologies in Japan using patent application data and a decomposition analysis framework. As the results show, patent applications related to biochemistry and biotechnology increased until 1995 because of the expanded scale of R&D activities and the high priority assigned to biological technology. However, the number of patent applications stagnated after 1995, because the importance of biochemistry, especially waste-gas treatment technologies, decreased. Additionally, patent applications for medicines and disease-related technologies increased rapidly from 1971 to 1995. The primary determinant of rapid growth is an increase in research priority, especially among firms in the chemical industry whose technologies are related to supplemental foods and foods with health-promoting benefits. Finally, patent applications involving foodstuff- and agriculture-related technologies increased from 1971 to 1995 due to increased R&D and the increased priority of biological technology.

  10. MENUMBUHKEMBANGKAN KESADARAN DAN KETERAMPILAN METAKOGNISI MAHASISWA JURUSAN BIOLOGI MELALUI PENERAPAN STRATEGI PBL DAN KOOPERATIF GI

    Directory of Open Access Journals (Sweden)

    Muhammad Danial

    2010-11-01

    Full Text Available The teaching of the educational levels including at the university level is still emphasized on the aspect of cognitive ability. The emphasis on the aspect of empowering the metacognitive is not touched yet. As a matter of fact, there are some techniques of teaching that can be applied to empower their metacognitive ability such Problem-based Learning (PBL and cooperative Group Investigation (GI strategy applies. This study aims to explain the effect of PBL and cooperative GI strategy to the metacognition and this study use “Pretest-Posttest Nonequivalent Control Group Design”. This study indicates that students that learned with PBL and GI strategy have scores of metacognition from pretest to posttest higher than students that learned with conventional strategy. Based on the ANACOVA test showed that there were significance differences of students’ metacognition ability between the students who were thought through PBL strategy and the students who were thought through conventional and GI strategy.   Kata kunci: PBL, kooperatif GI, metakognisi

  11. Biological Risks to Public Health: Lessons from an International Conference to Inform the Development of National Risk Communication Strategies.

    Science.gov (United States)

    Dickmann, Petra; Bhatiasevi, Aphaluck; Chaib, Fadela; Baggio, Ombretta; Banluta, Christina; Hollenweger, Lilian; Maaroufi, Abderrahmane

    Biological risk management in public health focuses on the impact of outbreaks on health, the economy, and other systems and on ensuring biosafety and biosecurity. To address this broad range of risks, the International Health Regulations (IHR, 2005) request that all member states build defined core capacities, risk communication being one of them. While there is existing guidance on the communication process and on what health authorities need to consider to design risk communication strategies that meet the requirements on a governance level, little has been done on implementation because of a number of factors, including lack of resources (human, financial, and others) and systems to support effective and consistent capacity for risk communication. The international conference on "Risk communication strategies before, during and after public health emergencies" provided a platform to present current strategies, facilitate learning from recent outbreaks of infectious diseases, and discuss recommendations to inform risk communication strategy development. The discussion concluded with 4 key areas for improvement in risk communication: consider communication as a multidimensional process in risk communication, broaden the biomedical paradigm by integrating social science intelligence into epidemiologic risk assessments, strengthen multisectoral collaboration including with local organizations, and spearhead changes in organizations for better risk communication governance. National strategies should design risk communication to be proactive, participatory, and multisectoral, facilitating the connection between sectors and strengthening collaboration.

  12. A novel self-catalyzed photoATRP strategy for preparation of fluorescent hydroxyapatite nanoparticles and their biological imaging

    Science.gov (United States)

    Jiang, Ruming; Liu, Meiying; Huang, Hongye; Huang, Long; Huang, Qiang; Wen, Yuanqing; Cao, Qian-yong; Tian, Jianwen; Zhang, Xiaoyong; Wei, Yen

    2018-03-01

    Hydroxyapatite (HAp), as an important biomaterial for the regeneration and reconstruction of bone tissue, has attracted more and more attention of researchers and scientists due to its unique structure and compositions. However, the preparation of fluorescent HAp with controllable morphology has achieved only limited success. In this work, we reported a novel strategy to construct the water dispersible fluorescent HAp nanorods via the combination of ligand exchange and metal-free atom transfer radical polymerization (ATRP). The Br-containing fluorescent HAp nanorods with controllable size and morphology were first prepared through hydrothermal treatment. A multifunctional organic molecule (named as PTH-Br) with aggregation-induced emission feature was immobilized on the surface of hydrophobic HAp nanorods through ligand exchange reaction. The PTH-Br could be used as the initiator and catalyst for surface-initiated metal-free ATRP using poly(ethylene glycol) methacrylate as monomer to obtain hydrophilic fluorescent HAp polymer nanoparticles. This strategy successfully endowed HAp nanorods excellent fluorescence properties and favorable water dispersibility but well preserved their regular morphology. Biological assays demonstrated that the HAp-PTH-poly(PEGMA) nanoparticles exhibited good biocompatibility and efficient cell uptake performance. Taken together, we have developed a rather facile strategy based on the surface ligand exchange reaction and metal-free photoATRP to fabricate fluorescent HAp with controllable size and morphology, high water dispersibility and biological properties. These HAp-PTH-poly(PEGMA) nanoparticles should be novel and promising candidates for biomedical applications.

  13. The impact of instructional strategy based on the triplet model of content representation on elimination of students’ misconceptions regarding inorganic reactions

    Directory of Open Access Journals (Sweden)

    Milenković Dušica D.

    2016-01-01

    Full Text Available Recently we reported on the efficient teaching instruction based on integration of macroscopic, submicroscopic and symbolic levels of knowledge representation, from the standpoints of performance and mental effort. Based on obtained results a goal of this study was set - to identify misconceptions in the group of students trained in traditional manner and to determine whether the same misconceptions occur among students in the treatment group in the field of inorganic reactions. A two-tier test was used in the research, administered by 189 second grade high school students. Analysis was performed by calculating the frequencies of choosing distractors in the tasks. Results revealed a total of nine misconceptions in the group of students trained in traditional manner, while only one misconception remained in the treatment group, after implementing the intervention program. It can be concluded that the applied intervention strategy proved to be very efficient in elimination of majority of misconceptions in the examined group of students. [Projekat Ministarstva nauke Republike Srbije, br. 179010

  14. Enabling students to learn: Design, implementation and assessment of a supplemental study strategies course for an introductory undergraduate biology course

    Science.gov (United States)

    Sriram, Jayanthi Sanjeevi

    Attrition in the STEM disciplines is a national problem and one of the important reasons for this is student experiences in introductory courses. A myriad of factors influence students' experiences in those courses; inadequate student preparation is one of the most cited reasons. Incoming freshmen often lack the learning strategies required to meaningfully learn and succeed in college courses. Unfortunately, the instructors have limited time and/or have little experience in teaching learning strategies. In this paper, the design, implementation, and evaluation of a Supplemental Course (SC) model that emphasizes learning strategies is presented. SC was offered concurrently with the introductory biology courses for four consecutive semesters (fall 2011 to spring 2013); for 10 weeks in fall 2012 and 7 weeks in the other semesters at Miami University. 10 weeks SC began earlier in the semester than the shorter SC. This study evaluated the effects of the SC on students' (1) performance in the introductory biology course, (2) perceived changes in self-regulation and social support, and (3) experiences in the introductory biology course before, during, and after participation in the SC. A mixed methods approach was used to address these goals. A pre-post survey was administered to obtain students' use of self-regulation strategies and social-support data. Quantitative methods were utilized to analyze content exam grades and changes in self-regulation strategies and social-support. To explore the experiences of the students, semi-structured interviews were conducted, followed by analysis using grounded theory. The findings reveal that participants of the longer duration SC (with an earlier start date) significantly improved in content exam performance, perceived use of self-regulation strategies, and social support compared to the non-participants. Participants of the shorter duration SC (with a later start date) did not significantly improve in content exam performance

  15. Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education

    NARCIS (Netherlands)

    Verhoeff, R.P.|info:eu-repo/dai/nl/165575581; Boersma, K.T.|info:eu-repo/dai/nl/073043141; Waarlo, A.J.|info:eu-repo/dai/nl/074372246

    2013-01-01

    For biological researchers, systems thinking is a basic conceptual framework, and many educationalists consider systems thinking as a metacognitive skill that enables students to understand and cope with the new scientific advancements that reach our society. With this in mind, we investigated the

  16. Biological production of hydroxylated aromatics : Optimization strategies for Pseudomonas putida S12

    NARCIS (Netherlands)

    Verhoef, A.

    2010-01-01

    To replace environmentally unfriendly petrochemical production processes, the demand for bio-based production of organic chemicals is increasing. This thesis focuses on the biological production of hydroxylated aromatics from renewable substrates by engineered P. putida S12 including several cases

  17. Concept Mapping Strategy: An Effective Tool for Improving Students' Academic Achievement in Biology

    Science.gov (United States)

    Sakiyo, John; Waziri, Kawu

    2015-01-01

    The study investigated the use of concept mapping teaching method on secondary school students' academic achievement in biology. Two hypotheses tested at 0.05 level of significance guided the study. The design of the study was quasi-experimental design with 122 Senior Secondary students selected purposively from two senior secondary schools in…

  18. Cellular resistance in radio- and chemotherapy: biological basis and strategies for circumvention

    International Nuclear Information System (INIS)

    Twentyman, P.R.

    1991-01-01

    In this review the author points out that resistance to cytotoxic drugs is a complex, multifactorial phenomenon involving a range of mechanisms. There is accumulating evidence that these are of relevance to both inherent and acquired resistance in the clinic. Demonstration that mechanisms of drug and radiation resistance are closely linked provides a basis for the related patterns of responsiveness observed in clinical practice. Strategies for circumvention of resistance mechanisms will depend for success upon finding ways of improving therapeutic ratio. Optimal clinical trial of resistance circumvention strategies will require the use of quantitative markers of resistance mechanisms in tumour and normal tissues. (author)

  19. PROFIL KESADARAN DAN STRATEGI METAKOGNISI MAHASISWA BARU PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS ISLAM RIAU PEKANBARU

    Directory of Open Access Journals (Sweden)

    S. Amnah S.

    2014-04-01

    Full Text Available Telah dilakukan penelitian survai terhadap mahasiswa baru Pendidikan Biologi FKIP UIR tahun ajaran 2013/2014 untuk mengetahui profil kesadaran dan strategi  metakognitifnya. Populasi penelitian adalah mahasiswa baru Pend. Biologi tahun ajaran 2013/2014 sebanyak 6 kelas paralel. Sampel yang digunakan sebanyak 77% dari total populasi mahasiswa.  Dengan analisis deskriptif menunjukkan bahwa mahasiswa yang masuk dalam kategori Masih belum berkembang (MBB telah tidak ada (0 %. Sebanyak 3,24% mahasiswa masuk dalam kategori belum begitu berkembang (BBB; 25,41% mahasiswa masuk ke dalam kategori mulai berkembang (MB; 62,70%  masuk ke dalam kategori sudah berkembang baik (SBB atau OK; dan 8,65% mahasiswa masuk pada kategori super atau berkembang sangat baik. Sebanyak 39,45% telah dilatihkan menggunakan strategi metakognitif dalam belajar seperti membuat ringkasan (26,5%, menggaris bawahi bacaan (8,65%,membuat peta konsep (6,48%, dan membuat jembatan keledai/ titian ingatan (1,08%. A research survey among new students of Biology Faculty of Teacher Education UIR academic year 2013/2014 to determine the profile and awareness of metacognitive strategies. The study population was a new student Pend. Biology of the school year 2013/2014 as much as 6 parallel classes. The sample used by 77% of the total student population. With descriptive analysis showed that students who fall into the category of still undeveloped (MBB has no (0%. A total of 3.24% of students in the category of less developed (BBB; 25.41% of students fall into the category began to grow (MB; 62.70% belong to the category are well developed (SBB or OK; and 8.65% of students entered in the category of super or growing very well. A total of 39.45% has been trained in the use of metacognitive learning strategies such as preparing a summary (26.5%, underlining the reading (8.65%, create a concept map (6.48%, and create mnemonics / memory bridge (1.08%.

  20. Planning Instructional Media

    Science.gov (United States)

    Clark, Richard E.

    1972-01-01

    Reviews the developments in communications and educational psychology that have influenced present educational media strategies and shows how recent breakthroughs in learning theory and media research offer a new direction in the design and use of instructional media. (Author/JM)

  1. Genetic mitigation strategies to tackle agricultural GHG emissions: The case for biological nitrification inhibition technology.

    Science.gov (United States)

    Subbarao, G V; Arango, J; Masahiro, K; Hooper, A M; Yoshihashi, T; Ando, Y; Nakahara, K; Deshpande, S; Ortiz-Monasterio, I; Ishitani, M; Peters, M; Chirinda, N; Wollenberg, L; Lata, J C; Gerard, B; Tobita, S; Rao, I M; Braun, H J; Kommerell, V; Tohme, J; Iwanaga, M

    2017-09-01

    Accelerated soil-nitrifier activity and rapid nitrification are the cause of declining nitrogen-use efficiency (NUE) and enhanced nitrous oxide (N 2 O) emissions from farming. Biological nitrification inhibition (BNI) is the ability of certain plant roots to suppress soil-nitrifier activity, through production and release of nitrification inhibitors. The power of phytochemicals with BNI-function needs to be harnessed to control soil-nitrifier activity and improve nitrogen-cycling in agricultural systems. Transformative biological technologies designed for genetic mitigation are needed, so that BNI-enabled crop-livestock and cropping systems can rein in soil-nitrifier activity, to help reduce greenhouse gas (GHG) emissions and globally make farming nitrogen efficient and less harmful to environment. This will reinforce the adaptation or mitigation impact of other climate-smart agriculture technologies. Copyright © 2017 Elsevier B.V. All rights reserved.

  2. Radiotherapy of brain metastases of a breast cancer: present strategies, technological innovations and biological perspectives

    International Nuclear Information System (INIS)

    Chargari, C.; Vedrine, L.; Bauduceau, O.; Jacob, J.; Fayolle, M.; Chargari, C.; Campana, F.; Pierga, J.Y.; Idrissi, H.R.; Fourquet, A.; Kirova, Y.

    2010-01-01

    The authors propose an overview of strategies which are presently used for the treatment of brain metastases related to a breast cancer. They outline the perspectives and recent developments of encephalic irradiation with new technologies allowing an increased conformation to be obtained, and also in terms of radiosensitization and radioprotection experiences. Short communication

  3. Are coastal lagoons physically or biologically controlled ecosystems? Revisiting r vs. K strategies in coastal lagoons and estuaries

    Science.gov (United States)

    Pérez-Ruzafa, Angel; Marcos, Concepción; Pérez-Ruzafa, Isabel María; Pérez-Marcos, María

    2013-11-01

    Environmental stress influences biological assemblages, with species responding to stress by adopting particular life-history strategies (e.g., r vs. K). Coastal lagoons and estuaries are considered naturally stressed and physically controlled systems with frequent environmental disturbances and fluctuations. At the same time, their transitional nature (between terrestrial, freshwater and marine) makes them especially vulnerable to human impacts and land and freshwater inputs. As a result, it is hypothesised that residents of coastal lagoons would display characteristics of r-selected species. The r-strategy involves increased reproductive effort through early reproduction, small and numerous offspring with a large dispersive capability, short lifespan and small adult body size. Together, these traits provide a selective advantage in such unpredictable or short-lived environments. Alternatively, immigrants to coastal lagoons should mostly be K-strategists, with a competitive advantage over the r-strategists, at least on a temporary time scale. These hypotheses were explored using a dataset from 73 Atlanto-Mediterranean sites: 27 estuaries, 42 coastal lagoons and 4 from the sea, obtained from published sources. A detailed analysis of the distributions of the different resident fish species according to lagoon characteristics indicated that in lagoons with a higher marine influence the families Gobiidae, Blenniidae and Syngnathidae were common, while lagoons with freshwater influence are characterized by Cyprinidae and other freshwater species. In analyzing the biological strategies of lagoon species we found that fish assemblages inhabiting marine influenced lagoons were characterized by solitary, necto-benthonic sedentary species. These species are often hermaphroditic, with benthic broods and many exhibit brooding behaviour. This suggests that marine influenced lagoons are dominated by K-strategist species, while r-strategy species will be more common in

  4. The Use of Didactic Resources as a Strategy in Sciences and Biology Teaching

    Directory of Open Access Journals (Sweden)

    Mario Marcos Lopes

    2013-06-01

    Full Text Available The teaching of Science and Biology at school is recent, and has been practiced according to the different educational proposals, that have been developed along the last decades. The LDB (Lei nº 9.394, December, 20, 1996 proposes a pedagogical project that goes beyond the blackboard, chalk and teacher's talk in order to better prepare the students for the challenges of the labor market. Thus, this paper aims at contributing to the discussion on the teaching practice and teaching resources that can help the teaching and learning process, especially in the disciplines of Science and Biology. Based on a qualitative approach, this research aims at contributing to the construction of new knowledge that can be generated from a careful and critical look at the documentary sources. Finally, the great challenge of the educator is to make the teaching of Science and Biology pleasurable and exciting, being able to develop in students the scientific knowledge and the taste for these school subjects.

  5. Investigations on mechanical biological treatment of waste in South America: Towards more sustainable MSW management strategies

    International Nuclear Information System (INIS)

    Bezama, Alberto; Aguayo, Pablo; Konrad, Odorico; Navia, Rodrigo; Lorber, Karl E.

    2007-01-01

    This work presents an analysis on the suitability of mechanical biological treatment of municipal solid waste in South America, based on two previous experimental investigations carried out in two different countries. The first experiment was performed for determining the mass and volume reduction of MSW in the province of Concepcion (Chile). The implemented bench-scale process consisted of a manual classification and separation stage, followed by an in-vessel biological degradation process. The second experiment consisted of a full-scale experiment performed in the city of Estrela (Brazil), where the existing municipal waste management facility was adapted to enhance the materials sorting and separation. Expressed in wet weight composition, 85.5% of the material input in the first experiment was separated for biological degradation. After 27 days of processing, 60% of the initial mass was reduced through degradation and water evaporation. The final fraction destined for landfilling equals 59% of the total input mass, corresponding to about 50% of the initial volume. In the second experiment, the fraction destined to landfill reaches 46.6% of the total input waste mass, whilst also significantly reducing the total volume to be disposed. These results, and the possible recovery of material streams suitable for recycling or for preparing solid recovered fuels, are the main advantages of the studied process

  6. Using Nonlinear Stochastic Evolutionary Game Strategy to Model an Evolutionary Biological Network of Organ Carcinogenesis Under a Natural Selection Scheme.

    Science.gov (United States)

    Chen, Bor-Sen; Tsai, Kun-Wei; Li, Cheng-Wei

    2015-01-01

    Molecular biologists have long recognized carcinogenesis as an evolutionary process that involves natural selection. Cancer is driven by the somatic evolution of cell lineages. In this study, the evolution of somatic cancer cell lineages during carcinogenesis was modeled as an equilibrium point (ie, phenotype of attractor) shifting, the process of a nonlinear stochastic evolutionary biological network. This process is subject to intrinsic random fluctuations because of somatic genetic and epigenetic variations, as well as extrinsic disturbances because of carcinogens and stressors. In order to maintain the normal function (ie, phenotype) of an evolutionary biological network subjected to random intrinsic fluctuations and extrinsic disturbances, a network robustness scheme that incorporates natural selection needs to be developed. This can be accomplished by selecting certain genetic and epigenetic variations to modify the network structure to attenuate intrinsic fluctuations efficiently and to resist extrinsic disturbances in order to maintain the phenotype of the evolutionary biological network at an equilibrium point (attractor). However, during carcinogenesis, the remaining (or neutral) genetic and epigenetic variations accumulate, and the extrinsic disturbances become too large to maintain the normal phenotype at the desired equilibrium point for the nonlinear evolutionary biological network. Thus, the network is shifted to a cancer phenotype at a new equilibrium point that begins a new evolutionary process. In this study, the natural selection scheme of an evolutionary biological network of carcinogenesis was derived from a robust negative feedback scheme based on the nonlinear stochastic Nash game strategy. The evolvability and phenotypic robustness criteria of the evolutionary cancer network were also estimated by solving a Hamilton-Jacobi inequality - constrained optimization problem. The simulation revealed that the phenotypic shift of the lung cancer

  7. A Standards-Based Content Analysis of Selected Biological Science Websites

    Science.gov (United States)

    Stewart, Joy E.

    2010-01-01

    The purpose of this study was to analyze the biology content, instructional strategies, and assessment methods of 100 biological science websites that were appropriate for Grade 12 educational purposes. For the analysis of each website, an instrument, developed from the National Science Education Standards (NSES) for Grade 12 Life Science coupled…

  8. "I Forgot I Wasn't Saving the World": the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

    Science.gov (United States)

    Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

    2017-12-01

    This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

  9. Understanding the molecular biology of intervertebral disc degeneration and potential gene therapy strategies for regeneration: a review.

    Science.gov (United States)

    Sampara, Prasanthi; Banala, Rajkiran Reddy; Vemuri, Satish Kumar; Av, Gurava Reddy; Gpv, Subbaiah

    2018-03-22

    Intervertebral disc degeneration (IVDD) is a multi-factorial process characterized by phenotypic and genotypic changes, which leads to low back pain and disability. Prolonged imbalance between anabolism and catabolism in discs alters their composition resulting in progressive loss of proteoglycans and hydration leading to IVDD. The current managements for IVDD are only able to relieve the symptoms but do not address the underlying pathology of degeneration. Researchers have tried to find out differences between the aging and degeneration of the disc. Intense attempts are in progress for identifying the various factors responsible for disc degeneration, as well as strategies for regeneration. Recently biological approaches have gained thrust in the field of IVDD. The present review illustrates the current understanding of intervertebral disc degeneration and aims to put forth recent advancements in regeneration strategies involving different biological therapies such as growth factor, cell, and gene therapy. The potentials and consequences of these therapies are also extensively discussed along with citing the most suitable method, that is, the gene therapy in detail. Initially, gene therapy was mediated by viral vectors but recent progress has enabled researchers to opt for non-virus-mediated gene therapy methods, which ensure that there are no risks of mutagenicity and infection in target cells. With constant efforts, non-virus-mediated gene therapy may prove to be an extremely powerful tool in treatment of IVDD in future.

  10. One-pot DNA construction for synthetic biology: the Modular Overlap-Directed Assembly with Linkers (MODAL) strategy

    Science.gov (United States)

    Casini, Arturo; MacDonald, James T.; Jonghe, Joachim De; Christodoulou, Georgia; Freemont, Paul S.; Baldwin, Geoff S.; Ellis, Tom

    2014-01-01

    Overlap-directed DNA assembly methods allow multiple DNA parts to be assembled together in one reaction. These methods, which rely on sequence homology between the ends of DNA parts, have become widely adopted in synthetic biology, despite being incompatible with a key principle of engineering: modularity. To answer this, we present MODAL: a Modular Overlap-Directed Assembly with Linkers strategy that brings modularity to overlap-directed methods, allowing assembly of an initial set of DNA parts into a variety of arrangements in one-pot reactions. MODAL is accompanied by a custom software tool that designs overlap linkers to guide assembly, allowing parts to be assembled in any specified order and orientation. The in silico design of synthetic orthogonal overlapping junctions allows for much greater efficiency in DNA assembly for a variety of different methods compared with using non-designed sequence. In tests with three different assembly technologies, the MODAL strategy gives assembly of both yeast and bacterial plasmids, composed of up to five DNA parts in the kilobase range with efficiencies of between 75 and 100%. It also seamlessly allows mutagenesis to be performed on any specified DNA parts during the process, allowing the one-step creation of construct libraries valuable for synthetic biology applications. PMID:24153110

  11. Modeling LIDAR Detection of Biological Aerosols to Determine Optimum Implementation Strategy

    Energy Technology Data Exchange (ETDEWEB)

    Sheen, David M.; Aker, Pam M.

    2007-09-19

    This report summarizes work performed for a larger multi-laboratory project named the Background Interferent Measurement and Standards project. While originally tasked to develop algorithms to optimize biological warfare agent detection using UV fluorescence LIDAR, the current uncertainties in the reported fluorescence profiles and cross sections the development of any meaningful models. It was decided that a better approach would be to model the wavelength-dependent elastic backscattering from a number of ambient background aerosol types, and compare this with that generated from representative sporulated and vegetative bacterial systems. Calculations in this report show that a 266, 355, 532 and 1064 nm elastic backscatter LIDAR experiment will allow an operator to immediately recognize when sulfate, VOC-based or road dust (silicate) aerosols are approaching, independent of humidity changes. It will be more difficult to distinguish soot aerosols from biological aerosols, or vegetative bacteria from sporulated bacteria. In these latter cases, the elastic scattering data will most likely have to be combined with UV fluorescence data to enable a more robust categorization.

  12. Experimental strategies to assess the biological ramifications of multiple drivers of global ocean change-A review.

    Science.gov (United States)

    Boyd, Philip W; Collins, Sinead; Dupont, Sam; Fabricius, Katharina; Gattuso, Jean-Pierre; Havenhand, Jonathan; Hutchins, David A; Riebesell, Ulf; Rintoul, Max S; Vichi, Marcello; Biswas, Haimanti; Ciotti, Aurea; Gao, Kunshan; Gehlen, Marion; Hurd, Catriona L; Kurihara, Haruko; McGraw, Christina M; Navarro, Jorge M; Nilsson, Göran E; Passow, Uta; Pörtner, Hans-Otto

    2018-02-24

    Marine life is controlled by multiple physical and chemical drivers and by diverse ecological processes. Many of these oceanic properties are being altered by climate change and other anthropogenic pressures. Hence, identifying the influences of multifaceted ocean change, from local to global scales, is a complex task. To guide policy-making and make projections of the future of the marine biosphere, it is essential to understand biological responses at physiological, evolutionary and ecological levels. Here, we contrast and compare different approaches to multiple driver experiments that aim to elucidate biological responses to a complex matrix of ocean global change. We present the benefits and the challenges of each approach with a focus on marine research, and guidelines to navigate through these different categories to help identify strategies that might best address research questions in fundamental physiology, experimental evolutionary biology and community ecology. Our review reveals that the field of multiple driver research is being pulled in complementary directions: the need for reductionist approaches to obtain process-oriented, mechanistic understanding and a requirement to quantify responses to projected future scenarios of ocean change. We conclude the review with recommendations on how best to align different experimental approaches to contribute fundamental information needed for science-based policy formulation. © 2018 John Wiley & Sons Ltd.

  13. Drama Rhymes: An Instructional Strategy

    Science.gov (United States)

    Roush, Betty E.

    2005-01-01

    The author shares activities for use in the primary classroom that require active participation with nursery rhymes through dramatization. The activities involve repeated readings, reading in context, and examining rhyming components, and help to develop young children's phonemic awareness and oral language skills.

  14. Motivational Strategies for Instructional Design.

    Science.gov (United States)

    1982-09-24

    introductory textbook in psycology , found that students were very interested in the personal stories about psychologists and other scientists. In - . one...Persistence in chi’ldren’s reading behavior as a function of N length and attribution retraining. s2jua 2L Abofa Psycolog , 1976, 85, 511-515. Condry, J

  15. A CRITICAL THOUGHT OF INSTRUCTIONAL STRATEGY: DEVELOPING ANALYTICAL CAPABILITY OF AUTOMOTIVE STUDENTS BY MANAGING MORE APPLICABLE MOVIE FRAGMENTS, POWER POINT, AND INTERACTIVE TEST

    Directory of Open Access Journals (Sweden)

    Agus Riyanto -

    2017-02-01

    Full Text Available What most sensed about Technical High School (known as SMK students is their lack of analytical capability. As their nature of academic orientation is aimed at job fullfillment, the students are enhanced to follow Standard Operational Procedure (SOP without questioning why such SOP should be followed. As for automotive students, they simply following the steps of doing things related to any activities of repairing car and other mechanical work required just because the job will be done well when the procedure completed.  This kind of mentality “following order or SOP” fits to those who only want to be workers not the men who take higher responsibilities. The progress of automotive technology demand on understanding the concept of how some system used in a car. Failure to comprehend to concept will jeopardize the performance of a car. At the same time, the progress of automotive technology is also propelled by the progress of information technology which provides more open resources that can be used to promote the quality of instuctional process.  Realizing that having analysis compentence is terribly important to run higher responsibilites and continuing education to a university, automotive students need to learn how to analyze. To promote this, teacher can use some automotive movies or animations and then chop them into many fragments related to instructional objectives. The way how the teachers arrange and present the fragments can be combined into power point and ended up with an interactive test with different model of methods, strategies, or techniques. Movies, movie cutter application, interactive test Creator ,  paint into fragments can be obtained freely from the internet. The using of movie fragments integrated into power point, arrange the fragment into various strategies, ended up with interactive test will likely focus the students into more realistic understanding toward the concept taught in the classroom. In return the

  16. Analytical Strategies for the Determination of Norepinephrine Reuptake Inhibitors in Pharmaceutical Formulations and Biological Fluids.

    Science.gov (United States)

    Saka, Cafer

    2016-01-01

    Norepinephrine reuptake inhibitors (NRIs) are a class of antidepressant drugs that act as reuptake inhibitors for the neurotransmitters norepinephrine and epinephrine. The present review provides an account of analytical methods published in recent years for the determination of NRI drugs. NRIs are atomoxetine, reboxetine, viloxazine and maprotiline. NRIs with less activity at other sites are mazindol, bupropion, tapentadol, and teniloxazine. This review focuses on the analytical methods including chromatographic, spectrophotometric, electroanalytical, and electrophoresis techniques for NRI analysis from pharmaceutical formulations and biological samples. Among all of the published methods, liquid chromatography with UV-vis or MS-MS detection is the most popular technique. The most the common sample preparation techniques in the analytical methods for NRIs include liquid-liquid extraction and solid-phase extraction. Besides the analytical methods for single components, some of the simultaneous determinations are also included in this review.

  17. How to Sustainably Feed a Microbe: Strategies for Biological Production of Carbon-Based Commodities with Renewable Electricity.

    Science.gov (United States)

    Butler, Caitlyn S; Lovley, Derek R

    2016-01-01

    As interest and application of renewable energy grows, strategies are needed to align the asynchronous supply and demand. Microbial metabolisms are a potentially sustainable mechanism for transforming renewable electrical energy into biocommodities that are easily stored and transported. Acetogens and methanogens can reduce carbon dioxide to organic products including methane, acetic acid, and ethanol. The library of biocommodities is expanded when engineered metabolisms of acetogens are included. Typically, electrochemical systems are employed to integrate renewable energy sources with biological systems for production of carbon-based commodities. Within these systems, there are three prevailing mechanisms for delivering electrons to microorganisms for the conversion of carbon dioxide to reduce organic compounds: (1) electrons can be delivered to microorganisms via H 2 produced separately in a electrolyzer, (2) H 2 produced at a cathode can convey electrons to microorganisms supported on the cathode surface, and (3) a cathode can directly feed electrons to microorganisms. Each of these strategies has advantages and disadvantages that must be considered in designing full-scale processes. This review considers the evolving understanding of each of these approaches and the state of design for advancing these strategies toward viability.

  18. The Effect of Academic Instruction upon the Memory Strategies of College Students Engaged in Problem-Solving in the Study of Selected Topics in Nuclear Physics and Space Science.

    Science.gov (United States)

    Abdelhady, Abdelhady Kassim

    This investigation explored the effect of sequential and structured instruction on the memory strategies and recall capabilities of college students. The content used consisted of a complex learning task related to Cosmic Ray Physics. The investigation is believed to be important educationally because it is an attempt to study the effect of active mediation through instruction between materials and learners to enhance complex learning by providing mnemonic models to the learner. The rationale for the research is that effective recall and understanding of complex structures require that the learner build a cognitive basis for the facilitation of retrieval. Experts in an area of study usually achieve effective recall by accommodating new materials within their existing stores of knowledge. This study investigated the extent to which novices can achieve this goal when assisted by appropriate instruction. The sample consisted of two groups of learners of which 10 participants were professors in nuclear and particle physics who studied the subject matter without instruction, and 16 college students who were nonscience majors. Students were provided with mnemonic structures characterized by strategies and representations applied directly to the target subject matter. Half of the participants took an immediate recall achievement test. All participants took a delayed recall test one week later. Findings showed a significant difference between the mean scores of novices and experts on an immediate and delayed recall test at the 0.001 level of significance. However, novices' performance in both tests ranged from 73% to 93% items answered correctly. This reveals that novices gained much of the information possessed by experts in this domain of knowledge along with a framework which ties this information together through the effect of mnemonic structures given to them in the instructional materials. Novices were thus able to encode information in a form which enhanced the

  19. A general framework of persistence strategies for biological systems helps explain domains of life

    Directory of Open Access Journals (Sweden)

    Liudmila S Yafremava

    2013-02-01

    Full Text Available The nature and cause of the division of organisms in superkingdoms is not fully understood. Assuming that environment shapes physiology, here we construct a novel theoretical framework that helps identify general patterns of organism persistence. This framework is based on Jacob von Uexküll’s organism-centric view of the environment and James G. Miller’s view of organisms as matter-energy-information processing molecular machines. Three concepts describe an organism's environmental niche: scope, umwelt and gap. Scope denotes the entirety of environmental events and conditions to which the organism is exposed during its lifetime. Umwelt encompasses an organism's perception of these events. The gap is the organism's blind spot, the scope that is not covered by umwelt. These concepts bring organisms of different complexity to a common ecological denominator. Ecological and physiological data suggest organisms persist using three strategies: flexibility, robustness and economy. All organisms use umwelt information to flexibly adapt to environmental change. They implement robustness against environmental perturbations within the gap generally through redundancy and reliability of internal constituents. Both flexibility and robustness improve survival. However, they also incur metabolic matter-energy processing costs, which otherwise could have been used for growth and reproduction. Lineages evolve unique tradeoff solutions among strategies in the space of what we call a persistence triangle. Protein domain architecture and other evidence support the preferential use of flexibility and robustness properties. Archaea and Bacteria gravitate toward the triangle’s economy vertex, with Archaea biased toward robustness. Eukarya trade economy for survivability. Protista occupy a saddle manifold separating akaryotes from multicellular organisms. Plants and the more flexible Fungi share an economic stratum, and Metazoa are locked in a positive feedback

  20. The insulin-like growth factor-I receptor (IGF-IR) in breast cancer: biology and treatment strategies.

    Science.gov (United States)

    Motallebnezhad, Morteza; Aghebati-Maleki, Leili; Jadidi-Niaragh, Farhad; Nickho, Hamid; Samadi-Kafil, Hosein; Shamsasenjan, Karim; Yousefi, Mehdi

    2016-09-01

    Breast cancer is the most common cancer and the second leading cause of cancer-related deaths among women worldwide. Although patients are often diagnosed in the early and curable stages, the treatment of metastatic breast cancer remains a major clinical challenge. The combination of chemotherapy with new targeting agents, such as bevacizumab, is helpful in improving patient survival; however, novel treatment strategies are required to improve clinical outcomes. The insulin-like growth factor-I receptor (IGF-IR) is a tyrosine kinase cell surface receptor which is involved in the regulation of cell growth and metabolism. Previous studies have shown that activation of the IGF-IR signaling pathway promotes proliferation, survival, and metastasis of breast cancer cells. Additionally, overexpression of IGF-IR is associated with breast cancer cell resistance to anticancer therapies. Recently, IGF-IR has been introduced as a marker of stemness in breast cancer cells and there is also accumulating evidence that IGF-IR contributes to the establishment and maintenance of breast cancer epithelial-mesenchymal transition (EMT). Therefore, pharmacological or molecular targeting of IGF-IR could be a promising strategy, in the treatment of patients with breast cancer, particularly in order to circumvent the therapeutic resistance and targeting breast cancer stem/progenitors. Currently, many strategies have been developed for targeting IGF-IR, some have entered clinical trials and some are in preclinical stages for breast cancer therapy. In this review, we will first discuss on the biology of IGF-IR in an attempt to find the role of this receptor in breast cancer and then discuss about therapeutic strategies to target this receptor.

  1. Phospholipids in Milk Fat: Composition, Biological and Technological Significance, and Analytical Strategies

    Directory of Open Access Journals (Sweden)

    Giovanna Contarini

    2013-01-01

    Full Text Available Glycerophospholipids and sphingolipids are quantitatively the most important phospholipids (PLs in milk. They are located on the milk fat globule membrane (MFGM and in other membranous material of the skim milk phase. They include principally phosphatidylcholine, phosphatidylethanolamine, phosphatidylinositol and phosphatidylserine, while sphingomyelin is the dominant species of sphingolipids There is considerable evidence that PLs have beneficial health effects, such as regulation of the inflammatory reactions, chemopreventive and chemotherapeutic activity on some types of cancer, and inhibition of the cholesterol absorption. PLs show good emulsifying properties and can be used as a delivery system for liposoluble constituents. Due to the amphiphilic characteristics of these molecules, their extraction, separation and detection are critical points in the analytical approach. The extraction by using chloroform and methanol, followed by the determination by high pressure liquid chromatography (HPLC, coupled with evaporative light scattering (ELSD or mass detector (MS, are the most applied procedures for the PL evaluation. More recently, nuclear magnetic resonance spectrometry (NMR was also used, but despite it demonstrating high sensitivity, it requires more studies to obtain accurate results. This review is focused on milk fat phospholipids; their composition, biological activity, technological properties, and significance in the structure of milk fat. Different analytical methodologies are also discussed.

  2. Current strategies for protein production and purification enabling membrane protein structural biology.

    Science.gov (United States)

    Pandey, Aditya; Shin, Kyungsoo; Patterson, Robin E; Liu, Xiang-Qin; Rainey, Jan K

    2016-12-01

    Membrane proteins are still heavily under-represented in the protein data bank (PDB), owing to multiple bottlenecks. The typical low abundance of membrane proteins in their natural hosts makes it necessary to overexpress these proteins either in heterologous systems or through in vitro translation/cell-free expression. Heterologous expression of proteins, in turn, leads to multiple obstacles, owing to the unpredictability of compatibility of the target protein for expression in a given host. The highly hydrophobic and (or) amphipathic nature of membrane proteins also leads to challenges in producing a homogeneous, stable, and pure sample for structural studies. Circumventing these hurdles has become possible through the introduction of novel protein production protocols; efficient protein isolation and sample preparation methods; and, improvement in hardware and software for structural characterization. Combined, these advances have made the past 10-15 years very exciting and eventful for the field of membrane protein structural biology, with an exponential growth in the number of solved membrane protein structures. In this review, we focus on both the advances and diversity of protein production and purification methods that have allowed this growth in structural knowledge of membrane proteins through X-ray crystallography, nuclear magnetic resonance (NMR) spectroscopy, and cryo-electron microscopy (cryo-EM).

  3. Using progressive concept maps as a strategy for teaching and learning in teacher education in Biology

    Directory of Open Access Journals (Sweden)

    Conceição Aparecida Soares Mendonça

    2013-02-01

    Full Text Available This paper presents a study carried out with Biology teachers under training, and aimed at investigating how concept maps enabled meaningful learning. The work was motivated by the fact that future teachers presented difficulties learning various concepts. In this light, maps can be a valuable instrument for the diagnosis and assessment of learning, enabling better concept learning. Thus, during our pedagogical intervention, we have strived to identify the conceptual evolution of students, through the construction of concept maps before, during and after the study of a proposed theme. The qualitative analysis of the produced maps focused on the processes of teaching, learning and assessment. At this point, the goal was to investigate whether or not students were able to relate the concepts under study, according to the principles of progressive differentiation and integrative reconcilitation. This was done while searching for evidences of meaningful learning.The pedagogical intervention lasted for 45 hours (8 meetings, during which a Zoology topic, concept Elephants was studied at a State university of Brazil. The qualitative analysis of the maps created by the learners has shown, in 58% of the cases, that there was an evolution of the learnersʼ knowledge of the theme. Obtained results suggest that maps have an efficient functional action and help improve the professional profile under formation.

  4. Bioinformatics strategies in life sciences: from data processing and data warehousing to biological knowledge extraction.

    Science.gov (United States)

    Thiele, Herbert; Glandorf, Jörg; Hufnagel, Peter

    2010-05-27

    With the large variety of Proteomics workflows, as well as the large variety of instruments and data-analysis software available, researchers today face major challenges validating and comparing their Proteomics data. Here we present a new generation of the ProteinScape bioinformatics platform, now enabling researchers to manage Proteomics data from the generation and data warehousing to a central data repository with a strong focus on the improved accuracy, reproducibility and comparability demanded by many researchers in the field. It addresses scientists; current needs in proteomics identification, quantification and validation. But producing large protein lists is not the end point in Proteomics, where one ultimately aims to answer specific questions about the biological condition or disease model of the analyzed sample. In this context, a new tool has been developed at the Spanish Centro Nacional de Biotecnologia Proteomics Facility termed PIKE (Protein information and Knowledge Extractor) that allows researchers to control, filter and access specific information from genomics and proteomic databases, to understand the role and relationships of the proteins identified in the experiments. Additionally, an EU funded project, ProDac, has coordinated systematic data collection in public standards-compliant repositories like PRIDE. This will cover all aspects from generating MS data in the laboratory, assembling the whole annotation information and storing it together with identifications in a standardised format.

  5. Aflatoxins and food pathogens: impact of biologically active aflatoxins and their control strategies.

    Science.gov (United States)

    Umesha, Sharanaiah; Manukumar, Honnayakanahalli Marichenne Gowda; Chandrasekhar, Bhadvelu; Shivakumara, Prahlad; Shiva Kumar, Jayanna; Raghava, Sri; Avinash, Prakasha; Shirin, Marahel; Bharathi, Tumkur R; Rajini, Sollepura B; Nandhini, Murali; Vinaya Rani, Govinda Gowda; Shobha, Mohankumar; Prakash, Harishchandra S

    2017-04-01

    Globally disease outbreaks as a result of the consumption of contaminated food and feedstuffs are a regular primary problem. The foremost elements contributing to contamination are microorganisms, particularly fungi, which produce low-molecular weight secondary metabolites, with demonstrated toxic properties that are referred to as mycotoxins. Aflatoxins contaminate agricultural commodities and may cause sickness or fatality in humans and animals. Moreover, poor conditions of storage and a deficiency in regulatory measures in food quality control aggravate the main issue. For that reason, mycotoxin-related illness of nutrition represents a major health hazard for local populations. Government policies should make regulations aiming to avoid the entry of aflatoxins into food stuffs. For consumer safety, control and management strategies should be developed and implemented by regulatory authorities. There is the need for attention from farmers, scientists, government and collaborative minds throughout the country to ensure aflatoxin-free food. The present review is informative not only for health-conscious consumers, but also for relevant authorities with respect to paving the way for future research aiming to fill the existing gaps in our knowledge with regard to mycotoxins and food security. © 2016 Society of Chemical Industry. © 2016 Society of Chemical Industry.

  6. Relations of Metacognitive Skills and Critical Thinking for Learning Outcomes of Cognitive Learning High School Students in Biology Learning with Reciprocal Teaching Strategy

    Directory of Open Access Journals (Sweden)

    A.G. Candra Wicaksono

    2015-03-01

    Full Text Available Hubungan Keterampilan Metakognitif dan Berpikir Kritis terhadap Hasil Belajar Kognitif Siswa SMA pada Pembelajaran Biologi dengan Strategi Reciprocal Teaching   Abstract: The aim of this research was to investigate the relationship between metacognitive and critical thinking skill toward student cognitive achievement in biology learning used reciprocal teaching strategy. The participant were 31 science class students of public senior high school of Lawang and 32 science class students of PGRI school Lawang. The data obtained from this research was pretes and postest score of student’s metacognitive skill, critical thinking and cognitive achievement. The data then analized by multiple regression analysis. The result of this research showed that there was correlation between between meracognitive and critical thinking skill toward student cognitive achievement in biology learning used reciprocal teaching strategy. Key Words: metacognitive skill, critical thinking, cognitive achievement, reciprocal teaching strategy   Abstrak: Penelitian ini bertujuan untuk mengungkap hubungan antara keterampilan metakognitif dan berpikir kritis terhadap hasil belajar kognitif siswa SMA dalam pembelajaran Biologi yang dibelajarkan dengan strategi reciprocal teaching. Penelitian ini melibatkan 31 siswa kelas XI IPA dari SMAN 1 Lawang dan 32 siswa kelas XI IPA dari SMA PGRI Lawang Kabupaten Malang. Data yang diambil dalam penelitian adalah data pretes dan postes keterampilan metakognitif, berpikir kritis dan hasil belajar beserta selisihnya. Data dianalisis menggunakan analisis regresi berganda. Hasil analisis menunjukkan ada hubungan antara keterampilan metakognitif dan berpikir kritis terhadap hasil belajar kognitif siswa dalam strategi reciprocal teaching. Kata kunci: hasil belajar kognitif, keterampilan metakognitif, berpikir kritis, reciprocal teaching

  7. Practical considerations in clinical strategy to support the development of injectable drug-device combination products for biologics.

    Science.gov (United States)

    Li, Zhaoyang; Easton, Rachael

    2018-01-01

    The development of an injectable drug-device combination (DDC) product for biologics is an intricate and evolving process that requires substantial investments of time and money. Consequently, the commercial dosage form(s) or presentation(s) are often not ready when pivotal trials commence, and it is common to have drug product changes (manufacturing process or presentation) during clinical development. A scientifically sound and robust bridging strategy is required in order to introduce these changes into the clinic safely. There is currently no single developmental paradigm, but a risk-based hierarchical approach has been well accepted. The rigor required of a bridging package depends on the level of risk associated with the changes. Clinical pharmacokinetic/pharmacodynamic comparability or outcome studies are only required when important changes occur at a late stage. Moreover, an injectable DDC needs to be user-centric, and usability assessment in real-world clinical settings may be required to support the approval of a DDC. In this review, we discuss the common issues during the manufacturing process and presentation development of an injectable DDC and practical considerations in establishing a clinical strategy to address these issues, including key elements of clinical studies. We also analyze the current practice in the industry and review relevant and status of regulatory guidance in the DDC field.

  8. PENINGKATAN AKTIVITAS DAN HASIL BELAJAR BIOLOGI MELALUI PENERAPAN STRATEGI PQ4R (PREVIEW, QUESTION, READ, REFLECT, RECITE, AND REVIEW

    Directory of Open Access Journals (Sweden)

    Hidayathuz Zahra

    2013-11-01

    Full Text Available Students achievement in Biology Class XI IPA1 SMA Muhammadiyah 1 Metro is still low, in learning process students participant is low so learning process is not active. From that coundition the researcher aplly PQ4R Strategy (Preview, Question, Read, Relfect, Recite, and Review. This strategy can help students to remember in reading comprehension, asking question and answering question that given by the teacher. In this reseach is Class Room Active Reseach (CAR. This reseach is purpose to increase the activity and students result of the study of XI IPA1 SMA Muhammadiyah 1 Metro. Data of students activities in the class are: students who give attention to the teacher explanation is 87,7%, reading activity is 81,5%, asking question activity 21%, doing an examination is 84,2%, and activity make outhine is 75,4%. The result study of the students in Pra-CAR in cycle II is increasing to be 24,5%, on the Pra-CAR 46,5% to be 71%. While the increasing of cycle I to cycle II is 58% from cycle I from 13% to be 71% to cycle II.A. Kata kunci: PQ4R aktivitas belajar, hasil belajar

  9. "Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

    Science.gov (United States)

    Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

    2003-01-01

    Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…

  10. Teacher-student co-construction processes in biology: Strategies for developing mental models in large group discussions

    Science.gov (United States)

    Nunez Oviedo, Maria Cecilia

    The aim of this study was to describe co-construction processes in large group discussions. Co-construction, as used here, is a process by which the teacher and the students work together to construct and evaluate mental models of a target concept. Data were collected for an in-depth case study of a single teacher instructing middle school students with an innovative curriculum on human respiration. Data came from transcripts of video taped lessons, drawings, and pre- and post-test scores. Quantitative and qualitative analyses were conducted. In the quantitative analysis, differences in gains between one and two standard deviations in size were found between the pre- and post-test scores indicating that the students increased their understanding about human respiration. In the qualitative analysis, a generative exploratory method followed by a convergent coded method was conducted to examine teacher-student interaction patterns. The aim of this part was to determine how learning occurred by attempting to connect dialogue patterns with underlying cognitive processes. The main outcome of the study is a hypothesized model containing four layers of nested teaching strategies. Listed from large to small time scales these are: the Macro Cycle, the Co-construction Modes, the Micro Cycle, and the Teaching Tactics. The most intensive analysis focused on identifying and articulating the Co-construction Modes---Accretion Mode, Disconfirmation Mode, Modification Mode, Evolution Mode, and Competition Mode---and their relations to the other levels of the model. These modes can either describe the construction and evaluation of individual model elements or of entire models giving a total of ten modes. The frequency of these co-construction modes was then determined by coding, twenty-six hours of transcripts. The most frequent modes were the Accretion Mode and the Disconfirmation Mode. The teacher's and the students' contributions to the co-construction process were also examined

  11. A comparison of sample preparation strategies for biological tissues and subsequent trace element analysis using LA-ICP-MS.

    Science.gov (United States)

    Bonta, Maximilian; Török, Szilvia; Hegedus, Balazs; Döme, Balazs; Limbeck, Andreas

    2017-03-01

    Laser ablation-inductively coupled plasma-mass spectrometry (LA-ICP-MS) is one of the most commonly applied methods for lateral trace element distribution analysis in medical studies. Many improvements of the technique regarding quantification and achievable lateral resolution have been achieved in the last years. Nevertheless, sample preparation is also of major importance and the optimal sample preparation strategy still has not been defined. While conventional histology knows a number of sample pre-treatment strategies, little is known about the effect of these approaches on the lateral distributions of elements and/or their quantities in tissues. The technique of formalin fixation and paraffin embedding (FFPE) has emerged as the gold standard in tissue preparation. However, the potential use for elemental distribution studies is questionable due to a large number of sample preparation steps. In this work, LA-ICP-MS was used to examine the applicability of the FFPE sample preparation approach for elemental distribution studies. Qualitative elemental distributions as well as quantitative concentrations in cryo-cut tissues as well as FFPE samples were compared. Results showed that some metals (especially Na and K) are severely affected by the FFPE process, whereas others (e.g., Mn, Ni) are less influenced. Based on these results, a general recommendation can be given: FFPE samples are completely unsuitable for the analysis of alkaline metals. When analyzing transition metals, FFPE samples can give comparable results to snap-frozen tissues. Graphical abstract Sample preparation strategies for biological tissues are compared with regard to the elemental distributions and average trace element concentrations.

  12. SU-E-T-500: Dose Escalation Strategy for Lung Cancer Patients Using a Biologically- Guided Target Definition

    Energy Technology Data Exchange (ETDEWEB)

    Shusharina, N; Khan, F; Choi, N; Sharp, G [Massachusetts General Hospital, Boston, MA (United States)

    2014-06-01

    Purpose: Dose escalation strategy for lung cancer patients can lead to late symptoms such as pneumonitis and cardiac injury. We propose a strategy to increase radiation dose for improving local tumor control while simultaneously striving to minimize the injury of organs at risk (OAR). Our strategy is based on defining a small, biologically-guided target volume for receiving additional radiation dose. Methods: 106 patients with lung cancer treated with radiotherapy were selected for patients diagnosed with stage II and III disease. Previous research has shown that 50% of the maximum SUV threshold in FDG-PET imaging is appropriate for delineation of the most aggressive part of a tumor. After PET- and CT-derived targets were contoured, an IMRT treatment plan was designed to deliver 60 Gy to the GTV as delineated on a 4D CT (Plan 1). A second plan was designed with additional dose of 18 Gy to the PET-derived volume (Plan 2). A composite plan was generated by the addition of Plan 1 and Plan 2. Results: Plan 1 was compared to the composite plan and increases in OAR dose were assessed. For seven patients on average, lung V5 was increased by 1.4% and V20 by 4.2% for ipsilateral lung and by 13.5% and 7% for contralateral lung. For total lung, V5 and V20 were increased by 4.5% and 4.8% respectively. Mean lung dose was increased by 9.7% for the total lung. The maximum dose to the spinal cord increased by 16% on average. For the heart, V20 increased by 4.2% and V40 by 5.2%. Conclusion: It seems feasible that an additional 18 Gy of radiation dose can be delivered to FDG PET-derived subvolume of the CT-based GTV of the primary tumor without significant increase in total dose to the critical organs such as lungs, spinal cord and heart.

  13. Editorial - Instructions

    DEFF Research Database (Denmark)

    Kastberg, Peter; Grinsted, Annelise

    2007-01-01

    Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions.......Why you may wonder - have we chosen a topic which at first glance may seem trivial, and even a bit dull? Well, looks can be deceiving, and in this case they are! There are many good reasons for taking a closer look at instructions....

  14. Comparison of Student Achievement Using Didactic, Inquiry-Based, and the Combination of Two Approaches of Science Instruction

    Science.gov (United States)

    Foster, Hyacinth Carmen

    Science educators and administrators support the idea that inquiry-based and didactic-based instructional strategies have varying effects on students' acquisition of science concepts. The research problem addressed whether incorporating the two approaches covered the learning requirements of all students in science classes, enabling them to meet state and national standards. The purpose of this quasiexperimental, posttest design research study was to determine if student learning and achievement in high school biology classes differed for each type of instructional method. Constructivism theory suggested that each learner creates knowledge over time because of the learners' interactions with the environment. The optimal teaching method, didactic (teacher-directed), inquiry-based, or a combination of two approaches instructional method, becomes essential if students are to discover ways to learn information. The research question examined which form of instruction had a significant effect on student achievement in biology. The data analysis consisted of single-factor, independent-measures analysis of variance (ANOVA) that tested the hypotheses of the research study. Locally, the results indicated greater and statistically significant differences in standardized laboratory scores for students who were taught using the combination of two approaches. Based on these results, biology instructors will gain new insights into ways of improving the instructional process. Social change may occur as the science curriculum leadership applies the combination of two instructional approaches to improve acquisition of science concepts by biology students.

  15. Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

    Science.gov (United States)

    Peters, John S.

    This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

  16. Effective Multicultural Instruction

    Directory of Open Access Journals (Sweden)

    Franklin T. Thompson

    2014-02-01

    Full Text Available The reason why the Trayvon Martin murder trial and similar court cases create a philosophical rift in our nation is due in part to flaws in the delivery of multicultural education. Traditional multicultural instruction does not prepare citizens for the subtleties and complexities of race relations. This study investigates critical strategies and practices that address multicultural missing gaps. I also seek to fill a void in the literature created by a lack of student input regarding teaching strategies that encourage lifelong learning. Students (N = 337 enrolled at a Midwestern university were asked to rate the efficacy of selected instructional strategies. Utilizing a 9-point Likert-type scale, students gave themselves a personal growth rating of 7.15 (SD = 1.47. Variables important to predicting that growth (R2 = .56, p < .0005 were a six-factor variable known as a non-color-blind instructional approach (t = 10.509, p ≤ .0005, allowing students an opportunity to form their own opinions apart from the instructor (t = 4.797, p ≤ .0005, and a state law that mandated multicultural training (t = 3.234, p = .001. Results demonstrated that utilizing a 35% traditional and 65% critical pedagogy mixture when teaching multicultural education helped promote win/win scenarios for education candidates hoping to become difference makers.

  17. Learning to Love Your Discovery Tool: Strategies for Integrating a Discovery Tool in Face-to-Face, Synchronous, and Asynchronous Instruction

    Science.gov (United States)

    Fawley, Nancy; Krysak, Nikki

    2014-01-01

    Some librarians embrace discovery tools while others refuse to use them. This lack of consensus can have consequences for student learning when there is inconsistent use, especially in large-scale instruction programs. The authors surveyed academic librarians whose institutions have a discovery tool and who teach information literacy classes in…

  18. Identify Teaching/Learning Strategies and Management Techniques to Implement CBVE. Self-Instructional Competency-Based Professional Teacher Training Manual.

    Science.gov (United States)

    Dimmlich, David; Oen, Urban T., Ed.

    This publication is part of a series of self-instructional teacher training manuals designed to assist vocational-technical educators or industrial trainers to develop and implement competency-based vocational education (CBVE) programs in a school or industrial setting. The manual consists of the following sections: cover page that contains the…

  19. A systems biology strategy to identify molecular mechanisms of action and protein indicators of traumatic brain injury.

    Science.gov (United States)

    Yu, Chenggang; Boutté, Angela; Yu, Xueping; Dutta, Bhaskar; Feala, Jacob D; Schmid, Kara; Dave, Jitendra; Tawa, Gregory J; Wallqvist, Anders; Reifman, Jaques

    2015-02-01

    The multifactorial nature of traumatic brain injury (TBI), especially the complex secondary tissue injury involving intertwined networks of molecular pathways that mediate cellular behavior, has confounded attempts to elucidate the pathology underlying the progression of TBI. Here, systems biology strategies are exploited to identify novel molecular mechanisms and protein indicators of brain injury. To this end, we performed a meta-analysis of four distinct high-throughput gene expression studies involving different animal models of TBI. By using canonical pathways and a large human protein-interaction network as a scaffold, we separately overlaid the gene expression data from each study to identify molecular signatures that were conserved across the different studies. At 24 hr after injury, the significantly activated molecular signatures were nonspecific to TBI, whereas the significantly suppressed molecular signatures were specific to the nervous system. In particular, we identified a suppressed subnetwork consisting of 58 highly interacting, coregulated proteins associated with synaptic function. We selected three proteins from this subnetwork, postsynaptic density protein 95, nitric oxide synthase 1, and disrupted in schizophrenia 1, and hypothesized that their abundance would be significantly reduced after TBI. In a penetrating ballistic-like brain injury rat model of severe TBI, Western blot analysis confirmed our hypothesis. In addition, our analysis recovered 12 previously identified protein biomarkers of TBI. The results suggest that systems biology may provide an efficient, high-yield approach to generate testable hypotheses that can be experimentally validated to identify novel mechanisms of action and molecular indicators of TBI. © 2014 The Authors. Journal of Neuroscience Research Published by Wiley Periodicals, Inc.

  20. Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

    Science.gov (United States)

    Rosenzweig, Amanda H.

    Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or