The Implementation of Lesson Study in English Language Learning: A Case Study

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Wakhid Nashruddin

2016-12-01

Full Text Available Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons—it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers’ involvements was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

Lesson study: Professional development and its impact on science teacher self-efficacy

Science.gov (United States)

Roberts, Megan Rae

This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal

Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

DEFF Research Database (Denmark)

Rasmussen, Klaus

2016-01-01

This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the less...... and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge......This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson...... study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed...

Teacher Learning and Mathematics Manipulatives: A Collective Case Study about Teacher Use of Manipulatives in Elementary and Middle School Mathematics Lessons

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Puchner, Laurel; Taylor, Ann; O'Donnell, Barbara; Fick, Kathleen

2008-01-01

This collective case study analyzes the use of manipulatives in math lessons developed and taught by 4 groups of elementary teachers (K-8) involved in lesson study as part of a professional development program. The study found that in three of four lessons studied manipulative use was turned into an end in and of itself, rather than a tool, and…

Group Health's participation in a shared decision-making demonstration yielded lessons, such as role of culture change.

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King, Jaime; Moulton, Benjamin

2013-02-01

In 2007 Washington State became the first state to enact legislation encouraging the use of shared decision making and decision aids to address deficiencies in the informed-consent process. Group Health volunteered to fulfill a legislated mandate to study the costs and benefits of integrating these shared decision-making processes into clinical practice across a range of conditions for which multiple treatment options are available. The Group Health Demonstration Project, conducted during 2009-11, yielded five key lessons for successful implementation, including the synergy between efforts to reduce practice variation and increase shared decision making; the need to support modifications in practice with changes in physician training and culture; and the value of identifying best implementation methods through constant evaluation and iterative improvement. These lessons, and the legislated provisions that supported successful implementation, can guide other states and health care institutions moving toward informed patient choice as the standard of care for medical decision making.

Improving Mathematics Teaching as Deliberate Practice through Chinese Lesson Study

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Huang, Rongjin; Prince, Kyle M.; Barlow, Angela T.

2017-01-01

This study examined how a ninth grade teacher improved an Algebra I lesson through a lesson study approach. We used multiple data sources to investigate the improvement of the lesson towards student-centered mathematics instruction, perceived benefits of the teacher, and factors associated with the improvement of teaching. The lesson group…

The implementation of school-based lesson study at elementary school

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Purnomo Purnomo

2017-07-01

Full Text Available This study aims to describe and interpret the implementation of school-based lesson study in SDN I Kretek. This study uses the qualitative research. The data were collected through in-depth interviews, participant observation, field notes, and documentation. The data validity was determined through sources and techniques triangulation. The data were analyzed using the Interactive Analysis Model from Miles and Huberman. The results show: (1 the planning of school-based lesson study program at SDN 1 Kretek has been implemented from the beginning of the school year 2014/2015 by establishing school-based lesson study team. This team is responsible for planning, managing, and evaluating school-based lesson study program at SDN 1 Kretek, (2 school-based lesson study at SDN 1 Kretek is implemented in three phases, namely planning, implementation, and reflection, and (3 The evaluation of lesson study is conducted by each teacher who has conducted the open class and conducted thoroughly with a meeting by a team of school-based lesson study SDN 1 Kretek at the end of the school year.

Implementing Mathematics Teaching That Promotes Students' Understanding through Theory-Driven Lesson Study

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Huang, Rongjin; Gong, Zikun; Han, Xue

2016-01-01

Lesson study (LS) has been practiced in China as an effective way to advance teachers' professional development for decades. This study explores how LS improves teaching that promotes students' understanding. A LS group including didacticians (practice-based teaching research specialist and University-based mathematics educators) and mathematics…

PENERAPAN LESSON STUDY UNTUK MENINGKATAN KEMAMPUAN MENGAJAR MAHASISWA CALON GURU FISIKA

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Rif’ati Dina Handayani

2015-02-01

ABSTRAK Lesson study merupakan suatu model pengembangan kemampuan mengajar melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan. Lesson study dilaksanakan dalam tiga tahapan, yaitu plan, do, see yang dilaksanakan secara terstruktur, bersiklus dan berkelanjutan. Dalam penelitian ini subjek dari pelaksanaan lesson study adalah empat orang  mahasiswa calon guru fisika yang sedang melaksanakan PPL di salah satu SMP Negeri di Bondowoso. Hasil penelitian menunjukkan bahwa penerapan lesson study dapat meningkatkan kemampuan mengajar mahasiswa calon guru fisika dari kriteria kurang baik menjadi kriteria sangat baik. Kata kunci: Calon guru fisika, Lesson Study, Kemampuan Mengajar

Exploring the use of lesson study with six Canadian middle-school science teachers

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Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data

A Qualitative Study on Primary School Mathematics Lesson Evaluation

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Zhao, Dongchen; Ma, Yunpeng

2009-01-01

Through the qualitative interviews of five implementers of primary school mathematics curriculum, this study addresses the ways in which mathematics lessons are evaluated. Results show that each evaluator recognizes different aspects of a "good lesson," however, among all criteria, the design of the lesson plan, realization of the lesson…

Learning with and about Advertising in Chemistry Education with a Lesson Plan on Natural Cosmetics--A Case Study

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Belova, Nadja; Eilks, Ingo

2015-01-01

This paper describes a case study on the chemistry behind natural cosmetics in five chemistry learning groups (grades 7-11, age range 13-17) in a German comprehensive school. The lesson plan intends to promote critical media literacy in the chemistry classroom and specifically emphasizes learning with and about advertising. The lessons of four…

Enhancing mathematics teachers' quality through Lesson Study.

Science.gov (United States)

Lomibao, Laila S

2016-01-01

The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler

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Raymond Bjuland

2015-03-01

Teacher Education in Norway where Lesson Study was implemented. Mentoring sessions in mathematics and science were analyzed based on a theoretical framework that highlights pupils’ learning (Bransford, Brown, & Cocking, 2000. This framework was used as an analytical tool to identify pupil-oriented, knowledge-oriented and assessment-oriented utterances. Such utterances were also related to three crucial aspects of planning and carrying out a research lesson in a Lesson Study cycle: the student teachers’ research questions, their predictions of possible difficulties that might arise in relation to the learning goal and how they intend to observe pupils’ learning. The analyses of the mentoring sessions show interesting differences between the student groups across the two subjects. The students in mathematics based their teaching on the textbook’s division of task levels, something that seems to have a restraining effect on pupil observation and prediction related to mathematical goals and content. The students in science were more concerned with formulating adequate learning goals and research questions. The mentoring sessions in the science groups also had a clear focus on prediction and pupil observation during the research lesson. Results of this study are discussed in relation to how faculty teachers and mentoring teachers in field schools contribute to student teachers’ developing the competence needed to work in research-based ways in schools. The results also show the importance of following up the implementation of new working methods in Initial Teacher Education programs. Key words: Field practice, studeteachers, Lesson Study

A Model of Microteaching Lesson Study Implementation in the Prospective History Teacher Education

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Utami, Indah Wahyu Puji; Mashuri; Nafi'ah, Ulfatun

2016-01-01

Microteaching lesson study is a model to improve prospective teacher quality by incorporating several element of microteaching and lesson study. This study concern on the implementation of microteaching lesson study in prospective history teacher education. Microteaching lesson study model implemented in this study consist of three stages: plan,…

Prayer Lessons to Promote Happiness among Kindergarten School Children: A Cross-Country Experimental Study

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Pandya, Samta P.

2018-01-01

Based on a one-year longitudinal experimental study with 3,782 kindergarten school children across 15 countries, this article examines the association between prayer and happiness. Results show that the post-test scores on the faces scale were higher for the participant group who had taken the prayer lessons vis-à-vis the comparison group.…

Why Lesson Study Works in Japan: A Cultural Perspective

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Ebaeguin, Marlon; Stephens, Max

2014-01-01

Japanese lesson study has attracted many international educators who have been impressed by its capacity to foster student learning and sustained professional growth of teachers. This paper reports a study on its cultural orientations that may explain why lesson study works seamlessly in Japan. Hofstede's dimensions of national culture are…

Lesson Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum within an Elementary School

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Sportsman, Emily L.; Carlson, John S.; Guthrie, Kelly M.

2010-01-01

Four fourth-grade boys participated in an anger management group using "Seeing Red: An Anger Management and Peacemaking Curriculum for Kids" facilitated by a school psychology intern and her supervisor (J. Simmonds, 2003). The group met for 30 min weekly for a total of 14 sessions. Lessons consisted of practicing skills and strategies related to…

PENERAPAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBASIS LESSON STUDY UNTUK MENINGKATAN AKTIVITAS KOLABORATIF MAHASISWA PGSD PADA MATA KULIAH PENDIDIKAN MATEMATIKA I

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Ratih Purnamasari

2016-09-01

study based learning consisting of plan, do and see. The research location FKIP UNPAK the execution time between the months of May-June 2013. The research subjects S1 Prodi Pendidikan Guru Sekolah Dasar (PGSD VI semester who take courses in mathematics education I. The collection of data by technical documentation, observation, interviews and questionnaires. Instruments include: observation sheets, interview and questionnaire. Data were analyzed descriptively qualitative observations to determine an increase in collaborative activity of students in group work. The results showed the application of cooperative learning jigsaw-based lesson study can increase the activity of students in the collaborative group work in mathematics education courses I, in particular on the material KPK, FPB and fractions. It can be seen from the increase in activity indicators lesson study achievement in each cycle, and the results of questionnaire responses that the majority of students expressed positive towards their lessons. Moreover, interviews conducted on college students also shows that the type cooperative learning jigsaw may increase student motivation to learn collaboratively. It would be nice if the lecturers in teaching mathematics education courses 1 tries to use cooperative learning jigsaw -based lesson study. Keywords: Collaboative Activities , Jigsaw , Lesson Study

Applying Lessons from SN Studies to GRBs

International Nuclear Information System (INIS)

Fryer, Chris L.

2009-01-01

Supernovae and Gamma-Ray bursts display many similarities, both in their observational qualities and in the engines behind these powerful explosions. Although not identical, there is a strong synergy in the study of these two objects. There is much the gamma-ray burst field can learn from the lessons of the more-developed supernova field, but the supernova field can also learn from new techniques developed for gamma-ray burst studies. Here I review some of the 'lessons learned' from these fields to help foster this synergy.

PROMOTING ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT (TPD THROUGH THE PRACTICE OF LESSON STUDY

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Yanuarti Apsari

2017-12-01

Full Text Available This paper sheds some lights on the practice of lesson study conducted in higher education level in relations to teacher professional development. This study employed an explorative research design which involved a team of three English teachers of STKIP Siliwangi and one class of English Department. The team was involved in jointly designing, teaching, researching, refining a research lesson. The research was conducted in three cycles, in which each cycle was evaluated. The data were collected through two instruments: classroom observation and teachers’ reflective notes. The result revealed that the practice of lesson study can create multiple pathways for teaching improvement, especially in terms of collaborative activities done by teachers involved in the lesson study team. The result also revealed that the practice of lesson study the practice of lesson study can improve not only students’ academic skills, but also students’ social skills.

Mathematics Teachers' Views of Accountability Testing Revealed through Lesson Study

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Yarema, Connie H.

2010-01-01

The practice of lesson study, a professional development model originating in Japan, aligns well with recommendations from research for teacher professional development. Lesson study is also an inductive research method that uncovers student thinking and, in parallel, grants teacher-educators the opportunity to study teachers' thinking about…

Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting

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Kristian Vernegaard

2017-09-01

Full Text Available One of the purposes of physical education (PE in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf to a traditional PE-lesson (soccer and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence were conditional of the students’ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students’ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as further recommendations to physical educators to vary the activity choices in physical education classes.

Lessons for Teaching Art Criticism.

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Barrett, Terry, Ed.; Clark, Gilbert, Ed.

This collection of lessons is meant to be a practical guide to help teachers engage children in art criticism. The lessons generally follow a similar format. Most suggest an age group but may be modified for use with younger or older students. Several authors suggest variations and extensions for lessons that include studio activities. A broad…

Do Students Really Understand Topology in the Lesson? A Case Study

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Narli, Serkan

2010-01-01

This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here.…

The effectiveness of Concept Mapping Content Representation Lesson Study (ComCoReLS) model to improve skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher

Science.gov (United States)

Purwaningsih, E.; Suyatno; Wasis; Prahani, B. K.

2018-03-01

This research is aimed to analyse the effectiveness of ComCoReLS (Concept Mapping Content Representation Lesson Study) model towards the improvement skills of Creating Physics Lesson Plan (CPLP) for pre-service physics teacher. This research used one group pre-test and post-test design on 12 pre-service physics teacher at University of Malang State (Indonesia) in academic year 2016/2017. Data collection was conducted through test and interview. Skills of creating physics lesson plan for pre-service physics teacher measurement were conducted through Physics Lesson Plan Evaluation Sheet (PLPES). The data analysis technique was done by using paired t-test and n-gain. The CoMCoReLS model consists of 5 phases, including (1) Preparation, (2) Coaching, (3) Guided Practice, (4) Independent Practice, and (5) Evaluation. In the first, second, third and fifth phases are done at University of Malang State, while the fourth phase (Independent Practice) is done in SMAN 1 Singosari, SMAN 2 Malang, SMA Lab UM, MAN 3 Malang. The results showed that there was a significant increase in skills of creating physics lesson plan for pre-service physics teacher at α = 5% and n-gain average of high category. Thus, the ComCoReLS model is effective for improving skills of creating physics lesson plan for pre-service physics teacher.

Non-technical impediments to maglev development : a lesson learned study of the Florida Maglev Demonstration Project

Science.gov (United States)

1994-04-01

The objective of this paper is to study lessons learned, to date, from the Orlando experience. Particular attention will be given to the economics of competing modes in the private and public section. That objective will entail identifying the groups...

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

NARCIS (Netherlands)

Schipper, Tijmen; Goei, Sui Lin; de Vries, Siebrich; van Veen, Klaas

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study

Improving Students' Knowledge and Values in Physical Education through "Physical Best" Lessons

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Leonetti, Melissa; Zhu, Xihe; Chen, Senlin

2017-01-01

This study examined the effects of using "Physical Best" lessons to promote adolescent energy balance knowledge and task values. Seventh graders (N = 90) were randomly assigned to the experiment and the comparison groups. The experiment group took 10 selected "Physical Best" lessons, while the comparison experienced 10 district…

Preservice teachers' use of lesson study in teaching nature of science

Science.gov (United States)

McDowell, Amy Virginia

The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases

Lessons Learned From Implementation of Westinghouse Owners Group Risk-Informed Inservice Inspection Methodology for Piping

International Nuclear Information System (INIS)

Stevenson, Paul R.; Haessler, Richard L.; McNeill, Alex; Pyne, Mark A.; West, Raymond A.

2006-01-01

Risk-informed inservice inspection (ISI) programs have been in use for over seven years as an alternative to current regulatory requirements in the development and implementation of ISI programs for nuclear plant piping systems. Programs using the Westinghouse Owners Group (WOG) (now known as the Pressurized Water Reactor Owners Group - PWROG) risk-informed ISI methodology have been developed and implemented within the U.S. and several other countries. Additionally, many plants have conducted or are in the process of conducting updates to their risk-informed ISI programs. In the development and implementation of these risk-informed ISI programs and the associated updates to those programs, the following important lessons learned have been identified and are addressed. Concepts such as 'loss of inventory', which are typically not modeled in a plant's probabilistic risk assessment (PRA) model for all systems. The importance of considering operator actions in the identification of consequences associated with a piping failure and the categorization of segments as high safety significant (HSS) or low safety significant (LSS). The impact that the above considerations have had on the large early release frequency (LERF) and categorization of segments as HSS or LSS. The importance of automation. Making the update process more efficient to reduce costs associated with maintaining the risk-informed ISI program. The insights gained are associated with many of the steps in the risk-informed ISI process including: development of the consequences associated with piping failures, categorization of segments, structural element selection and program updates. Many of these lessons learned have impacted the results of the risk-informed ISI programs and have impacted the updates to those programs. This paper summarizes the lessons learned and insights gained from the application of the WOG risk-informed ISI methodology in the U.S., Europe and Asia. (authors)

PENINGKATAN KOMPETENSI PEDAGOGIK GURU DAN KEMAMPUAN AKADEMIK SISWA MELALUI LESSON STUDY

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Eka Andriani

2016-11-01

Full Text Available This study aims to improve teachers' pedagogical competence and academic achievement of students through lesson study based learning. The design of this study is classroom action research method of observation and written tests. The data were analyzed by quantitative descriptive. The research was conducted on a geography teacher and students of class XI social science programe specialization courses in high school. The results showed an increase pedagogical competence of teachers of the first cycle to the second cycle. This can be seen from the ability of teachers prepare lesson plans and implementing learning. Based learning lesson study also impact on improving the academic skills of students in the form of activity and learning outcomes. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik guru dan prestasi akademik siswa melalui pembelajaran berbasis lesson study. Rancangan penelitian ini adalah penelitian tindakan kelas dengan metode observasi dan tes tertulis. Data dianalisis secara deskriptif kuantitatif. Penelitian ini dilakukan pada guru Geografi dan siswa kelas XI program peminatan ilmu sosial di SMA. Hasil penelitian menunjukkan adanya peningkatan kompetensi pedagogik guru dari siklus I ke siklus II. Hal ini bisa dilihat dari kemampuan guru menyusun RPP dan melaksanakan pembelajaran. Pembelajaran berbasis lesson study juga berdampak pada peningkatan kemampuan akademis siswa berupa aktivitas dan hasil belajar.

The learning teacher in a collaborative lesson study team within the context of mathematics

NARCIS (Netherlands)

Goei, Sui Lin; Verhoef, Neeltje Cornelia

2015-01-01

This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson.

Effects of Lesson Study on Science Teacher Candidates' Teaching Efficacies

Science.gov (United States)

Pektas, Murat

2014-01-01

The aim of this study was to investigate the effects of the lesson study process on science teacher candidates' teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their…

Development of short Indonesian lesson plan to improve teacher performance

Science.gov (United States)

Yulianto, B.; Kamidjan; Ahmadi, A.; Asteria, P. V.

2018-01-01

The developmental research was motivated by the results of preliminary study through interviews, which revealed almost all of the teachers did not create lesson plan themselves. As a result of this load, the performance of the real learning in the classroom becomes inadequate. Moreover, when lesson plan was not made by teachers themselves, the learning process becomes ineffective. Therefore, this study designed to develop a prototype of the short lesson plan, in particular, Indonesian language teaching, and to investigate its effectiveness. The participants in the study were teachers who were trained through lesson study group to design short model’s lesson plan. Questionnaires and open-ended questions were used, and the quantitative and qualitative data obtained were analyzed accordingly. The analysis of the quantitative data, aided with SPSS, were frequency, percentage, and means, whereas the qualitative data were analyzed descriptively. The results showed that the teachers liked the model, and they were willing to design their own lesson plan. The observation data revealed that the classroom learning process became more interactive, and classroom atmosphere was more engaging and natural because the teachers did not stick to the lesson plan made by other teachers.

Establishing a mathematical Lesson Study culture in Danish teacher education

DEFF Research Database (Denmark)

Skott, Charlotte Krog; Østergaard, Camilla Hellsten

Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

Japanese lesson study in mathematics its impact, diversity and potential for educational improvement

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Isoda, Masami; Stephens, Max

2007-01-01

In Before It''s Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler''s conclusions from various videotape research studies of mathematics teaching: "The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge". Japanese Lesson Study has proved to be one successful means. This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries.

Deep geologic disposal. Lessons learnt from recent performance assessment studies

International Nuclear Information System (INIS)

Pescatore, C.; Andersson, J.

1998-01-01

Performance assessment (PA) studies are part of the decision basis for the siting, operation, and closure of deep repositories of long-lived nuclear wastes. In 1995 the NEA set up the Working Group on Integrated Performance Assessments of Deep Repositories (IPAG) with the goals to analyse existing PA studies, learn about what has been produced to date, and shed light on what could be done in future studies. Ten organisations submitted their most recent PA study for analysis and discussion, including written answers to over 70 questions. Waste management programmes, disposal concepts, geologies, and different types and amounts of waste offered a unique opportunity for exchanging information, assessing progress in PA since 1990, and identifying recent trends. A report was completed whose main lessons are overviewed. (author)

Implementasi Metode Sokratik Melalui Lesson Study Untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa

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Ketut Susiani

2017-01-01

Full Text Available This article reports the experience of implementing the action research to apply the Socratic dialogue method through lesson study in the lecture of Educational Profession to improve critical thinking skills of the university students. The subject of this action research is 36 students (22 women and 14 men in grade VI class B, Department Guidance and Counseling (BK, Faculty of Education, Universitas Pendidikan Ganesha (Undiksha on academic years 2016/2017. This action research conducted in cycles (reported in three cycles which is integrated into the activities of lesson study. In every cycle consisted of a plan, action, observation/evaluation and reflection phase. Critical thinking skills are assessed through observation activities in group discussion activities and classes, as well as through student response in solving essay test (on cases analysis, which assessed by a rubric assessment of students critical thinking skills at each end of the course. The results showed that the mean of the critical thinking skills of students at the end of the first cycle is 50 (low, then at the end of the second cycle increased to 65 (average and at the end of the third cycle increased again to 89 (high. Research also shows that the lesson learned were founded through collaborating and careful observation of the course observer with researchers in identifying strengths and constraints and to produce efforts to improve the implementation of the course to improve the quality of learning.

Professional growth in adaptive teaching competence as a result of Lesson Study

NARCIS (Netherlands)

Schipper, Tijmen; Goei, Sui Lin; de Vries, Siebrich; van Veen, Klaas

2017-01-01

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from" different school contexts

Professional growth in adaptive teaching competence as a result of Lesson Study

NARCIS (Netherlands)

Tijmen Schipper; Sui Lin Goei; Klaas Veen; Siebrich Vries

2017-01-01

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts

Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

Science.gov (United States)

Capri, Burhan

2013-01-01

The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

Free Trade and Tariffs: Level III, Unit 2, Lesson 1; Capitalism, Communism, Socialism: Lesson 2; Nationalism vs. Internationalism: Lesson 3. Advanced General Education Program. A High School Self-Study Program.

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Free Trade and Tariffs; Capitalism, Communism, Socialism; and Nationalism vs. Internationalism. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

Еvaluation of health status of children attending primary schools with different organization of physical education lessons

Science.gov (United States)

Kondratiuk, Oleksandra S.; Korshun, Maria M.; Garkavyi, Serhii I.; Garkavyi, Serhii S.

2018-01-01

The mandatory swimming lesson in primary schools, equipped with swimming pools, was introduced without studying of its health-saving effectiveness. The purpose of this study was to evaluate the health status of pupils studying in schools with different organization of physical education lessons. Cross-sectional study was organized in two schools with different organization of physical education lessons. The experimental group (E) consisted of 408 children of 1‑4 year of study (210 girls and 198 boys) who during one of the lessons of physical education were engaged in swimming in the school basin. Control group (C) consisted of 279 primary school children (210 girls and 156 boys) from a neighboring educational institution where all physical education lessons were organized in the gym. The health status was evaluated using classical method of complex assessment of the state of health with the subsequent assignment of each child to one of the health groups. In result of evaluation of state of health there was established that among pupils from E group the proportion of boys with harmonious anthropometric parameters is higher (pprimary school has positive effect on health status of children.

Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

Science.gov (United States)

Meng, Chew Cheng; Sam, Lim Chap

2013-01-01

The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

Can music lessons increase the performance of preschool children in IQ tests?

Science.gov (United States)

Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

2014-02-01

The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

Integrating UNESCO ICT-Based Instructional Materials in Chemistry Lessons

Directory of Open Access Journals (Sweden)

CHARLIE P. NACARIO

2014-08-01

Full Text Available This study determined the effectiveness of the lessons in Chemistry integrating UNESCO ICT-based instructional material on the achievement of Chemistry students at Central Bicol State University of Agriculture. It aimed to identify lessons that may be developed integrating UNESCO ICT-based instructional materials, determine the effect of the developed lessons using the material on: conceptual understanding; science process skills; and attitude towards chemistry and gather insights from the experiences of the students and teacher. The study used the single group pretest and posttest experimental design. Descriptive, quantitative and qualitative techniques were also utilized. Quantitative data were taken from the pretest-posttest results on the Test on Conceptual Understanding, Science Process Skills and Chemistry Attitudinaire. Qualitative data were drawn from the experts’ assessment of the developed lessons and research instruments, and the insights of students and teacher. The developed lessons integrating UNESCO ICT-based instructional materials were Atomic Model and Structure, Periodic Table of Elements, Chemical Bonding, and Balancing Chemical Equation. These lessons increased the conceptual understanding of the students by topic and skill from very low mastery to average mastery level. The students have slightly improved along the different science process skills. After teaching the lessons, the students’ attitude also improved. The students became more motivated and interested in Chemistry and the lessons were student centered and entailed teacher’s competence and flexibility in computer use.

Commentary on "Lessons Learned from Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School"

Science.gov (United States)

Hoover, Sally

2010-01-01

This commentary responds to "Lessons Learned From Leading an Anger Management Group Using the "Seeing Red" Curriculum in an Elementary School," E. L. Sportsman, J. S. Carlson, and K. M. Guthrie's (2010/this issue) account of an anger control intervention's implementation and effectiveness in an elementary school setting. The accompanying article…

FORMING SCHOOLCHILD’S PERSONALITY IN COMPUTER STUDY LESSONS AT PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Natalia Salan

2017-04-01

Full Text Available The influence of computer on the formation of primary schoolchildren’s personality and their implementing into learning activity are considered in the article. Based on the materials of state standards and the Law of Ukraine on Higher Education the concepts “computer”, “information culture” are defined, modern understanding of the concept “basics of computer literacy” is identified. The main task of school propaedeutic course in Computer Studies is defined. Interactive methods of activity are singled out. They are didactic games, designing, research, collaboration in pairs, and group interaction, etc. The essential characteristics of didactic game technologies are distinguished, the peculiarities of their use at primary school in Computer Study lessons are analyzed. Positive and negative aspects of using these technologies in Computer Study lessons are defined. The expediency of using game technologies while organizing students’ educational and cognitive activity in Computer Studies is substantiated. The idea to create a school course “Computer Studies at primary school” is caused by the wide introduction of computer technics into the educational system. Today’s schoolchild has to be able to use a computer as freely and easily as he can use a pen, a pencil or a ruler. That’s why it is advisable to start studying basics of Computer Studies at the primary school age. This course is intended for the pupils of the 2nd-4th forms. Firstly, it provides mastering practical skills of computer work and, secondly, it anticipates the development of children’s logical and algorithmic thinking styles. At these lessons students acquire practical skills to work with information on the computer. Having mastered the computer skills at primary school, children will be able to use it successfully in their work. In senior classes they will be able to realize acquired knowledge of the methods of work with information, ways of problem solving

Formative assessment in teacher talk during lesson studies

NARCIS (Netherlands)

van Halem, Nicolette; Goei, Sui Lin; Akkerman, Sanne F.

2016-01-01

Purpose: The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA). Design/methodology/approach: The study took place in the context of

'Nurture the sprouting bud; do not uproot it'. Using saving groups to save for maternal and newborn health: lessons from rural Eastern Uganda.

Science.gov (United States)

Ekirapa-Kiracho, Elizabeth; Paina, Ligia; Muhumuza Kananura, Rornald; Mutebi, Aloysius; Jane, Pacuto; Tumuhairwe, Juliet; Tetui, Moses; Kiwanuka, Suzanne N

2017-08-01

Saving groups are increasingly being used to save in many developing countries. However, there is limited literature about how they can be exploited to improve maternal and newborn health. This paper describes saving practices, factors that encourage and constrain saving with saving groups, and lessons learnt while supporting communities to save through saving groups. This qualitative study was done in three districts in Eastern Uganda. Saving groups were identified and provided with support to enhance members' access to maternal and newborn health. Fifteen focus group discussions (FGDs) and 18 key informant interviews (KIIs) were conducted to elicit members' views about saving practices. Document review was undertaken to identify key lessons for supporting saving groups. Qualitative data are presented thematically. Awareness of the importance of saving, safe custody of money saved, flexible saving arrangements and easy access to loans for personal needs including transport during obstetric emergencies increased willingness to save with saving groups. Saving groups therefore provided a safety net for the poor during emergencies. Poor management of saving groups and detrimental economic practices like gambling constrained saving. Efficient running of saving groups requires that they have a clear management structure, which is legally registered with relevant authorities and that it is governed by a constitution. Saving groups were considered a useful form of saving that enabled easy acess to cash for birth preparedness and transportation during emergencies. They are like 'a sprouting bud that needs to be nurtured rather than uprooted', as they appear to have the potential to act as a safety net for poor communities that have no health insurance. Local governments should therefore strengthen the management capacity of saving groups so as to ensure their efficient running through partnerships with non-governmental organizations that can provide support to such groups.

Keiko, Killer Whale. [Lesson Plan].

Science.gov (United States)

Discovery Communications, Inc., Bethesda, MD.

This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a…

Craft Lessons: Teaching Writing K-8. Second Edition

Science.gov (United States)

Fletcher, Ralph; Portalupi, JoAnn

2007-01-01

Since its publication in 1998 Craft Lessons has become a mainstay of writing teachers, both new and experienced. Practical lessons--each printed on one page--and the instructional language geared to three grade-level groupings: K-2, 3-4, and 5-8 are contained in this book. In the decade since Craft Lessons' publication the world has changed in…

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

Science.gov (United States)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Qualitative Data Collection and Interpretation: A Turkish Social Studies Lesson

Directory of Open Access Journals (Sweden)

Tilman Grammes

2016-05-01

Full Text Available The classroom with its teaching-learning dynamics creates a kind of “embryonic society” in which the micro-policies of collective social knowledge construction and meaning can be re-constructed; therefore, it can be considered as a kind of “mirror” of political culture. Thus, comparative lesson research, which requires indepth classroom observation, has been getting much attention among educational community. On the other hand, there have not been done many studies that represent social studies and civics in particular, in this research tradition. Naturally, this research tradition is based on qualitative research paradigm. Likewise, qualitative research tradition has been getting increasing attention among educational community. Thus, the first purpose of this article is to explain all documentation and pre-interpretation process of this lesson so that it can provide an example for qualitative researchers. The second purpose of this article is to provide an example lesson of political education from Turkey so that educators worldwide can compare one example of social studies education practice in Turkey and with their countries.

Lessons learned? Selected public acceptance case studies since Three Mile Island

Energy Technology Data Exchange (ETDEWEB)

Blee, D. [NAC International, Atlanta Corporate Headquarters, Atlanta, GA (United States)

2001-02-01

This paper will present an overview of the present situation, some recent polling survey information, and then look at lessons learned in terms of selected case studies and some global issues over the 22 years since the Three Mile Island (TMI) accident. That is quite an ambitious topic but there are some important lessons we can learn from the post-TMI era. (author)

A Reasoned Action Approach to Participation in Lesson Study

NARCIS (Netherlands)

de Vries, Siebrichje; Roorda, Gerrit

2016-01-01

This exploratory study investigates teachers’ attitude toward Lesson Study (LS), a professional development approach which is relatively unknown in the Netherlands. The paper reports a qualitative study based on the Reasoned Action Approach, which explains how teachers’ beliefs influence their

Utilizing Lesson Study in Improving Year 12 Students' Learning and Performance in Mathematics

Directory of Open Access Journals (Sweden)

Jessie Siew Yin Chong

2017-02-01

Full Text Available This study investigated the use of Lesson Study to improve Year 12 students' performance in conditional probability through Inquiry-Based Learning (IBL lessons. In total, 66 students comprised of three Year 12 classes of similar abilities, and their three respective teachers from a government junior college participated in the study. The instruments used to collect the relevant data in this study were teachers' reflective journals and students' achievement tests. The collected data were then analyzed and interpreted quantitatively using the SPSS. The analysis of the students' pre- and post-tests concluded that as the lesson plans were gradually refined and enhanced, their performance in solving conditional probability questions steadily improved.

Plant Identification Characteristics for Deciduous Trees & Shrubs. Lesson Plans.

Science.gov (United States)

Burkholder, Kathy

This manual contains a group of lesson plans designed for use with a slide series (not included here). Its purpose is to introduce students to the basic concepts and terminology used in the identification of deciduous trees and shrubs. The manual is composed of 12 lesson plans. The first lesson is an introduction to plant identification. The…

A Text Mining Approach for Extracting Lessons Learned from Project Documentation: An Illustrative Case Study

Directory of Open Access Journals (Sweden)

Benjamin Matthies

2017-12-01

Full Text Available Lessons learned are important building blocks for continuous learning in project-based organisations. Nonetheless, the practical reality is that lessons learned are often not consistently reused for organisational learning. Two problems are commonly described in this context: the information overload and the lack of procedures and methods for the assessment and implementation of lessons learned. This paper addresses these problems, and appropriate solutions are combined in a systematic lesson learned process. Latent Dirichlet Allocation is presented to solve the first problem. Regarding the second problem, established risk management methods are adapted. The entire lessons learned process will be demonstrated in a practical case study

Examining the Effect of Lesson Study on Prospective Primary Teachers’ Knowledge of Lesson Planning [Ders İmecesinin Sınıf Öğretmeni Adaylarının Matematik Dersini Planlama Bilgilerine Etkisinin İncelenmesi

Directory of Open Access Journals (Sweden)

Müjgan Baki

2015-08-01

Full Text Available This article reflects a special part of a research conducted to examine the effect of lesson study on prospective classroom teachers’ mathematical pedagogical content knowledge (MPCK. In this article, the special part consists of prospective teachers’ knowledge of lesson planning including a mastery of planning an affective lesson taking into account student’s current knowledge, understanding and difficulties within mathematics. Therefore, the research question is how lesson study practices affect prospective classroom teachers’ knowledge of lesson planning as a sub component of MPCK. The research is conducted with 12 prospective classroom teachers, six of them have already assisted to lesson study and the others have not. Data collection tools consist of video records, class observations, field notes, interviews and lesson plans prepared and used by prospective teachers participated in lesson study. Findings indicated that the prospective classroom teachers who participated in lesson study improved their knowledge in terms of planning an affective lesson taking student’s current knowledge and understanding into consideration. They appeared to be aware of selecting and ordering appropriate activities related to the actual objectives of the mathematical topics. They also appeared to be better in lesson organization and lesson presentation comparing to the other group of prospective teachers who did not participated in lesson study. [Bu makale, Öğretmenlik Uygulaması derslerinde uygulanan ders imecesi modelinin sınıf öğretmeni adaylarının alanı öğretme bilgilerine etkisini izlemek amacıyla yapılan bir araştırmanın bir bölümünü yansıtmaktadır. Makalede alanı öğretme bilgisinin alt bileşenlerinden olan öğrenme-öğretme sürecini planlama boyutuna odaklanılarak ‘Ders imecesi uygulaması, sınıf öğretmeni adaylarının öğrenme öğretme sürecini planlama bilgilerinin gelişimini nasıl etkilemektedir

The history of a lesson

DEFF Research Database (Denmark)

Rasmussen, Mikkel Vedby

2003-01-01

and emphasises the need to study the history of lessons rather than the lessons of history. This approach shows that Munich is the end point of a constitutive history that begins in the failure of the Versailles treaty to create a durable European order following the First World War. The Munich lesson is thus......The article investigates the concept of lessons in IR. By means of a constructivist critique of the 'lessons literature', the article analyses one of the most important of IR lessons: that of Munich. Examining how the Munich lesson came about, the article shows the praxeological nature of lessons...... one element of the lesson of Versailles, which is a praxeology that defines how the West is to make peace, and against whom peace must be defended. The lesson of Versailles has been, at least in part, constitutive of the outbreak of the Cold War, and it continues to define the Western conception...

Effects of the Original Versus Revised Bloom's Taxonomy on Lesson Planning Skills: A Turkish Study Among Pre-Service Teachers

Science.gov (United States)

Bümen, Nilay T.

2007-07-01

The original taxonomy of educational objectives, developed by Benjamin S.␣Bloom and his associates in the 1950s, was revised several decades later by a group of educationists and cognitive psychologists, who developed a revised taxonomy (RT). This article describes a Turkish study carried out among a group of pre-service teachers in order to compare the influence of the two systems on lesson planning skills. The results confirmed other studies that have indicated a number of advantages of the revised system over the earlier one.

Model Pembelajaran Seni Musik melalui Lesson Study: Studi Kasus di SDN Jawilan, Serang

Directory of Open Access Journals (Sweden)

Yulianti Fitriani

2015-03-01

Full Text Available Artikel ini dilatar-belakangi persoalan pembelajaran seni musik di SDN Jawilan Kab. Serang. Di SD ini penyelenggaraan pendidikan seni belum memperoleh perhatian yang cukup baik dari guru. Hal ini dapat dilihat dari pembagian alokasi waktu pembelajaran dan keterlibatan guru kelas yang tidak memiliki latar belakang pendidikan seni (musik. Dampak yang muncul, rata-rata siswa belum memiliki kemandirian dalam berkreativitas dan kurang berpartisipasi aktif dalam kegiatan musik baik di sekolah maupun di luar sekolah. Untuk memperbaiki persoalan tersebut dirasa perlu meminjam Lesson Study yang di dalamnya terdapat metode, pendekatan dan strategi pembelajaran sebagai pola untuk membelajarkan seni musik agar dapat memberikan alternatif sudut pandang terhadap persoalan metode yang tepat guna dan terencana dalam pengajaran pendidikan musik di SD, termasuk paradigma membelajarkan musik secara hakiki. Hasil yang diperoleh dapat memberikan alternatif sebagai dasar pengembangan pembelajaran seni musik.   The Model of Music Learning through a Lesson Study: A Case Study in Jawilan Elementary School, Serang. The learning problems of music lessons at Jawilan Elementary School in Serang becomes the mainly source of the research background in this article. The implementation of art education in this school has not gained enough attention from teachers. It can be seen from the distribution of the allocated time of learning and the involvement of classroom teachers who do not have sufficient background in art education (music. The appearing impact shows that the average of students do not have any independence in creativity and have less-active participation in the activities of musical arts either in school or outside the school. However, solving the problem is necessary to do by using a Lesson Study as a pattern (approaches, strategies, and methods of learning to teach music that can be used as an alternative point of view in developing methods and organizing the

"Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

Science.gov (United States)

Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

2010-01-01

This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge

Science.gov (United States)

Juhler, Martin Vogt

2016-08-01

Recent research, both internationally and in Norway, has clearly expressed concerns about missing connections between subject-matter knowledge, pedagogical competence and real-life practice in schools. This study addresses this problem within the domain of field practice in teacher education, studying pre-service teachers' planning of a Physics lesson. Two means of intervention were introduced. The first was lesson study, which is a method for planning, carrying out and reflecting on a research lesson in detail with a learner and content-centered focus. This was used in combination with a second means, content representations, which is a systematic tool that connects overall teaching aims with pedagogical prompts. Changes in teaching were assessed through the construct of pedagogical content knowledge (PCK). A deductive coding analysis was carried out for this purpose. Transcripts of pre-service teachers' planning of a Physics lesson were coded into four main PCK categories, which were thereafter divided into 16 PCK sub-categories. The results showed that the intervention affected the pre-service teachers' potential to start developing PCK. First, they focused much more on categories concerning the learners. Second, they focused far more uniformly in all of the four main categories comprising PCK. Consequently, these differences could affect their potential to start developing PCK.

"Elements of Astronomy": A Television Course of 30 Lessons

Science.gov (United States)

Perez, J. P. D.; Del Pozo, E. P. G.; Rodriguez, R. R. T.; Mendez, A. M. B.; Rodriguez, E. R. F.; Gamez, R. G. D.

2006-08-01

It was broadcasted to all Cuba from March to December 2005, one lesson per week, transmitting three times each lesson, this means 90 hours of broadcasting. It was one of the courses of the Program "University for All", that Educative Channel produced. The Thematic: Sky Coordinates and Constellations; Astronomical Instruments; Solar System; Planets and their Moons; Comets, Asteroids and Meteoroids; Sun; Cosmic Environment and Space Weather; Stars; Galaxy and Quasars; Observable Universe; Life, Intelligent Life and Civilizations in the Universe; and History of Astronomy in Cuba. The professor staff was a group of 5 researchers of the Astronomy Department. They did an effort that each lesson had the best information level with a minimum of mathematical expressions. And were used more than 60 slides and various astronomical films fragments per lesson. To make one lesson was analyzed several astronomical films, selected a group of fragments and pre-edited into various blocks with the TV specialists, later a power point presentation was conformed using all available information on-line and bibliography. Then the lesson was recorded by the TV specialist at the Educative Channel and latter reviewed and improved by one AVID edition. The Course groundwork began in April 2003, with the first list of 12 lessons, later in June was increased to18 lessons, and started the work of "Tabloide" making; it is a journal-type book of 32 pages, equivalent to about 120 normal pages including 64 illustrations. At December 2004 the Course was increased to 30 lessons and the "Tabloide" was send to editor, later 200,000 exemplars was published. Many people followed Course and "Tabloide" was shopped in some months.

Small Group Multitasking in Literature Classes

Science.gov (United States)

Baurain, Bradley

2007-01-01

Faced with the challenge of teaching American literature to large, multilevel classes in Vietnam, the writer developed a flexible small group framework called "multitasking". "Multitasking" sets up stable task categories which rotate among small groups from lesson to lesson. This framework enabled students to work cooperatively…

Lessons learned from the tokamak Advanced Reactor Innovation and Evaluation Study (ARIES)

International Nuclear Information System (INIS)

Krakowski, R.A.; Bathke, C.G.; Miller, R.L.; Werley, K.A.

1994-01-01

Lessons from the four-year ARIES (Advanced Reactor Innovation and Evaluation Study) investigation of a number of commercial magnetic-fusion-energy (MFE) power-plant embodiments of the tokamak are summarized. These lessons apply to physics, engineering and technology, and environmental, safety, and health (ES ampersand H) characteristics of projected tokamak power plants. Summarized herein are the composite conclusions and lessons developed in the course of four conceptual tokamak power-plant designs. A general conclusion from this extensive investigation of the commercial potential of tokamak power plants is the need for combined, symbiotic advances in both physics, engineering, and materials before economic competitiveness with developing advanced energy sources can be realized. Advances in materials are also needed for the exploitation of environmental advantages otherwise inherent in fusion power

Environmental Studies, Section V: Oceanography. Learning Carrel Lesson 6.15: Pollution of the Oceans. Study Guide and Script.

Science.gov (United States)

Boyer, Robert; And Others

This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individual learning carrel lessons. Presented are the study guide and script for a learning carrel lesson on pollution of the oceans. The slides,…

Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

Energy Technology Data Exchange (ETDEWEB)

Hoover, M.D.; Fencl, A.F.; Newton, G.J. [and others

1995-12-01

Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will {open_quotes}help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.{close_quotes} Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice on Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of {open_quotes}lessons learned{close_quotes} training materials for facility designers, managers, health protection professionals, line supervisors, and workers.

Lessons learned from case studies of inhalation exposures of workers to radioactive aerosols

International Nuclear Information System (INIS)

Hoover, M.D.; Fencl, A.F.; Newton, G.J.

1995-01-01

Various Department of Energy requirements, rules, and orders mandate that lessons learned be identified, evaluated, shared, and incorporated into current practices. The recently issued, nonmandatory DOE standard for Development of DOE Lessons Learned Program states that a DOE-wide lessons learned program will open-quotes help to prevent recurrences of negative experiences, highlight best practices, and spotlight innovative ways to solve problems or perform work more safely, efficiently, and cost effectively.close quotes Additional information about the lessons learned program is contained in the recently issued DOE handbook on Implementing U.S. Department of Energy Lessons Learned Programs and in October 1995 DOE SAfety Notice on Lessons Learned Programs. This report summarizes work in progress at ITRI to identify lessons learned for worker exposures to radioactive aerosols, and describes how this work will be incorporated into the DOE lessons learned program, including a new technical guide for measuring, modeling, and mitigating airborne radioactive particles. Follow-on work is focusing on preparation of open-quotes lessons learnedclose quotes training materials for facility designers, managers, health protection professionals, line supervisors, and workers

Group Music Training and Children's Prosocial Skills.

Science.gov (United States)

Schellenberg, E Glenn; Corrigall, Kathleen A; Dys, Sebastian P; Malti, Tina

2015-01-01

We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.

Lessons Learned from PR and PP Case Study

Energy Technology Data Exchange (ETDEWEB)

Bley, D.C. [Buttonwood Consulting, Inc., 11738 English Mill Court, Oakton, VA 22124 (United States)

2009-06-15

The Generation-IV International Forum (GIF) working group on proliferation resistance and physical protection (PR and PP) has developed a methodology for evaluating the PR and PP effectiveness of Gen-IV nuclear energy systems. A number of applications studies culminating in the 2008-2009 Case Study have been helpful in developing the methodology, and in testing its ease of use and ability to provide useful information to designers and policy/decision makers. This paper examines the lessons learned from these studies. The applications studies evaluated a set of PR and PP measures for an 'Example Sodium Fast Reactor' (ESFR), a hypothetical design incorporating many features of anticipated Gen-IV energy systems. The objectives of the 2008- 2009 Case Study were to exercise the GIF PR and PP Methodology for a complete Gen-IV reactor/fuel cycle system; to demonstrate, via the comparison of different design options, that the methodology can generate meaningful results for designers and decision makers; to provide examples of PR and PP evaluations for future users; to facilitate transition to other studies; and to facilitate other ongoing collaborative efforts (e.g., INPRO) and associated efforts (e.g., GNEP). We will explain how the Case Study met these goals. PR Lessons Learned. We found that completeness in 'diversion' pathways can be ensured and that a set of diversion pathway segments can be developed along with proliferation resistance measures for each pathway. The examination of 'misuse' found that misuse, for achieving weapons-usable fissile material, is a complex process, i.e., it is not a single action on a single piece of equipment, but rather an integrated exploitation of various assets and system elements. We found that 'breakout' is a modifying strategy within the diversion and misuse threats and takes various forms that depend upon intent and aggressiveness, and ultimately the proliferation time assumed by a

With Interest It Comes To...Unconscionable Clauses in Sales Contracts. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

Science.gov (United States)

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan on unconscionable clauses in sales contracts. The unit acquaints students with the operation of sales contracts and…

IMPROVING LECTURERS’ PAEDAGOGIC COMPETENCE THROUGH THE IMPLEMENTATION OF LESSON STUDY IN FACULTY OF TEACHER TRAINING AND EDUCATION OF PAKUAN UNIVERSITY, INDONESIA

Directory of Open Access Journals (Sweden)

Eri Sarimanah

2017-03-01

Full Text Available This research is aimed at improving the lecturers of Faculty of Teacher Training and Education of Pakuan University paedagogic competence through the implementation of lesson study which covers learning management competence including developing chapter design and lesson design, media making, teaching and learning, evaluation, post evaluation follow-up and learning supervision. This research involves four study program. The method used in this research is qualitative descriptive. The data are collected through documentation, observation, interview and questionnaire. The data are analyzed descriptively to investigate the improvement of the lecturers’ paedagogic competence in teaching through the implementation of lesson study. Lesson study has been implemented for two years in Indonesian and Literature Education Study Program, English Education Study Program, Biology Education Study Program, and Primary Education Study Program. The findings show that there is an improvement of the lecturers paedagogic competence in developing chapter design and lesson design, developing material and designing media for learning (plan stage; running the lesson (do stage; and observing the lesson as well as evaluating and reflecting it (see stage. Besides, it is found the lecturers develop learning innovation to create students’ active learning. The colleagality among the lecturers is also develop well through the implementation of lesson study. The questionnaire result also shows that the implementation of lesson study can make the student become autonomous learners.

Students’ Attitudes towards their EFL Lessons and Teachers: Their Retrospective Study

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Mojca Žefran

2015-05-01

Full Text Available The article investigates attitudes towards English as a foreign language (EFL by focusing on retrospective accounts of higher-education students’ experience with learning English. The first part looks at individual factors affecting foreign language (FL learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students’ attitudes towards their past EFL lessons and teachers and students’ FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.

A Framework for Analysis of Case Studies of Reading Lessons

Science.gov (United States)

Carlisle, Joanne F.; Kelcey, Ben; Rosaen, Cheryl; Phelps, Geoffrey; Vereb, Anita

2013-01-01

This paper focuses on the development and study of a framework to provide direction and guidance for practicing teachers in using a web-based case studies program for professional development in early reading; the program is called Case Studies Reading Lessons (CSRL). The framework directs and guides teachers' analysis of reading instruction by…

Group Music Training and Children's Prosocial Skills.

Directory of Open Access Journals (Sweden)

E Glenn Schellenberg

Full Text Available We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect was limited to children who had poor prosocial skills before the lessons began. The effect was evident even when the lessons were compulsory, which minimized the role of self-selection. The results suggest that group music training facilitates the development of prosocial skills.

What Happens at the Lesson Start?

Science.gov (United States)

Saloviita, Timo

2016-01-01

Transitional periods, such as lesson starts, are necessary steps from one activity to another, but they also compete with time for actual learning. The aim of the present study was to replicate a previous pilot study on lesson starts and explore possible disturbances. In total, 130 lesson starts in Finnish basic education in grades 1-9 were…

Enacting Curriculum Reform through Lesson Study: A Case Study of Mathematics Teacher Learning

Science.gov (United States)

Ni Shuilleabhain, Aoibhinn; Seery, Aidan

2018-01-01

Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…

The Effects of Collaborative Care of Living Animals in Biology Lessons on Students' Relatedness Toward Their Teacher Across Gender

Science.gov (United States)

Eckes, Alexander; Großmann, Nadine; Wilde, Matthias

2018-01-01

The transition from elementary school to the upper grades can lead to ambiguous feelings toward the new, male teachers. This study investigated whether collaborative animal care in biology lessons affects students' feelings of relatedness toward their biology teachers positively during the first year after the school transition. Four hundred twenty fifth graders (M age = 10.5 years, SD age = 0.6 years) of higher types of tracking participated. We designed one experimental group that involved caring for the living animals to be used in the upcoming lessons, and two control groups. The first control group included lessons with living animals, but did not include prior care of those animals, and the second incorporated neither living animals nor prior care. All groups received biology lessons with the same content. To examine the effects of caretaking, we used an adapted version of the scale "relatedness" (Ryan 1982). In both control groups, boys showed lower relatedness toward female teachers and girls toward male teachers, respectively. Collaborative mice care promoted equal relatedness across all gender combinations among teachers and students.

"Split" Character Studies in "Crime and Punishment." [Lesson Plan].

Science.gov (United States)

O'Brien, Mary

Based on Fyodor Dostoevsky's novel "Crime and Punishment," this lesson plan presents activities designed to help students understand that: a close study of the characters of a literary classic will yield important clues to an understanding of the work as a whole; an effective analysis of stylistic devices depends upon selection and interpretation…

Effect of the Dutch school-based education programme 'Taste Lessons' on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study.

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Battjes-Fries, Marieke C E; Haveman-Nies, Annemien; Renes, Reint-Jan; Meester, Hante J; van 't Veer, Pieter

2015-08-01

To assess the effect of the Dutch school-based education programme 'Taste Lessons' on children's behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. In a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children's gender and age. Effect sizes were expressed as Cohen's d. Dutch elementary schools. Forty-nine classes (1183 children, 9-12 years old) in grades 5-8 of twenty-one elementary schools. The intervention group showed a higher increase in knowledge (d=0·26, Peating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.

Application of Education Management and Lesson Study in Teaching Mathematics to Students of Second Grade of Public School in District 3 of Tehran

Science.gov (United States)

Farhoush, Masoumeh; Majedi, Parisima; Behrangi, Mohammadreza

2017-01-01

The present paper studies the effects of lesson study as a sample of participative researches in classroom as well as Behrangi Education Management Model in courses by aiming at exploring and allowing students to use the indexes of course concepts as an effective model in learning. The research plan is pre-test, posttest with control group type.…

Animation with concurrent narration versus narration in physical education lesson

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Ioannou Panagiotis

2016-01-01

Full Text Available The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension during Physical Education lesson: narration versus animation with concurrent narration, during teaching shot put event. Thirty primary school children (boys and girls volunteered to participate in this study. In experiment students listened (narration and viewed (animation with narration the presentation of two shot putting styles. A problem-solving and a retention test were used to evaluate students' comprehension. Results showed that students' comprehension was better when shot putting styles were presented through a mixed model (animation and narration group than a single (narration. The animation with concurrent narration group performed better than the narration group, in problem-solving (M = 4.91, SD = 1.36 and in retention test (M = 5.98, SD = 1.28 t(28 = 1.89 p<0.01. An instructional implication is that pictures with words is more effective way of teaching when they occur continuingly in time, than only words during Physical Education lesson.

Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

Science.gov (United States)

Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

2015-01-01

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric

Science.gov (United States)

Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M.

2017-09-01

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular.

Report of Special Review Group, Office of Inspection and Enforcement, on lessons learned from Three Mile Island

International Nuclear Information System (INIS)

1979-12-01

The IE Special Review Group (SRG) was constituted by V. Stello, Jr., Director, Office of Inspection and Enforcement (IE), in a memorandum to IE Management dated July 12, 1979, to review the lessons learned from the Three Mile Island (TMI) Accident. This memorandum is enclosed as Appendix A to this report. The members of SRG were selected on the basis of their qualifications and experience in IE. SRG members were selected mainly from Regional Offices. Several of the members had been assigned to Three Mile Island following the accident. Several members had been assigned to the Incident Response Center in NRC Headquarters following the accident. Several other members had no direct involvement in responding to the accident. SRG was divided into two groups, one to review the preventive aspects and one to review the responsive aspects. This action was taken so that the qualifications of individual SRG members could be utilized most efficiently across the spectrum of matters considered. Although for the most part the two groups worked separately, each member of SRG has reviewed the entire report and concurs in its contents

Engaging Focus Group Methodology: The 4-H Middle School-Aged Youth Learning and Leading Study

Science.gov (United States)

Scott, Siri; Grant, Samantha; Nippolt, Pamela Larson

2015-01-01

With young people, discussing complex issues such as learning and leading in a focus group can be a challenge. To help prime youth for the discussion, we created a focus group approach that featured a fun, interactive activity. This article includes a description of the focus group activity, lessons learned, and suggestions for additional…

Exploiting Seams and Closing Gaps: Lessons from Mumbai and Beyond

Directory of Open Access Journals (Sweden)

Dr. Andrea J. Dew

2012-01-01

Full Text Available This article analyzes a single event—the 2008 Mumbai attacks—in order to consider the strategic and operational lessons for dealing with other armed groups. How and why was Lashkar-e-Tayyiba (LeT able to carry out such a sophisticated attack in the heart of Mumbai? And what lessons does Mumbai hold for strategists seeking to counter other armed groups around the world? While tactical level lessons from Mumbai have been well documented, it is important to also consider what the Mumbai attacks tell us at the strategic and operational levels. Specifically, the Mumbai attacks provide valuable insight into how armed groups use the maritime environment, and how they use surprise, denial, and deception to mask intention and invite over-reaction by states. In addition, studying the Mumbai attacks provides insight into some of the strategic and operational seams and gaps that armed groups seek to exploit. These include environmental and geographical factors; institutional, bureaucratic, and jurisdictional seams and gaps between agencies; cognitive seams and gaps that made the use of the sea by LeT so difficult to conceptualize; and the diplomatic seams and gaps that led to heightened tensions among states— in this case, India, Pakistan, and the United States. This article discusses how to categorize these seams and gaps in order to better address the problems they create, and how states might best direct and focus their limited resources when faced with similar challenges.

Foresight studies and reform initiatives in construction: Lessons for developing countries

CSIR Research Space (South Africa)

Van Wyk, Llewellyn V

2006-01-01

Full Text Available This paper analyses construction foresight studies and construction reform initiatives with a view to identifying lessons for developing countries. It notes the number of construction reform initiatives over the last 60 years, mostly...

Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

Science.gov (United States)

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-03-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

Swine-Flu Scare Offers Lessons for Study-Abroad Programs

Science.gov (United States)

Fischer, Karin

2009-01-01

Reports of swine flu have led some colleges to pull students and faculty members out of Mexico, the epicenter of the outbreak, and to cancel study-abroad programs there. But even as the number of new cases appears to be falling, the health scare offers some lasting lessons for colleges, says Gary Rhodes, director of the Center for Global Education…

Lessons learned bulletin

International Nuclear Information System (INIS)

1994-05-01

During the past four years, the Department of Energy -- Savannah River Operations Office and the Westinghouse Savannah River Company (WSRC) Environmental Restoration (ER) Program completed various activities ranging from waste site investigations to closure and post closure projects. Critiques for lessons learned regarding project activities are performed at the completion of each project milestone, and this critique interval allows for frequent recognition of lessons learned. In addition to project related lessons learned, ER also performs lessons learned critiques. T'he Savannah River Site (SRS) also obtains lessons learned information from general industry, commercial nuclear industry, naval nuclear programs, and other DOE sites within the complex. Procedures are approved to administer the lessons learned program, and a database is available to catalog applicable lessons learned regarding environmental remediation, restoration, and administrative activities. ER will continue to use this database as a source of information available to SRS personnel

An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment

Science.gov (United States)

Bates, Rebecca C.

2006-01-01

This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment…

A Relevant Lesson: Hitler Goes to the Mall

Science.gov (United States)

Gerwin, David

2003-01-01

A "Motivation" eliciting the "Aim" of each lesson initiates each lesson in the orthodox "developmental lesson-plan" that has dominated classroom instruction in NYC public schools for at least the past half-century. An action-research study of 38 lesson-plans (over 5 each from 5 teachers) drawn from student-teaching…

Cultural Challenges in Adapting Lesson Study to a Philippines Setting

Science.gov (United States)

Ebaeguin, Marlon; Stephens, Max

2014-01-01

Promising improved student and teacher learning, Japanese lesson study has attracted many international educators to try to implement it in their own contexts. However, a simple transference model of implementation is likely to meet difficulties. Key determinants of any adaptation will be differences between existing conventions of pedagogy and of…

Examining the Delivery Modes of Metacognitive Awareness and Active Reading Lessons in a College Nonmajors Introductory Biology Course

Directory of Open Access Journals (Sweden)

Kendra M. Hill

2014-02-01

Full Text Available Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a non-majors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154 or face-to-face (Group 2: N = 152. Previously validated pre- and post-surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05. Pre- and post-survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively and reading comprehension (p < 0.001 for both groups. When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885. For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381, however, differences in pre- and post- test scores was measured (pre- p = 0.005, post- p = 0.038. This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

Lessons learned and advice from Vietnam war nurses: a qualitative study.

Science.gov (United States)

Scannell-Desch, Elizabeth A

2005-03-01

The aim of this paper is to describe guidance for nurses today from the lessons learned by nurses who served in the Vietnam War. There is little research focusing on nurses' experiences in the Vietnam War. Lessons learned and subsequent advice from nurses who served in Vietnam may be helpful to those serving in current and future wars. A Husserlian phenomenological approach was taken, using interviews with a purposive sample of Registered Nurses who were female, and had served in the United States of America armed forces in Vietnam during the war. Seven theme clusters described the lesson learned and guidance offered by the Vietnam War nurses: advice about journaling, training, caring for yourself, use of support systems, talking about your experiences, understanding the mission, and lack of preparation for war. Much can be learned from the lessons learned and advice given by Vietnam War nurses. These lessons stress that nurses need to take a pro-active role in preparing themselves for deployment to a war zone, and that institutional training for war needs to be intensive and realistic. The environmental, cultural, technological, clinical and psychosocial demands of war nursing need to be comprehensively addressed before nurses deploy to a war.

Participating in and delivering the ATEAM trial (Alexander technique lessons, exercise, and massage) interventions for chronic back pain: A qualitative study of professional perspectives.

Science.gov (United States)

Beattie, Angela; Shaw, Alison; Yardley, Lucy; Little, Paul; Sharp, Debbie

2010-01-01

To outline professionals' experiences of participation, perceived benefits and acceptability of the interventions delivered in the ATEAM trial (Alexander technique lessons, exercise, and massage), for patients with chronic or recurrent back pain. Qualitative study using in-depth interviews was conducted with a purposeful sample of twenty professionals (general practitioners (GPs), nurses, Alexander technique teachers, and massage therapists). Data were recorded, transcribed, and analysed thematically using the constant comparison method. Evidence of effectiveness GPs wanted an evidence base for the interventions, whilst nurses, Alexander technique teachers and massage therapists perceived patient reports of benefit as evidence. Professionals' perception of the acceptability of the intervention: professional perspectives differed, with GPs and nurses viewing the structured nature of exercise prescription and Alexander technique lessons as more beneficial and acceptable than massage in alleviating patients' back pain. Economic cost: the cost to patients pursuing Alexander technique lessons and massage was perceived to be a barrier outside the trial. Inter-professional communication: there was little communication between the professionals groups within the trial. Valuable insights have been gained into the perceived benefits and acceptability of exercise, Alexander technique lessons and massage as interventions for chronic back pain. Lessons in the Alexander technique with or without exercise, was perceived as more beneficial and acceptable than massage by professionals who participated and delivered the ATEAM trial interventions. Copyright 2010 Elsevier Ltd. All rights reserved.

Preservation and Implementation of Decommissioning Lessons Learned in the United States Nuclear Regulatory Commission

International Nuclear Information System (INIS)

Rodriguez, Rafael L.

2008-01-01

Over the past several years, the United States Nuclear Regulatory Commission (NRC) has actively worked to capture and preserve lessons learned from the decommissioning of nuclear facilities. More recently, NRC has involved industry groups, the Organization of Agreement States (OAS), and the Department of Energy (DOE) in the effort to develop approaches to capture, preserve and disseminate decommissioning lessons learned. This paper discusses the accomplishments of the working group, some lessons learned by the NRC in the recent past, and how NRC will incorporate these lessons learned into its regulatory framework. This should help ensure that the design and operation of current and future nuclear facilities will result in less environmental impact and more efficient decommissioning. In summary, the NRC will continue capturing today's experience in decommissioning so that future facilities can take advantage of lessons learned from today's decommissioning projects. NRC, both individually and collectively with industry groups, OAS, and DOE, is aggressively working on the preservation and implementation of decommissioning lessons learned. The joint effort has helped to ensure the lessons from the whole spectrum of decommissioning facilities (i.e., reactor, fuel cycle, and material facilities) are better understood, thus maximizing the amount of knowledge and best practices obtained from decommissioning activities. Anticipated regulatory activities at the NRC will make sure that the knowledge gained from today's decommissioning projects is preserved and implemented to benefit the nuclear facilities that will decommission in the future

Swedish Upper Secondary Students' Perspectives on the Typical Mathematics Lesson

Science.gov (United States)

Andrews, Paul; Larson, Niclas

2017-01-01

This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which…

Improving the quality of learning in science through optimization of lesson study for learning community

Science.gov (United States)

Setyaningsih, S.

2018-03-01

Lesson Study for Learning Community is one of lecturer profession building system through collaborative and continuous learning study based on the principles of openness, collegiality, and mutual learning to build learning community in order to form professional learning community. To achieve the above, we need a strategy and learning method with specific subscription technique. This paper provides a description of how the quality of learning in the field of science can be improved by implementing strategies and methods accordingly, namely by applying lesson study for learning community optimally. Initially this research was focused on the study of instructional techniques. Learning method used is learning model Contextual teaching and Learning (CTL) and model of Problem Based Learning (PBL). The results showed that there was a significant increase in competence, attitudes, and psychomotor in the four study programs that were modelled. Therefore, it can be concluded that the implementation of learning strategies in Lesson study for Learning Community is needed to be used to improve the competence, attitude and psychomotor of science students.

Plants and Photosynthesis: Level III, Unit 3, Lesson 1; The Human Digestive System: Lesson 2; Functions of the Blood: Lesson 3; Human Circulation and Respiration: Lesson 4; Reproduction of a Single Cell: Lesson 5; Reproduction by Male and Female Cells: Lesson 6; The Human Reproductive System: Lesson 7; Genetics and Heredity: Lesson 8; The Nervous System: Lesson 9; The Glandular System: Lesson 10. Advanced General Education Program. A High School Self-Study Program.

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for the high-school level contains lessons in the following subjects: Plants and Photosynthesis; The Human Digestive System; Functions of the Blood; Human Circulation and Respiration; Reproduction of a Single Cell; Reproduction by Male and Female Cells; The Human Reproductive System; Genetics and Heredity; The Nervous…

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

Science.gov (United States)

Vale, Colleen; Widjaja, Wanty; Doig, Brian; Groves, Susie

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

Analysing the Integration of Engineering in Science Lessons with the Engineering-Infused Lesson Rubric

Science.gov (United States)

Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M.

2017-01-01

Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons…

Lessons learned from the PMI case study: the community perspective.

Science.gov (United States)

Hare, M L; Orians, C E; Kennedy, M G; Goodman, K J; Wijesinha, S; Seals, B F

2000-03-01

This summary report presents the lessons learned during the two-part qualitative case study on the efficacy of the Prevention Marketing Initiative (PMI) in its implementation of an HIV prevention program. About 179 community participants were included in the PMI program, which discussed topics ranging from organizing initial planning committees to financially sustaining federal demonstration programs. One of the successes observed was the development of rapport with schools and churches; however, during the course of its implementation, the program realized the necessity of 1) approaching the program as an ongoing process; 2) going beyond studying the target population through formative research; 3) changing the role of a community coalition as the project matures; 4) reexamining the composition of coalition in the light of the target audience; 5) advocating the project as a community resource that promotes collaboration; 6) attending the needs of coalition members; and 7) using the media in the campaign. Likewise, several lessons were also learned in the areas of youth involvement, intervention development, program implementation, and maintenance of PMI activities.

IVHS Institutional Issues and Case Studies, Analysis and Lessons Learned, Final Report

Science.gov (United States)

1994-04-01

This 'Analysis and Lessons Learned' report contains observations, conclusions, and recommendations based on the performance of six case studies of Intelligent Vehicle-Highway Systems (IVHS) projects. Information to support the development of the case...

Reflection after teaching a lesson: Experiences of secondary school science teachers

Science.gov (United States)

Halstead, Melissa A.

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher’s desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

DESKRIPSI PARTISIPASI AKTIF, DAN KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA PADA MATA KULIAH GEOMETRI ANALITIK BIDANG MELALUI PENERAPAN LESSON STUDY

Directory of Open Access Journals (Sweden)

Wanda Nugroho Yanuarto

2015-03-01

Full Text Available The purpose of this study was to describe the active participation, independent learning, and mathematical communication skills of students in the field of analytic geometry courses through the implementation of lesson study. The study consisted of four cycles, each cycle shall be composed of three stages: plan, do, see. The subjects were students of first semester 2014 in class A of mathematics education, The University of Muhammadiyah Purwokerto. The data of this research were through observation sheets, video recordings, portfolios, and questionnaires. The data were analyzed through data reduction, data presentation, and conclusion. The results showed that the students' learning motivation can be increased with learning-based lesson study. Keywords: active participation, independent learning, mathematical communication, lesson study

The Knitting Lesson.

Science.gov (United States)

Smith, Pamela

1987-01-01

Based on Jean-Francois Millet's 1869 painting, "The Knitting Lesson," this lesson's goal is to introduce students in grades seven through nine to genre (everyday life) painting the nineteenth century. The lesson is also designed to show that some aspects of genre may be timeless. (BSR)

Case Study of Lessons Learned from the Operation of the Fast Flux Test Facility

International Nuclear Information System (INIS)

Wootan, D.; Omberg, R.; Grandy, C.

2016-01-01

Full text: The lessons learned approach being followed at the Fast Flux Test Facility is to have domain experts in each subject area develop a short write-up or report on each lesson learned. Each lesson learned write-up is on the order of 4–6 pages. Longer reports can be developed as needed. Each lessons learned summary discusses the problem and the resolution method employed to address the problem, and also tries to capture the essential “tacit knowledge” associated with each topic in a focused manner. All lessons learned write-ups are supported by more detailed documents. For example, references of more detailed reports are generally included, where available. Topics are selected as those most likely to apply to future design or operating problems. This lessons learned approach has been successful in capturing essential tacit knowledge about key events in FFTF history and providing a context for interpreting the existing data and references. (author

Learning with multiple representations: an example of a revision lesson in mechanics

Science.gov (United States)

Wong, Darren; Poo, Sng Peng; Eng Hock, Ng; Loo Kang, Wee

2011-03-01

We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion using various representations: motion diagrams, vector diagrams, free-body diagrams, verbal description, equations and graphs, drawn against time as well as against displacement. Overall, feedback from students about the lesson was positive. We further discuss the benefits of using computer simulation to support and extend student learning.

The physical education lesson in Turkish primary schools: Affective ...

African Journals Online (AJOL)

In the study students' affective entry characteristics related to Physical Education lessons were examined based on three dimensions: interest towards the lesson, level of motivation in the lesson and educational gains. The study further aimed to investigate how these three dimensions were affected by the gender factor.

The use of high impact practices (HIPs) on chemistry lesson design and implementation by pre-service teachers

Science.gov (United States)

Chamrat, Suthida; Apichatyotin, Nattaya; Puakanokhirun, Kittaporn

2018-01-01

The quality of lesson design is essential to learning effectiveness. Research shows some characteristics of lessons have strong effect on learning which were grouped into "High Impact Practices or HIPs. This research aims to examine the use of HIPs on chemistry lesson design as a part of Teaching Science Strand in Chemistry Concepts course. At the first round of lesson design and implementing in classroom, 14 chemistry pre-services teachers freely selected topics, designed and implemented on their own ideas. The lessons have been reflected by instructors and their peers. High Impact Practices were overtly used as the conceptual framework along with the After-Action Review and Reflection (AARR). The selected High Impact practice in this study consisted of 6 elements: well-designed lesson, vary cognitive demand/academic challenge, students center approach, opportunity of students to reflect by discussion or writing, the assignment of project based learning or task, and the lesson reflects pre-service teachers' Technological Pedagogical Content Knowledge (TPACK). The second round, pre-service teachers were encouraged to explicitly used 6 High Impact Practices in cooperated with literature review specified on focused concepts for bettering designed and implemented lessons. The data were collected from 28 lesson plans and 28 classroom observations to compare and discuss between the first and second lesson and implementation. The results indicated that High Impact Practices effect on the quality of delivered lesson. However, there are some elements that vary on changes which were detailed and discussed in this research article.

The Correction of Myopia Evaluation Trial: lessons from the study design.

Science.gov (United States)

Hyman, L; Gwiazda, J

2004-01-01

The Correction of Myopia Evaluation Trial (COMET), a multicentre clinical trial based in 4 schools of optometry in the United States, evaluated the effect of progressive addition lenses versus single vision lenses on myopia progression in an ethnically diverse group of 469 myopic children aged 6 to 11 years. Completion of the clinical trial phase of the study provides an opportunity to evaluate aspects of the study design that contribute to its success. This article describes aspects of the study design that were influential in ensuring the smooth conduct of COMET. These include a dedicated team of investigators, an organisational structure with strong leadership and an independent Co-ordinating Centre, regular communication among investigators, flexible and creative approaches to recruitment and retention, sensitivity to concerns for child safety and child participation, and methods for enhancing and monitoring data reliability. The experience with COMET has provided a number of valuable lessons for all aspects of the study design that should benefit the development and implementation of future clinical trials, particularly those done in similar populations of children. The use of a carefully designed protocol using standard methods by dedicated members of the study team is essential in ensuring achievement of the study aims.

Lesson Learning at JPL

Science.gov (United States)

Oberhettinger, David

2011-01-01

A lessons learned system is a hallmark of a mature engineering organization A formal lessons learned process can help assure that valuable lessons get written and published, that they are well-written, and that the essential information is "infused" into institutional practice. Requires high-level institutional commitment, and everyone's participation in gathering, disseminating, and using the lessons

Effect of Pop Music on Students' Attitudes to Music Lessons

Science.gov (United States)

Özdemir, Gökhan; Çiftçibasi, M. Can

2017-01-01

This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. "Pretest-posttest design" from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle…

Exploring the Use of Lesson Study to Develop Elementary Preservice Teachers' Pedagogical Content Knowledge for Teaching Nature of Science

Science.gov (United States)

Akerson, Valarie L.; Pongsanon, Khemmawadee; Park Rogers, Meredith A.; Carter, Ingrid; Galindo, Enrique

2017-01-01

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers…

Alternative Energy Lessons in Scotland

Science.gov (United States)

Boyle, Julie

2010-05-01

bottle, insulating tape, a screwdriver, a connecting block, a solar motor, a plastic fan and thin wires. The only difference was that the wind groups were issued hairdryers and the hydroelectric groups worked at a sink. The wave turbine was constructed in a similar way using the bases from two 5 litre water bottles. Various investigations were conducted into the factors affecting the voltage produced. For instance, the effect of the distance from the light source, the area of the solar cell, the type of blades, the depth of water and the wind speed were studied. The lessons reinforced their understanding of ideas covered in Science and Geography, such as voltage, power, fair tests, compass directions and map contours. Students also had the opportunity to practise connecting electrical components in series and they consolidated their understanding of energy changes, observing that generators convert kinetic energy to electrical energy. The activities allowed students to learn the basics of how renewable energy technologies work. The tasks provided a hands-on experience of renewable energy being used to power small-scale electrical devices such as an LED. The students also gained an appreciation of the complex issues involved in planning and implementing renewable energy generation in the real world.

UNLEARNED LESSONS OF CONTEMPORARY HISTORY

Directory of Open Access Journals (Sweden)

А Н Данилов

2017-12-01

Full Text Available The article considers the complex geopolitical situation in the global world at the end of the second decade of the 21st century as determined by the consequences of the collapse of the Soviet Union and by the new world order. The author seeks to answer the questions who will define the current geopolitical situation, whose aims it will reflect, what will become the basis of new geopolitical realities, the basis of moral solidarity of humankind, and the spiritual basis of future civilizations. The new challenges give rise to a desperate struggle for different scenarios for building a happy life. Moreover, it is not clear which ideal of the future world will be widely supported as a development guideline. The recognition as such of the standard of living and development of the strongest ones becomes a real threat to the new civilization for it leads to the loss of national interests of sovereign states, and to the loss of an independent future. Today, there is an active search for new theories and concepts that will adequately explain con-temporary global processes. In this thematic context, the author identifies main lessons not learned by the world political elites. The first lesson: new states are not born in an empty place, their common history is a great advantage ensuring prospects for the further development of interstate cooperation. The second lesson: the widespread falsification of history has a negative impact on national, cultural and social-group identity in transforming societies. The third lesson: after the collapse of the Soviet Union, the post-war balance of power was destroyed together with the system of checks and balances in world politics (a bipolar model of the world. The fourth lesson: under radical social transformations, the moral system of the population devaluates with numerous crisis consequences.

Lessons learned from the Tokamak Advanced Reactor Innovation and Evaluation Study (ARIES)

International Nuclear Information System (INIS)

Krakowski, R.A.; Bathke, C.G.; Miller, R.L.; Werley, K.A.

1994-01-01

Lessons from the four-year ARIES (Advanced Reactor Innovation and Evaluation Study) investigation of a number of commercial magnetic-fusion-energy (MFE) power-plant embodiments of the tokamak are summarized. These lessons apply to physics, engineering and technology, and environmental, safety and health (ES ampersand H) characteristics of projected tokamak power plants. A general conclusion from this extensive investigation of the commercial potential of tokamak power plants is the need for combined, symbiotic advances relative to present understanding in physics, engineering, and materials before economic competitiveness with developing advanced energy sources can be realized. Advanced tokamak plasmas configured in the second-stability regime that achieve both high β and bootstrap fractions near unity through strong profile control offer high promise in this regard

The formation of a complex community program for diabetes control: lessons learned from a case study of Project DIRECT.

Science.gov (United States)

Goodman, R M; Liburd, L C; Green-Phillips, A

2001-05-01

A case study was conducted of the formation of a diabetes initiative in a largely African American urban community. The study focused on how confluent the original project model was with actual formation, what benefits were produced, what areas of needed improvement surfaced, and how different stakeholder groups characterized one another's involvement. The project produced several benefits but also experienced needed improvements in its formation, which suffered from a lack of communication, cooperation, and coordination; unclear goals and personnel roles; and early delays. Lessons include treating project formation as an important developmental stage and reducing bureaucratic management approaches not suited for community partnerships.

To What Extent Does 'Flipping' Make Lessons Effective in a Multimedia Production Class?

Science.gov (United States)

Choi, Jaeho; Lee, Youngju

2018-01-01

This study examines the effects of a flipped classroom in a technology integration course for pre-service teachers. In total, 79 students were randomly assigned into a flipped classroom or a traditional classroom group and given three multimedia production tasks. Students in the flipped group reviewed an e-book for lessons on multimedia…

A Jigsaw Lesson for Operations of Complex Numbers.

Science.gov (United States)

Lucas, Carol A.

2000-01-01

Explains the cooperative learning technique of jigsaw. Details the use of a jigsaw lesson for explaining complex numbers to intermediate algebra students. Includes copies of the handouts given to the expert groups. (Author/ASK)

Lessons with Living Harvest Mice: An empirical study of their effects on intrinsic motivation and knowledge acquisition

Science.gov (United States)

Wilde, Matthias; Hußmann, Jona Samuel; Lorenzen, Simone; Meyer, Annika; Randler, Christoph

2012-12-01

The aim of this study was to evaluate the effects of living animals on pupils' intrinsic motivation and knowledge. Various studies from the late 1970s and 1980s stress the high effectiveness of authentic learning experiences in pupils' knowledge acquisition. However, there are only few current empirical studies on this topic. The research question of our study is to assess whether the use of living animals in the biology classroom supports intrinsic motivation and knowledge acquisition. In a pre-/post-test design, 185 fifth graders received two different treatments: the experimental group (N = 74) was taught with living harvest mice (Micromys minutus) and the control group (N = 111) received lessons with the same content which was presented in short film clips on laptop computers. Knowledge acquisition was assessed with open-ended and closed questions, while intrinsic motivation was tested with an adapted version of the Intrinsic Motivation Inventory (IMI). There were no differences in knowledge acquisition between the treatments. However, the results of the IMI showed significant differences in favour of the experimental group in interest/enjoyment, perceived competence, and perceived autonomy. Thus, living animals exert a positive influence on motivation.

Adventitious agents in viral vaccines: lessons learned from 4 case studies.

Science.gov (United States)

Petricciani, John; Sheets, Rebecca; Griffiths, Elwyn; Knezevic, Ivana

2014-09-01

Since the earliest days of biological product manufacture, there have been a number of instances where laboratory studies provided evidence for the presence of adventitious agents in a marketed product. Lessons learned from such events can be used to strengthen regulatory preparedness for the future. We have therefore selected four instances where an adventitious agent, or a signal suggesting the presence of an agent, was found in a viral vaccine, and have developed a case study for each. The four cases are: a) SV40 in polio vaccines; b) bacteriophage in measles and polio vaccines; c) reverse transcriptase in measles and mumps vaccines; and d) porcine circovirus and porcine circovirus DNA sequences in rotavirus vaccines. The lessons learned from each event are discussed. Based in part on those experiences, certain scientific principles have been identified by WHO that should be considered in regulatory risk evaluation if an adventitious agent is found in a marketed vaccine in the future. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

Lessons Learned on Benchmarking from the International Human Reliability Analysis Empirical Study

International Nuclear Information System (INIS)

Boring, Ronald L.; Forester, John A.; Bye, Andreas; Dang, Vinh N.; Lois, Erasmia

2010-01-01

The International Human Reliability Analysis (HRA) Empirical Study is a comparative benchmark of the prediction of HRA methods to the performance of nuclear power plant crews in a control room simulator. There are a number of unique aspects to the present study that distinguish it from previous HRA benchmarks, most notably the emphasis on a method-to-data comparison instead of a method-to-method comparison. This paper reviews seven lessons learned about HRA benchmarking from conducting the study: (1) the dual purposes of the study afforded by joining another HRA study; (2) the importance of comparing not only quantitative but also qualitative aspects of HRA; (3) consideration of both negative and positive drivers on crew performance; (4) a relatively large sample size of crews; (5) the use of multiple methods and scenarios to provide a well-rounded view of HRA performance; (6) the importance of clearly defined human failure events; and (7) the use of a common comparison language to 'translate' the results of different HRA methods. These seven lessons learned highlight how the present study can serve as a useful template for future benchmarking studies.

Lessons Learned on Benchmarking from the International Human Reliability Analysis Empirical Study

Energy Technology Data Exchange (ETDEWEB)

Ronald L. Boring; John A. Forester; Andreas Bye; Vinh N. Dang; Erasmia Lois

2010-06-01

The International Human Reliability Analysis (HRA) Empirical Study is a comparative benchmark of the prediction of HRA methods to the performance of nuclear power plant crews in a control room simulator. There are a number of unique aspects to the present study that distinguish it from previous HRA benchmarks, most notably the emphasis on a method-to-data comparison instead of a method-to-method comparison. This paper reviews seven lessons learned about HRA benchmarking from conducting the study: (1) the dual purposes of the study afforded by joining another HRA study; (2) the importance of comparing not only quantitative but also qualitative aspects of HRA; (3) consideration of both negative and positive drivers on crew performance; (4) a relatively large sample size of crews; (5) the use of multiple methods and scenarios to provide a well-rounded view of HRA performance; (6) the importance of clearly defined human failure events; and (7) the use of a common comparison language to “translate” the results of different HRA methods. These seven lessons learned highlight how the present study can serve as a useful template for future benchmarking studies.

The Planning of Teaching in the Context of Lesson Study: Research Findings

Science.gov (United States)

Kanellopoulou, Eurydice-Maria; Darra, Maria

2018-01-01

The main purpose of the present study is to examine the attitudes, perceptions and experiences of the teachers participating in the planning of teaching in the context of the Lesson Study. The present work, which is part of a wider research effort, followed a mixed methodological planning for reasons of triangulation. The survey was conducted from…

Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity

Science.gov (United States)

Ting, Kan Lin; Siew, Nyet Moi

2014-01-01

The purpose of this study was to investigate the effects of outdoor school ground lessons on Year Five students' science process skills and scientific curiosity. A quasi-experimental design was employed in this study. The participants in the study were divided into two groups, one subjected to the experimental treatment, defined as…

Case studies in cholera: lessons in medical history and science.

Science.gov (United States)

Kavic, S. M.; Frehm, E. J.; Segal, A. S.

1999-01-01

Cholera, a prototypical secretory diarrheal disease, is an ancient scourge that has both wrought great suffering and taught many valuable lessons, from basic sanitation to molecular signal transduction. Victims experience the voluminous loss of bicarbonate-rich isotonic saline at a rate that may lead to hypovolemic shock, metabolic acidosis, and death within afew hours. Intravenous solution therapy as we know it was first developed in an attempt to provide life-saving volume replacement for cholera patients. Breakthroughs in epithelial membrane transport physiology, such as the discovery of sugar and salt cotransport, have paved the way for oral replacement therapy in areas of the world where intravenous replacement is not readily available. In addition, the discovery of the cholera toxin has yielded vital information about toxigenic infectious diseases, providing a framework in which to study fundamental elements of intracellular signal transduction pathways, such as G-proteins. Cholera may even shed light on the evolution and pathophysiology of cystic fibrosis, the most commonly inherited disease among Caucasians. The goal of this paper is to review, using case studies, some of the lessons learned from cholera throughout the ages, acknowledging those pioneers whose seminal work led to our understanding of many basic concepts in medical epidemiology, microbiology, physiology, and therapeutics. PMID:11138935

Teachers' Perceptions of Infusion of Values in Science Lessons: a Qualitative Study

Science.gov (United States)

Kumarassamy, Jayanthy; Koh, Caroline

2017-06-01

Much has been written and debated on the importance of including moral, character or values education in school curricula. In line with this, teachers' views with regard to values education have often been sought. However, a search into the literature on values in science education has revealed little on this domain. In an attempt to close this gap, this study explored the views of teachers with regard to values infusion in the teaching of science. The aim was to investigate teachers' perceptions on two broad areas: (i) how values were infused or addressed in lower secondary science and (ii) how values-infused science lessons influenced their students' dispositions and actions. The participants who took part in the interviews were lower secondary science teachers teaching Grade 8 in selected Singapore and New Delhi schools. The findings showed that values inherent in the discipline of science, such as validity, fairness, honesty, rigour, predominated in the lessons conducted by the teachers in both contexts. Furthermore, in Singapore, equal numbers of teachers made references to values upheld and practised by scientists and values arising from the interplay between people and scientific processes and products. In New Delhi however, the emphasis was higher on the latter category of values than on the former. Generally, in both contexts, values infusion in science lessons was not planned but occurred spontaneously as values issues surfaced in class. Teachers in both Singapore and New Delhi used strategies such as questioning, discussion, activities and direct instructions to carry out values infusion, although they experienced challenges that included content and time constraints, lack of student readiness and of teacher competency. Nevertheless, the teachers interviewed perceived that values in science lessons brought about changes in students' personal attributes, affect and behaviour, such as greater interest and prosocial engagement.

Exercise intensities during a ballet lesson in female adolescents with different technical ability.

Science.gov (United States)

Guidetti, L; Gallotta, M C; Emerenziani, G P; Baldari, C

2007-09-01

To investigate the exercise intensity during a typical grade five ballet lesson, thirty-nine dancers (13 - 16 yrs) were divided into three different technical proficiency groups: low level (n = 13), intermediate level (n = 14), and high level (n = 12). A progressively incremented treadmill test was administered to determine VO(2max), individual ventilatory threshold (IVT), and the individual anaerobic threshold (IAT). Oxygen uptake (VO(2)), heart rate (HR) and blood lactate (La) were then evaluated during a grade five ballet lesson. Oxygen uptake at IVT, IAT and maximal oxygen uptake were greater (p ballet lesson were similar among groups. During the ballet lesson, low technical level dancers had more V.O (2) and La values above (p < 0.05) the IAT than the other groups. Correlation analysis revealed that the number of exercises performed above IAT was positively related to anthropometric characteristics (BMI, %FM; r = 0.36, p < 0.05; r = 0.46, p < 0.01), negatively related to fitness parameters (VO(2IVT), VO(2IAT), VO(2max); r between - 0.43 and - 0.69; p < 0.001) and to technical level (r = - 0.70; p < 0.001). The subjects classified as having low technical abilities had lower fitness levels and performed more exercises above IAT than the more skilled dancers.

Teaching Human Rights in Turkey: Commentaries on a Single Lesson from Multiple Perspectives

Science.gov (United States)

Kesten, Alper; Schur, Joan Brodsky; Gürsoy, Kudret

2014-01-01

This group of commentaries on teaching human rights in Turkey includes: (1) Reflection on Turkish Human Rights Lesson from Turkey (Alper Kesten)--A lesson on human rights in Turkey is analyzed for its representativity and methodology within the Turkish teaching culture from the viewpoint of a Turkish researcher; (2) Commentary on a Turkish Lesson…

Physically active academic lessons in elementary children.

Science.gov (United States)

Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

The roles of lesson study in the development of mathematics learning instrument based on learning trajectory

Science.gov (United States)

Misnasanti; Dien, C. A.; Azizah, F.

2018-03-01

This study is aimed to describe Lesson Study (LS) activity and its roles in the development of mathematics learning instruments based on Learning Trajectory (LT). This study is a narrative study of teacher’s experiences in joining LS activity. Data collecting in this study will use three methods such as observation, documentations, and deep interview. The collected data will be analyzed with Milles and Huberman’s model that consists of reduction, display, and verification. The study result shows that through LS activity, teachers know more about how students think. Teachers also can revise their mathematics learning instrument in the form of lesson plan. It means that LS activity is important to make a better learning instruments and focus on how student learn not on how teacher teach.

Lessons from Early Medicaid Expansions Under Health Reform..

Data.gov (United States)

U.S. Department of Health & Human Services — Lessons from Early Medicaid Expansions Under Health Reform, Interviews with Medicaid Officials In a new study entitled Lessons from Early Medicaid Expansions Under...

Exploring Osmosis and Diffusion in Cells: A Guided-Inquiry Activity for Biology Classes, Developed through the Lesson-Study Process

Science.gov (United States)

Maguire, Lauren; Myerowitz, Lindsay; Sampson, Victor

2010-01-01

Guided inquiry is an instructional technique that requires students to answer a teacher-proposed research question, design an investigation, collect and analyze data, and then develop a conclusion (Bell, Smetana, and Binns 2005; NRC 2000). In this article, the authors describe a guided-inquiry lesson developed through the lesson-study process…

Effective Lesson Planning: Field Trips in the Science Curriculum

Science.gov (United States)

Rieger, C. R.

2010-10-01

Science field trips can positively impact and motivate students. However, if a field trip is not executed properly, with appropriate preparation and follow-up reinforcement, it can result in a loss of valuable educational time and promote misconceptions in the students. This study was undertaken to determine if a classroom lesson before an out-of-the-classroom activity would affect learner gain more or less than a lesson after the activity. The study was based on the immersive theater movie ``Earth's Wild Ride'' coupled with a teacher-led Power Point lesson. The participants in the study were students in a sixth grade physical science class. The order of lessons showed no detectable effect on final learner outcomes. Based on pre- and post-testing, improvement in mean learning gain came from the teacher-led lesson independent of the movie. The visit to the immersive theater, however, had significant positive effects that did not show up in the quantitative results of the testing.

A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10-11 year old english children: born to move.

Science.gov (United States)

Fairclough, Stuart J; McGrane, Bronagh; Sanders, George; Taylor, Sarah; Owen, Michael; Curry, Whitney

2016-08-24

PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. Participants were 139 children aged 10-11 years from four schools. For six weeks children in two schools received a twice-weekly pilot 'Born to Move' (BTM) physical activity (PA) and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM) schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA), moderate (MPA), vigorous (VPA), and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF), and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0), midway through the intervention (T1), and at the end (T2) using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. The BTM group engaged in moderate PA for significantly more lesson time (29.4 %) than the COM group (25.8 %; p = .009, d = .53). The amount of moderate-to-vigorous PA (MVPA) during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group's T1 PE lesson (11.4 %; p competence increased in both groups (p fitness, and psychosocial outcomes. Further, BTM was enjoyed by the children, and valued by the teachers. This study can inform the design of a modified larger-scale cluster RCT evaluation.

A cross-cultural comparison of biology lessons between China and Germany: a video study

Science.gov (United States)

Liu, Ning; Neuhaus, Birgit Jana

2017-08-01

Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students' prior knowledge was tested with a pretest. After the teaching unit, students' content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students' reasoning and divergent thinking.

Evaluation of the Teaching Methods Used in Secondary School Biology Lessons

Directory of Open Access Journals (Sweden)

Porozovs Juris

2015-06-01

Full Text Available The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

The Mouse that Roared: Teaching Vocabulary with Source-Based Lessons

Science.gov (United States)

Blasingame, James, Jr.; Nilsen, Alleen Pace

2005-01-01

A lesson focusing on the names of muscles but relating them to more common words is presented, as current research suggests that the best way to teach vocabulary is to group related words. Students create visual representations of word groups and teach the words to the class.

The Role of a Commander in Military Lessons Learned Systems

Directory of Open Access Journals (Sweden)

Zenon Waliński

2015-06-01

Full Text Available The aim of the paper is to investigate the role of a commander in military Lessons Learned systems. In order to achieve the aim, the paper presents (1 the architecture of the Lessons Learned capabilities in the U.S. Army, NATO and the Polish Armed Forces, (2 the commander’s role in the Lessons Learned process (3 the commander’s role in fostering Lessons Learned organisation culture. The paper is based on multiple case study analysis including Lessons Learned systems in NATO, the U.S. Army and the Polish Armed Forces.

Learning with Multiple Representations: An Example of a Revision Lesson in Mathematics

Science.gov (United States)

Wong, Darren; Poo, Sng Peng; Hock, Ng Eng; Kang, Wee Loo

2011-01-01

We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion…

Maintaining Research Integrity While Balancing Cultural Sensitivity: A Case Study and Lessons From the Field.

Science.gov (United States)

Sibbald, Rebekah; Loiseau, Bethina; Darren, Benedict; Raman, Salem A; Dimaras, Helen; Loh, Lawrence C

2016-04-01

Contemporary emphasis on creating culturally relevant and context specific knowledge increasingly drives researchers to conduct their work in settings outside their home country. This often requires researchers to build relationships with various stakeholders who may have a vested interest in the research. This case study examines the tension between relationship development with stakeholders and maintaining study integrity, in the context of potential harms, data credibility and cultural sensitivity. We describe an ethical breach in the conduct of global health research by a arising from the ad-hoc participation of a community stakeholder external to the visiting research group. A framework for reflection is developed from a careful examination of underlying factors and presented with a discussion of consequences and mitigation measures. This framework aims to present lessons learned for researchers working abroad who might face similar situations in their work. © 2015 John Wiley & Sons Ltd.

Enhancing the effectiveness of HIV/AIDS prevention programs targeted to unique population groups in Thailand: lessons learned from applying concepts of diffusion of innovation and social marketing.

Science.gov (United States)

Svenkerud, P J; Singhal, A

1998-01-01

Diffusion of innovations theory and social marketing theory have been criticized for their limited applicability in influencing unique population groups (e.g., female commercial sex workers (CSWs) working in low-class brothels). This study investigated the applicability of these two theoretical frameworks in outreach efforts directed to unique populations at high risk for HIV/AIDS in Bangkok, Thailand. Further, this study examined Thai cultural characteristics that influence communication about HIV/AIDS prevention. The results suggest that certain concepts and strategies drawn from the two frameworks were used more or less by effective outreach programs, providing several policy-relevant lessons. Cultural constraints, such as the lack of visibility of the disease and traditional sexual practices, influenced communication about HIV/AIDS prevention.

How to Make Lesson Study Work in America and Worldwide: A Japanese Perspective on the Onto-Cultural Basis of (Teacher) Education

Science.gov (United States)

Rappleye, Jeremy; Komatsu, Hikaru

2017-01-01

Lesson Study is a Japanese approach to teacher development borrowed by American researchers in the late 1990s seeking to break from top-down, "best practice" approaches. Two decades later, Lesson Study has gained a strong foothold in American policy circles. Seeking to contribute to the growing research base, this article looks deeper…

The Level and Quality of Accountability Talk in the Science Lessons

Science.gov (United States)

Motlhabane, Abraham

2016-01-01

Teachers are actively encouraged to plan their lessons such that there is maximum classroom talk, namely accountability talk. However, many lessons do not display sufficient accountability talk. This study attempted to better understand the level and quality of accountability talk in six science lessons. The study aimed to provide teachers with…

Peningkatan Pengetahuan Dan Keterampilan Guru SD Muhammadiyah 4 Batu Dalam Mengelola Pembelajaran ABK melalui Lesson Study

Directory of Open Access Journals (Sweden)

Endang Poerwanti

2015-08-01

Full Text Available Anak-anak dengan kebutuhan khusus (ABK yang dikenal sebagai anak-anak cacat, atau anak-anak yang luar biasa, anak-anak yaitu yang menyimpang secara signifikan dari kriteria normal, baik dari aspek fisik, psikologis, emosional dan sosial. Mulai tahun 2001, pemerintah mulai program pendidikan inklusif, pendidikan inklusif adalah untuk memasukkan anak-anak dengan kebutuhan khusus belajar bersama dengan anak normal di kelas dan sekolah reguler. Masalahnya, guru di sekolah reguler tidak berpendidikan dan dipersiapkan khusus untuk mengelola proses belajar mengajar untuk ABK. Masalah juga dialami oleh SD Muhammadiyah 4 Batu, untuk membantu memecahkan masalah tim FKIP menerapkan aktivitas Lesson Study untuk meningkatkan pengetahuan guru dan keterampilan dalam mengelola ABK pembelajaran individual Lesson study yang dilakukan dalam tiga siklus yang dikemas dalam tiga model pembelajaran; ABK belajar sendiri di kelas khusus, pengajaran dan pembelajaran di kelas reguler dan pengajaran dan pembelajaran ABK di kelas reguler dengan bantuan GPK. Setiap siklus terdiri dari beberapa kegiatan. Studi pelajaran terdiri dari empat kegiatan yang disingkat PDCA; P (rencana atau perencanaan, D (lakukan adalah pelaksanaan pembelajaran oleh seorang guru sebagai model dan diamati oleh guru lainnya, C (cek merupakan cerminan dari perbaikan lebih lanjut proses pembelajaran, dan A (tindak adalah tindak lanjut.  Dari tiga tahapan pelaksanaan proses belajar mengajar ABK dapat memberikan manfaat bagi para guru untuk meningkatkan pemahaman dan keterampilan untuk mengelola pembelajaran untuk ABK. Melalui Lesson Study diharapkan ABK mendapatkan layanan yang tepat dan belajar yang optimal. Beberapa temuan dampak pada perilaku siswa di kelas adalah bahwa siswa dapat menerima keberadaan ABK di. Meskipun keterbatasan kelas fasilitas guru mendapatkan pengalaman berharga yang terkait dengan pengembangan pembelajaran melalui forum ABK Lesson Study. Jadi kebutuhan untuk pelaksanaan tindak

Uncertainty in Bioenergy Scenarios for California: Lessons Learned in Communicating with Different Stakeholder Groups

Science.gov (United States)

Youngs, H.

2013-12-01

Projecting future bioenergy use involves incorporating several critical inter-related parameters with high uncertainty. Among these are: technology adoption, infrastructure and capacity building, investment, political will, and public acceptance. How, when, where, and to what extent the various bioenergy options are implemented has profound effects on the environmental impacts incurred. California serves as an interesting case study for bioenergy implementation because it has very strong competing forces that can influence these critical factors. The state has aggressive greenhouse gas reduction goals, which will require some biofuels, and has invested accordingly on new technology. At the same time, political will and public acceptance of bioenergy has wavered, seriously stalling bioenergy expansion efforts. We have constructed scenarios for bioenergy implementation in California to 2050, in conjunction with efforts to reach AB32 GHG reduction goals of 80% below 1990 emissions. The state has the potential to produce 3 to 10 TJ of biofuels and electricity; however, this potential will be severely limited in some scenarios. This work examines sources of uncertainty in bioenergy implementation, how uncertainty is or is not incorporated into future bioenergy scenarios, and what this means for assessing environmental impacts. How uncertainty is communicated and perceived also affects future scenarios. Often, there is a disconnect between scenarios for widespread implementation and the actual development of individual projects, resulting in "artificial uncertainty" with very real impacts. Bringing stakeholders to the table is only the first step. Strategies to tailor and stage discussions of uncertainty to stakeholder groups is equally important. Lessons learned in the process of communicating the Calfornia's Energy Future biofuels assessment will be discussed.

Graduate students teaching elementary earth science through interactive classroom lessons

Science.gov (United States)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

Microbial genome-wide association studies: lessons from human GWAS.

Science.gov (United States)

Power, Robert A; Parkhill, Julian; de Oliveira, Tulio

2017-01-01

The reduced costs of sequencing have led to whole-genome sequences for a large number of microorganisms, enabling the application of microbial genome-wide association studies (GWAS). Given the successes of human GWAS in understanding disease aetiology and identifying potential drug targets, microbial GWAS are likely to further advance our understanding of infectious diseases. These advances include insights into pressing global health problems, such as antibiotic resistance and disease transmission. In this Review, we outline the methodologies of GWAS, the current state of the field of microbial GWAS, and how lessons from human GWAS can direct the future of the field.

PENGEMBANGAN PERANGKAT DAN MODEL PEMBELAJARAN BERBASIS KONSTRUKTIVIS MATAKULIAH STATISTIKA MELALUI PENDEKATAN LESSON STUDY

Directory of Open Access Journals (Sweden)

Nining Setyaningsih

2015-07-01

Full Text Available This research aims to produce instructional design and model-based constructivist learning course of Statistics Math through lesson study in an effort to improve the quality of learning. Besides, it is also to find the effect of the use of the device and the constructivist model of learning based on student results. This study uses the approach of research and development (research & development. Results of research and development are as follows: (1 The statistical learning mathematics, covering the syllabus, lecture and Quality Plans, and Teaching materials are ready to be validated through lesson study approach, planning, implementation, reflection, and follow-up. (2 Design-based constructivist learning model includes the stages of orientation, elicitasi, restructuring ideas, the application and review. (3 Based on the findings of the trial results and the model of learning, particularly in the development of student activity indicates that the use of constructivist-based learning model can increase the activity of students, as measured by indicators of the ability to answer questions, the ability to propose ideas, and the ability to submit allegations.

Dr. Tulp's Anatomy Lesson by Rembrandt: the third day hypothesis.

Science.gov (United States)

Afek, Arnon; Friedman, Tal; Kugel, Chen; Barshack, Iris; Lurie, Doron J

2009-07-01

An autopsy was an important event in 17th century Holland. Autopsies were held in an 'anatomy theater' and performed according to a fixed protocol that often took up to 3 days to complete. Of the five group portraits painted by Rembrandt over the course of his career, two were anatomy lessons given by Dr. Tulp and Dr. Deyman. An examination of Rembrandt's painting Dr. Tulp's Anatomy Lesson (1632) and an X-ray image of the painting, as compared to other paintings of anatomy lessons from the same period, reveal interesting differences, such as positioning, and light and shadow. Not only was the autopsy not performed according to the usual protocol, but in this painting Rembrandt created a unique dramatic scene in his effort to tell a story. We suggest that Dr. Tulp and Rembrandt "modified" the painting of Dr. Tulp's anatomy lesson to emphasize Dr. Tulp's position as the greatest anatomist of his era--"Vesalius of Amsterdam," and as a way of demonstrating God's greatness by highlighting the hand as a symbol of the most glorious of God's creations.

A Lesson about the Circular Flow. Active Learning Lessons. Economics International.

Science.gov (United States)

Landfried, Janet

This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate grade level; economic concepts; content standards and benchmarks; related subjects; instructional objectives; time…

Lessons learned from EU stress tests evaluations with regard to external hazards

International Nuclear Information System (INIS)

Misak, J.

2014-01-01

The presentation was oriented to critical review of the lessons learned from the European Union (EU) Stress Test focusing on NPP robustness against external hazards. These lessons addressed: - organization of the stress tests, - scope and objectives of the stress tests, - peer review findings, recommendations and implications on the design in the area of external hazards, - further studies recommended in the area of external hazards and PSA, - relevant research areas identified by the SNETP Task Group in response to Fukushima accident. Some important conclusions were made in the final part of the presentation: - Vulnerability to the Fukushima Dai-ichi reactor accidents caused by external hazards and including their secondary effects was underestimated, - Lessons learned from Fukushima Dai-ichi reactor accidents, from the EU Stress Test and from peer reviews are to be reflected in safety improvements of operating plants and considered in new designs, - while no completely new phenomena were revealed from the Fukushima Dai-ichi reactor accidents, improvements in specific research areas (including external hazards and use of PSA) should be considered with high priority

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

Lesson PlanningTask 1As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need tobe included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasonswhy we need to plan our lessons.

Knowledge and Cognitive Process Dimensions of Technology Teachers' Lesson Objectives

Science.gov (United States)

Mathumbu, David; Rauscher, Willem; Braun, Max

2014-01-01

A clearly stated lesson objective is considered an essential component of a well-planned lesson. Many teachers of Technology, a relatively new subject in South African schools, teach Technology with rather limited training both in content and methodological approaches. This study sought to investigate and classify lesson objectives framed or…

Self-determined motivation and students' physical activity during structured physical education lessons and free choice periods.

Science.gov (United States)

Lonsdale, Chris; Sabiston, Catherine M; Raedeke, Thomas D; Ha, Amy S C; Sum, Raymond K W

2009-01-01

Various organizations have suggested that physical education (PE) should play a central role in increasing adolescents' physical activity (PA) levels. The purpose of this study was to examine relationships between students' self-determined motivation and their PA behavior during a structured PE lesson led by their teacher and a free-choice period in which they were not required to be active. 528 Hong Kong students (mean age=15.78 years) participated in this study in April and May 2007. Situational Motivation Scale scores were used to form high and low self-determined motivation groups. Students wore a pedometer during a 20-minute structured basketball lesson and a 20-minute free choice period, during which they did not receive instruction. ANOVA revealed that self-determined motivation and PE class environments which provided students opportunities to make choices were related to greater PA. Furthermore, the difference in PA between the high and low self-determined groups was greater in the free-choice condition than the structured lesson, suggesting that self-determined motivation is especially important when students are not supervised. Findings indicated that promoting self-determined motivation may be an effective means of ensuring that PE programs are able to increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.

Constellation Program Lessons Learned. Volume 2; Detailed Lessons Learned

Science.gov (United States)

Rhatigan, Jennifer; Neubek, Deborah J.; Thomas, L. Dale

2011-01-01

These lessons learned are part of a suite of hardware, software, test results, designs, knowledge base, and documentation that comprises the legacy of the Constellation Program. The context, summary information, and lessons learned are presented in a factual format, as known and described at the time. While our opinions might be discernable in the context, we have avoided all but factually sustainable statements. Statements should not be viewed as being either positive or negative; their value lies in what we did and what we learned that is worthy of passing on. The lessons include both "dos" and "don ts." In many cases, one person s "do" can be viewed as another person s "don t"; therefore, we have attempted to capture both perspectives when applicable and useful. While Volume I summarizes the views of those who managed the program, this Volume II encompasses the views at the working level, describing how the program challenges manifested in day-to-day activities. Here we see themes that were perhaps hinted at, but not completely addressed, in Volume I: unintended consequences of policies that worked well at higher levels but lacked proper implementation at the working level; long-term effects of the "generation gap" in human space flight development, the need to demonstrate early successes at the expense of thorough planning, and the consequences of problems and challenges not yet addressed because other problems and challenges were more immediate or manifest. Not all lessons learned have the benefit of being operationally vetted, since the program was cancelled shortly after Preliminary Design Review. We avoid making statements about operational consequences (with the exception of testing and test flights that did occur), but we do attempt to provide insight into how operational thinking influenced design and testing. The lessons have been formatted with a description, along with supporting information, a succinct statement of the lesson learned, and

Classroom Management and Lesson Planning(4)

Institute of Scientific and Technical Information of China (English)

2006-01-01

@@ Lesson Planning Task 1 As teachers,we all need to plan our lessons before we teach.Make a list of things that you think need to be included in a lesson plan.Then compare and discuss your list with another teacher.Also think about reasons why we need to plan our lessons.

A Study of Community Guides: Lessons for Professionals Practicing with and in Communities

Science.gov (United States)

Ungar, Michael; Manuel, Susan; Mealey, Stephanie; Thomas, Golda; Campbell, Carolyn

2004-01-01

A study of 35 nonprofessional helpers, identified as community "guides," focused on the contribution each made to helping marginalized individuals and families become a part of their communities. The lessons learned through these lay helpers can inform a postmodern social work practice that promotes the use of indigenous practice principles…

Lesson Planning the Kodaly Way.

Science.gov (United States)

Boshkoff, Ruth

1991-01-01

Discusses the contribution of Zoltan Kodaly to music lesson planning. Emphasizes preparation, presentation, and practice as the three important strategies in teaching concepts and skills to be included in a lesson plan. Includes a sample lesson plan covering a semester and advice on choosing song material. (DK)

Exploring Pedagogical Content Knowledge of Biology Graduate Teaching Assistants through Their Participation in Lesson Study

Science.gov (United States)

Lampley, Sandra A.; Gardner, Grant E.; Barlow, Angela T.

2018-01-01

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data…

Teen worker safety training: methods used, lessons taught, and time spent.

Science.gov (United States)

Zierold, Kristina M

2015-05-01

Safety training is strongly endorsed as one way to prevent teens from performing dangerous tasks at work. The objective of this mixed methods study was to characterize the safety training that teenagers receive on the job. From 2010 through 2012, focus groups and a cross-sectional survey were conducted with working teens. The top methods of safety training reported were safety videos (42 percent) and safety lectures (25 percent). The top lessons reported by teens were "how to do my job" and "ways to spot hazards." Males, who were more likely to do dangerous tasks, received less safety training than females. Although most teens are getting safety training, it is inadequate. Lessons addressing safety behaviors are missing, training methods used are minimal, and the time spent is insignificant. More research is needed to understand what training methods and lessons should be used, and the appropriate safety training length for effectively preventing injury in working teens. In addition, more research evaluating the impact of high-quality safety training compared to poor safety training is needed to determine the best training programs for teens. © The Author(s) 2015 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.

The 'Ottoman-German Jihad': Lessons for the Contemporary 'Area Studies' Controversy

DEFF Research Database (Denmark)

Jung, Dietrich

2014-01-01

The 'Arab Spring' added new fuel to the ongoing controversy over the validity of regional or area studies. None of the Middle East 'area experts' predicted the revolutionary events that led to the fall of a number of authoritarian rulers in the Arab world. As a result, scholars, the media and pol....... The article would argue that this historical dispute already reflected some of the core issues of the contemporary controversy of 'area studies' and contained some lessons for us to learn regarding the analysis of Middle Eastern economy, society and politics....

A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10–11 year old english children: born to move

Directory of Open Access Journals (Sweden)

Stuart J. Fairclough

2016-08-01

Full Text Available Abstract Background PE lessons are the formal opportunity in schools for promotion of physical activity and fitness. This study aimed to evaluate the effectiveness of a pilot PE intervention on physical activity, fitness, and psychosocial outcomes. Methods Participants were 139 children aged 10–11 years from four schools. For six weeks children in two schools received a twice-weekly pilot ‘Born to Move’ (BTM physical activity (PA and fitness intervention alongside one regular PE lesson. Children in the two comparison (COM schools received their regular twice weekly PE lessons. Outcomes were lesson time and whole-day light (LPA, moderate (MPA, vigorous (VPA, and MVPA, and sedentary time, muscular fitness, cardiorespiratory fitness (CRF, and lesson-specific perceived exertion, enjoyment, and perceived competence. Outcomes were assessed at baseline (T0, midway through the intervention (T1, and at the end (T2 using ANOVAs and ANCOVAs. Intervention fidelity was measured using child and teacher surveys at T2 and analysed using Chi-square tests. Results The BTM group engaged in moderate PA for significantly more lesson time (29.4 % than the COM group (25.8 %; p = .009, d = .53. The amount of moderate-to-vigorous PA (MVPA during the T1 BTM lesson contributed 14.0 % to total MVPA, which was significantly more than the COM group’s T1 PE lesson (11.4 %; p < .001, d = .47. The BTM group were significantly more active during the whole-day (p < .05 and the school-day (p < .01. In both groups push-up test performance increased (p < .001 and CRF test performance decreased (p < .01. Perceived exertion, enjoyment, and perceived competence increased in both groups (p < .05, but the BTM group rated their enjoyment of the T1 BTM lesson higher than the COM group rated their PE lesson (p = .02, d = .56. The children’s and teachers’ responses to the intervention indicated that the delivery aims of enjoyment

Lessons learned related to packaging and transportation

International Nuclear Information System (INIS)

Wallen, C.

1995-01-01

The use of lessons learned as a tool for learning from past experiences is well established, especially by many organizations within the nuclear industry. Every person has, at some time, used the principles of lessons learned to adopt good work practices based on their own experiences or the experiences of others. Lessons learned can also help to avoid the recurrence of adverse practices, which is often an area that most lessons-learned programs tend to focus on. This paper will discuss how lessons learned relate to packaging and transportation issues and events experienced at Department of Energy (DOE) facilities. It will also discuss the role performed by the Office of Nuclear and Facility Safety's Office of Operating Experience Analysis and Feedback in disseminating lessons learned and operating experience feedback to the DOE complex. The central concept of lessons learned is that any organization should be able to learn from its own experiences and events. In addition, organizations should implement methodologies to scan external environments for lessons learned, to analyze and determine the relevance of lessons learned, and to bring about the necessary changes learned from these experiences. With increased concerns toward facility safety, the importance of utilizing the lessons-learned principles and the establishment of lessons-learned programs can not be overstated

Lessons learned from external hazards

Energy Technology Data Exchange (ETDEWEB)

Peinador, Miguel; Zerger, Benoit [European Commisison Joint Research Centre, Petten (Netherlands). Inst. for Energy and Transport; Ramos, Manuel Martin [European Commission Joint Research Centre, Brussels (Belgium). Nuclear Safety and Security Coordination; Wattrelos, Didier [Institut de Radioprotection et de Surete Nucleaire (IRSN), Fontenay-aux-Roses (France); Maqua, Michael [Gesellschaft fuer Anlagen- und Reaktorsicherheit (GRS) mbH, Koeln (Germany)

2014-01-15

This paper presents a study performed by the European Clearinghouse of the Joint Research Centre on Operational Experience for nuclear power plants in cooperation with IRSN and GRS covering events reported by nuclear power plants in relation to external hazards. It summarizes the review of 235 event reports from 3 different databases. The events were grouped in 9 categories according to the nature of the external hazard involved, and the specific lessons learned and recommendations that can be derived from each of these categories are presented. Additional 'cross-cutting' recommendations covering several or all the external hazards considered are also discussed. These recommendations can be useful in preventing this type of events from happening again or in limiting their consequences. The study was launched in 2010 and therefore it does not cover the Fukushima event. This paper presents the main findings and recommendations raised by this study. (orig.)

Speed, Acceleration, and Velocity: Level II, Unit 9, Lesson 1; Force, Mass, and Distance: Lesson 2; Types of Motion and Rest: Lesson 3; Electricity and Magnetism: Lesson 4; Electrical, Magnetic, and Gravitational Fields: Lesson 5; The Conservation and Conversion of Matter and Energy: Lesson 6; Simple Machines and Work: Lesson 7; Gas Laws: Lesson 8; Principles of Heat Engines: Lesson 9; Sound and Sound Waves: Lesson 10; Light Waves and Particles: Lesson 11; Program. A High.....

Science.gov (United States)

Manpower Administration (DOL), Washington, DC. Job Corps.

This self-study program for high-school level contains lessons on: Speed, Acceleration, and Velocity; Force, Mass, and Distance; Types of Motion and Rest; Electricity and Magnetism; Electrical, Magnetic, and Gravitational Fields; The Conservation and Conversion of Matter and Energy; Simple Machines and Work; Gas Laws; Principles of Heat Engines;…

Communicating for Climate Change Adaptation: Lessons from a Case Study with Nature-Based Tour Operators

Science.gov (United States)

Timm, K.; Sparrow, E. B.; Pettit, E. C.; Trainor, S. F.; Taylor, K.

2014-12-01

Increasing temperatures are projected to have a positive effect on the length of Alaska's tourism season, but the natural attractions that tourism relies on, such as glaciers, wildlife, fish, or other natural resources, may change. In order to continue to derive benefits from these resources, nature-based tour operators may have to adapt to these changes, and communication is an essential, but poorly understood, component of the climate change adaptation process. The goal of this study was to determine how to provide useful climate change information to nature-based tour operators by answering the following questions: 1. What environmental changes do nature-based tour operators perceive? 2. How are nature-based tour operators responding to climate and environmental change? 3. What climate change information do nature-based tour operators need? To answer these questions, twenty-four nature-based tour operators representing 20 different small and medium sized businesses in Juneau, Alaska were interviewed. The results show that many of Juneau's nature-based tour operators are observing, responding to, and in some cases, actively planning for further changes in the environment. The types of responses tended to vary depending on the participants' certainty in climate change and the perceived risks to their organization. Using these two factors, this study proposes a framework to classify climate change responses for the purpose of generating meaningful information and communication processes that promote adaptation and build adaptive capacity. During the course of the study, several other valuable lessons were learned about communicating about adaptation. The results of this study demonstrate that science communication research has an important place in the practice of promoting and fostering climate change adaptation. While the focus of this study was tour operators, the lessons learned may be valuable to other organizations striving to engage unique groups in climate

Lesson study on 2nd grader of elementary school to improve the student’s numeracy skill

Science.gov (United States)

Prabowo, A.; Asih; Jumardi

2018-03-01

The purpose of this research is to find the most appropriate learning media of multiplication and division for the 2nd graders of elementary school. The study used the steps in the lesson study, Plan-Do-See. Data were taken using observation instruments, video documentation, and learning evaluation tools. Initially, teachers used gravel as media of multiplication and division. Students can solve numeracy problems when they learn by those media. In test, 80% of students were failure when the teacher evaluates them. By involving experts and partner teachers at school, classroom teachers can solve problems by discover multiplication and division media with the drawing media created by the students themselves. At the end of the lesson, 100% of students have mastered multiplication and division with the media.

"Frankenstein." [Lesson Plan].

Science.gov (United States)

Simon, Melanie

Based on Mary Shelley's novel "Frankenstein," this lesson plan presents activities designed to help students understand that active readers interpret a novel (its characters, plot, setting, and theme) in different ways; and the great literature can be and has been adapted in many ways over time. The main activity of the lesson involves students…

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

Science.gov (United States)

Ozan, Ceyhun; Kincal, Remzi Y.

2018-01-01

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary…

Phagocytosis: history's lessons.

Science.gov (United States)

Garg, Manish; Chandawarkar, Rajiv Y

2013-01-01

The assimilation of lessons from the past is an essential component of education for scientists of tomorrow. These lessons are not easy to find. History books on science are few and usually highly dramatized and biographies of scientists tend to exaggerate the pomp of scientific discovery. Both underplay the hard and laborious work that is integral to any scientific pursuit. Here we illustrate one such example. A century ago, the Nobel Prize in Medicine was awarded to two scientists: Ilya Metchnikoff, a Russian zoologist, for the discovery ofphagocytosis-a cell-mediated ingestion ofmicrobes; and Paul Ehrlich, a distinguished physician-scientist, for discovering a highly antigen-specific serum-derived antibody-based immune defense. These two diametrically opposing views of the host-pathogen interaction set the stage for a strife that led to seminal advancements in immunology. Mirrored in this journey are important lessons for scientists today--ubiquitously as applicable to modern scientific life as they were a century ago. This commentaryhighlights these lessons--a fitting centenary to a well-deserved recognition.

The Effects of the Rope Jump Training Program in Physical Education Lessons on Strength, Speed and VO[subscript 2] Max in Children

Science.gov (United States)

Eler, Nebahat; Acar, Hakan

2018-01-01

The aim of this study is to examine the effects of rope-jump training program in physical education lessons on strength, speed and VO[subscript 2] max in 10-12 year old boys. 240 male students; rope-jump group (n = 120) and control group (n = 120) participated in the study. Rope-Jump group continued 10 weeks of regular physical education and sport…

Mobile English learning: an evidence-based study with fifth graders

NARCIS (Netherlands)

Sandberg, J.; Maris, M.; de Geus, K.

2011-01-01

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a

Biotech Business Lessons for Defense Acquisition

Science.gov (United States)

2016-01-01

repudiates what func- tional personnel hold dear—that their hurdles are vital to some moral or ethical responsibility to protect or safeguard...94 Strategic Studies Quarterly ♦ Summer 2016 Biotech Business Lessons for Defense Acquisition Col David L. Peeler Jr., USAF Abstract The desire to...examples and lessons from private business sectors would serve DOD interests well. ✵ ✵ ✵ ✵ ✵ Acquisition reform! No other two words so stress or trouble

The implementation of discovery learning model based on lesson study to increase student's achievement in colloid

Science.gov (United States)

Suyanti, Retno Dwi; Purba, Deby Monika

2017-03-01

The objectives of this research are to get the increase student's achievement on the discovery learning model based on lesson study. Beside of that, this research also conducted to know the cognitive aspect. This research was done in three school that are SMA N 3 Medan. Population is all the students in SMA N 11 Medan which taken by purposive random sampling. The research instruments are achievement test instruments that have been validated. The research data analyzed by statistic using Ms Excell. The result data shows that the student's achievement taught by discovery learning model based on Lesson study higher than the student's achievement taught by direct instructional method. It can be seen from the average of gain and also proved with t-test, the normalized gain in experimental class of SMA N 11 is (0.74±0.12) and control class (0.45±0.12), at significant level α = 0.05, Ha is received and Ho is refused where tcount>ttable in SMA N 11 (9.81>1,66). Then get the improvement cognitive aspect from three of school is C2 where SMA N 11 is 0.84(high). Then the observation sheet result of lesson study from SMA N 11 92 % of student working together while 67% less in active using media.

Influences of Multimedia Lesson Contents On Effective Learning

Directory of Open Access Journals (Sweden)

Tuncay Yavuz Ozdemir

2013-11-01

Full Text Available In the information era that we experience today, there is a rapid change in the methods, techniques and materials used for education and teaching. The usage of information and communication technology-assisted teaching materials are becoming more commonplace. Parallel to these developments, the Ministry of National Education took steps to develop IT substructures of all schools in the country and implemented many projects. The purpose of this study is to determine whether or not the multimedia lesson content used by teachers affect effective learning. This study is a qualitative study, conducted with 45 teachers working in primary schools during the 2011-2012 academic year. According to the study findings, participants believe that using multimedia lesson content during lectures increases student motivation, makes students more curious and interested, and think that using multimedia lesson content has positive effects.

How to Analyze Routines in Teachers' Thinking Processes during Lesson Planning.

Science.gov (United States)

Bromme, Rainer

A justification for the study of teachers' routines, as they affect the preparation of lesson plans, prefaces this paper on teachers' thought processes during lesson planning. In focusing on the importance of research into teachers' routines, it is pointed out that lesson preparation and classroom routines permit teachers to direct attention to…

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

Directory of Open Access Journals (Sweden)

Ming Kuo

2018-01-01

Full Text Available Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors, we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand; independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom, topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate

Communication in a Human biomonitoring study: Focus group work, public engagement and lessons learnt in 17 European countries.

Science.gov (United States)

Exley, Karen; Cano, Noemi; Aerts, Dominique; Biot, Pierre; Casteleyn, Ludwine; Kolossa-Gehring, Marike; Schwedler, Gerda; Castaño, Argelia; Angerer, Jürgen; Koch, Holger M; Esteban, Marta; Schoeters, Greet; Den Hond, Elly; Horvat, Milena; Bloemen, Louis; Knudsen, Lisbeth E; Joas, Reinhard; Joas, Anke; Dewolf, Marie-Christine; Van de Mieroop, Els; Katsonouri, Andromachi; Hadjipanayis, Adamos; Cerna, Milena; Krskova, Andrea; Becker, Kerstin; Fiddicke, Ulrike; Seiwert, Margarete; Mørck, Thit A; Rudnai, Peter; Kozepesy, Szilvia; Cullen, Elizabeth; Kellegher, Anne; Gutleb, Arno C; Fischer, Marc E; Ligocka, Danuta; Kamińska, Joanna; Namorado, Sónia; Reis, M Fátima; Lupsa, Ioana-Rodica; Gurzau, Anca E; Halzlova, Katarina; Jajcaj, Michal; Mazej, Darja; Tratnik, Janja Snoj; Huetos, Olga; López, Ana; Berglund, Marika; Larsson, Kristin; Sepai, Ovnair

2015-08-01

A communication strategy was developed by The Consortium to Perform Human Biomonitoring on a European Scale (COPHES), as part of its objectives to develop a framework and protocols to enable the collection of comparable human biomonitoring data throughout Europe. The framework and protocols were tested in the pilot study DEMOCOPHES (Demonstration of a study to Coordinate and Perform Human biomonitoring on a European Scale). The aims of the communication strategy were to raise awareness of human biomonitoring, encourage participation in the study and to communicate the study results and their public health significance. It identified the audiences and key messages, documented the procedure for dissemination of results and was updated as the project progressed. A communication plan listed the tools and materials such as press releases, flyers, recruitment letters and information leaflets required for each audience with a time frame for releasing them. Public insight research was used to evaluate the recruitment material, and the feedback was used to improve the documents. Dissemination of results was coordinated in a step by step approach by the participating countries within DEMOCOPHES, taking into account specific national messages according to the needs of each country. Participants received individual results, unless they refused to be informed, along with guidance on what the results meant. The aggregate results and policy recommendations were then communicated to the general public and stakeholders, followed by dissemination at European level. Several lessons were learnt that may assist other future human biomonitoring studies. Recruitment took longer than anticipated and so social scientists, to help with community engagement, should be part of the research team from the start. As a European study, involving multiple countries, additional considerations were needed for the numerous organisations, different languages, cultures, policies and priorities

Lesson studies y desarrollo profesional docente: estudio de un caso

Directory of Open Access Journals (Sweden)

Noemí PEÑA TRAPERO

2012-01-01

Full Text Available El propósito de este artículo es explorar las lesson y learning studies* como modalidad de formación permanente del profesorado orientada a la reconstrucción del «pensamiento práctico». En la presente investigación sobre una maestra que participa en un grupo basado en esta modalidad de formación, esta estrategia metodológica se ha manifestado como un instrumento valioso, puesto que ayuda a promover la reflexión y el cuestionamiento crítico de creencias, hábitos y emociones habitualmente implícitas.

Why Should We All Be Cultural Psychologists? Lessons from the Study of Social Cognition

Science.gov (United States)

Wang, Qi

2016-01-01

I call the attention of psychologists to the pivotal role of cultural psychology in extending and enriching research programs. I argue that it is not enough to simply acknowledge the importance of culture, and urge psychologists to practice cultural psychology in their research. I deconstruct five assumptions about cultural psychology that seriously undermine its contribution to the building of a true psychological science, including that cultural psychology 1) is only about finding group differences; 2) does not care about group similarities; 3) only concerns group-level analysis; 4) is irrelevant to basic psychological processes; and 5) is only to confirm the generalizability of theories. I discuss how cultural psychology can provide unique insights into psychological processes and further equip researchers with additional tools to understand human behavior. Drawing lessons from the 20 years of cultural research that my colleagues and I have done on the development of social cognition, including autobiographical memory, future thinking, self, and emotion knowledge, I demonstrate that incorporating cultural psychology into a research program is not only necessary but also feasible. PMID:27694456

Why Should We All Be Cultural Psychologists? Lessons From the Study of Social Cognition.

Science.gov (United States)

Wang, Qi

2016-09-01

I call the attention of psychologists to the pivotal role of cultural psychology in extending and enriching research programs. I argue that it is not enough to simply acknowledge the importance of culture and urge psychologists to practice cultural psychology in their research. I deconstruct five assumptions about cultural psychology that seriously undermine its contribution to the building of a true psychological science, including that cultural psychology (a) is only about finding group differences, (b) does not appertain to group similarities, (c) concerns only group-level analysis, (d) is irrelevant to basic psychological processes, and (e) is used only to confirm the generalizability of theories. I discuss how cultural psychology can provide unique insights into psychological processes and further equip researchers with additional tools to understand human behavior. Drawing lessons from the 20 years of cultural research that my colleagues and I have done on the development of social cognition, including autobiographical memory, future thinking, self, and emotion knowledge, I demonstrate that incorporating cultural psychology into research programs is not only necessary but also feasible. © The Author(s) 2016.

Lessons of History: Organizational Factors in Three Aviation Mishaps

Science.gov (United States)

Merlin, Peter William

2013-01-01

This presentation examines organizational factors that contributed to three aircraft mishaps and provides analysis of lessons learned. Three historical aviation mishaps were studied from a human factors perspective, and organizational factors identified and analyzed. These case studies provide valuable lessons for understanding the interaction of people with aircraft systems and with each other during flight operations.

Evidence for the effectiveness of Alexander Technique lessons in medical and health-related conditions: a systematic review.

Science.gov (United States)

Woodman, J P; Moore, N R

2012-01-01

Complementary medicine and alternative approaches to chronic and intractable health conditions are increasingly being used, and require critical evaluation. The aim of this review was to systematically evaluate available evidence for the effectiveness and safety of instruction in the Alexander Technique in health-related conditions. PUBMED, EMBASE, PSYCHINFO, ISI Web-of-Knowledge, AMED, CINHAL-plus, Cochrane library and Evidence-based Medicine Reviews were searched to July 2011. Inclusion criteria were prospective studies evaluating Alexander Technique instruction (individual lessons or group delivery) as an intervention for any medical indication/health-related condition. Studies were categorised and data extracted on study population, randomisation method, nature of intervention and control, practitioner characteristics, validity and reliability of outcome measures, completeness of follow-up and statistical analyses.   Of 271 publications identified, 18 were selected: three randomised, controlled trials (RCTs), two controlled non-randomised studies, eight non-controlled studies, four qualitative analyses and one health economic analysis. One well-designed, well-conducted RCT demonstrated that, compared with usual GP care, Alexander Technique lessons led to significant long-term reductions in back pain and incapacity caused by chronic back pain. The results were broadly supported by a smaller, earlier RCT in chronic back pain. The third RCT, a small, well-designed, well-conducted study in individuals with Parkinson's disease, showed a sustained increased ability to carry out everyday activities following Alexander lessons, compared with usual care. The 15 non-RCT studies are also reviewed. Strong evidence exists for the effectiveness of Alexander Technique lessons for chronic back pain and moderate evidence in Parkinson's-associated disability. Preliminary evidence suggests that Alexander Technique lessons may lead to improvements in balance skills in the

Randomised controlled trial of Alexander technique lessons, exercise, and massage (ATEAM) for chronic and recurrent back pain.

Science.gov (United States)

Little, Paul; Lewith, George; Webley, Fran; Evans, Maggie; Beattie, Angela; Middleton, Karen; Barnett, Jane; Ballard, Kathleen; Oxford, Frances; Smith, Peter; Yardley, Lucy; Hollinghurst, Sandra; Sharp, Debbie

2008-08-19

To determine the effectiveness of lessons in the Alexander technique, massage therapy, and advice from a doctor to take exercise (exercise prescription) along with nurse delivered behavioural counselling for patients with chronic or recurrent back pain. Factorial randomised trial. 64 general practices in England. 579 patients with chronic or recurrent low back pain; 144 were randomised to normal care, 147 to massage, 144 to six Alexander technique lessons, and 144 to 24 Alexander technique lessons; half of each of these groups were randomised to exercise prescription. Normal care (control), six sessions of massage, six or 24 lessons on the Alexander technique, and prescription for exercise from a doctor with nurse delivered behavioural counselling. Roland Morris disability score (number of activities impaired by pain) and number of days in pain. Exercise and lessons in the Alexander technique, but not massage, remained effective at one year (compared with control Roland disability score 8.1: massage -0.58, 95% confidence interval -1.94 to 0.77, six lessons -1.40, -2.77 to -0.03, 24 lessons -3.4, -4.76 to -2.03, and exercise -1.29, -2.25 to -0.34). Exercise after six lessons achieved 72% of the effect of 24 lessons alone (Roland disability score -2.98 and -4.14, respectively). Number of days with back pain in the past four weeks was lower after lessons (compared with control median 21 days: 24 lessons -18, six lessons -10, massage -7) and quality of life improved significantly. No significant harms were reported. One to one lessons in the Alexander technique from registered teachers have long term benefits for patients with chronic back pain. Six lessons followed by exercise prescription were nearly as effective as 24 lessons. National Research Register N0028108728.

Lessons for integrated household energy conservation policies from an intervention study in Singapore

International Nuclear Information System (INIS)

Kua, H.W.; Wong, S.E.

2012-01-01

In preparation for a community energy conservation program in the southwest district of Singapore, a pilot intervention study was conducted between August and November 2008 to study the effectiveness of tailored information and feedback in promoting household conservation. A sample of 125 households was involved in the study, of which 63 were the control group. Both self-reported behavioral changes and actual energy reductions were measured and any Hawthorne effect was identified. It was found that self-reported behavioral changes were strongly correlated to the level of trust in the energy conservation information given, the need for ease in practicing the recommended conservation measures and feeling of satisfaction in executing the measures; these results differ from several past studies on energy interventions. 60.7% of those who reported behavioral changes actually reduced energy consumption. Reasons were found and discussed. Lessons from this intervention study can be applied to design integrated policies aimed at promoting energy conservation in households. - Highlights: ► Energy intervention was implemented on 125 households. ► Outreach instruments included stickers, pamphlets and counseling. ► Self-reported behavioral and actual reductions were recorded. ► Self-reported behavioral change was only correlated to trust of information given. ► It was also correlated to ease of actions and feeling of satisfaction from actions.

High Temperature Gas-Cooled Reactors Lessons Learned Applicable to the Next Generation Nuclear Plant

Energy Technology Data Exchange (ETDEWEB)

J. M. Beck; L. F. Pincock

2011-04-01

The purpose of this report is to identify possible issues highlighted by these lessons learned that could apply to the NGNP in reducing technical risks commensurate with the current phase of design. Some of the lessons learned have been applied to the NGNP and documented in the Preconceptual Design Report. These are addressed in the background section of this document and include, for example, the decision to use TRISO fuel rather than BISO fuel used in the Peach Bottom reactor; the use of a reactor pressure vessel rather than prestressed concrete found in Fort St. Vrain; and the use of helium as a primary coolant rather than CO2. Other lessons learned, 68 in total, are documented in Sections 2 through 6 and will be applied, as appropriate, in advancing phases of design. The lessons learned are derived from both negative and positive outcomes from prior HTGR experiences. Lessons learned are grouped according to the plant, areas, systems, subsystems, and components defined in the NGNP Preconceptual Design Report, and subsequent NGNP project documents.

Rembrandt's anatomy lesson of Dr. Deijman of 1656 dissected

NARCIS (Netherlands)

Ijpma, Frank F. A.; Middelkoop, Norbert E.; van Gulik, Thomas M.

2013-01-01

More than 350 years ago, Rembrandt painted Anatomy Lesson of Dr. Deijman. This group portrait, featuring important members of the Amsterdam Guild of Surgeons, belongs to the series of paintings of the guild. Rembrandt's masterpiece is one of the most famous historical images of a dissection of the

World Hunger: Famine in Africa. Sample Lessons, Secondary.

Science.gov (United States)

Neeson, Eileen; And Others

This model social studies lesson includes a simulated interview with a relief worker describing the famine conditions in Ethiopia. A map of Africa and pictures of famine victims are included. The objectives of the lesson are to have students describe the situation in Ethiopia, analyze the causes, and evaluate solutions to the famine. In the model…

Kinetic analysis of the inhibition of matrix metalloproteinases: lessons from the study of tissue inhibitors of metalloproteinases.

Science.gov (United States)

Willenbrock, Frances; Thomas, Daniel A; Amour, Augustin

2010-01-01

Tissue inhibitors of metalloproteinases (TIMPs) are a group of highly potent inhibitors of matrix metalloproteinases (MMPs) and disintegrin metalloproteinases (ADAMs). The high affinity and "tight-binding" nature of the inhibition of MMPs or ADAMs by TIMPs presents challenges for the determination of both equilibrium and dissociation rate constants of these inhibitory events. Methodologies that enable some of these challenges to be overcome are described in this chapter and represent valuable lessons for the in vitro assessment of MMP or ADAM inhibitors within a drug discovery context.

Neighborhood Disadvantage, Residential Segregation, and Beyond-Lessons for Studying Structural Racism and Health.

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Riley, Alicia R

2018-04-01

A recent surge of interest in identifying the health effects of structural racism has coincided with the ongoing attention to neighborhood effects in both epidemiology and sociology. Mindful of these currents in the literature, it makes sense that we are seeing an emergent tendency in health disparities research to operationalize structural racism as either neighborhood disadvantage or racial residential segregation. This review essay synthesizes findings on the relevance of neighborhood disadvantage and residential segregation to the study of structural racism and health. It then draws on recent literature to propose four lessons for moving beyond traditional neighborhood effects approaches in the study of structural racism and health. These lessons are (1) to shift the focus of research from census tracts to theoretically meaningful units of analysis, (2) to leverage historic and geographic variation in race relations, (3) to combine data from multiple sources, and (4) to challenge normative framing that aims to explain away racial health disparities without discussing racism or racial hierarchy. The author concludes that research on the health effects of structural racism should go beyond traditional neighborhood effects approaches if it is to guide intervention to reduce racial and ethnic health disparities.

Analyzing students' attitudes towards science during inquiry-based lessons

Science.gov (United States)

Kostenbader, Tracy C.

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students' attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher's transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Some life lessons in the work place: personal narrative/case study.

Science.gov (United States)

Schwartz, Michael A

2014-01-01

Michael Schwartz, a lawyer deaf since birth, describes his journey as a professional for the last 32 years since his graduation from NYU School of Law in 1981. He offers a case study of his experiences with accommodations on the job as required by federal and state law. The study includes specific examples of what worked and what did not work for a deaf lawyer like him working at his craft. Schwartz wraps up with the lessons he learned over the last three decades as we moved from the model of non-compliance to that of compliance, even beyond compliance, with the mandates of law in the employment context.

Teachers of the Alexander Technique in the UK and the people who take their lessons: A national cross-sectional survey.

Science.gov (United States)

Eldred, J; Hopton, A; Donnison, E; Woodman, J; MacPherson, H

2015-06-01

Given the rising profile of the Alexander Technique in the UK, there is a need for a comprehensive description of its teachers and of those who currently take lessons. In a national survey of Alexander teachers, we set out to address this information gap. A cross-sectional survey of 871 UK members of three main Alexander Technique teachers' professional associations was conducted. A questionnaire requested information about their professional background, teaching practice and methods, and about the people who attend lessons and their reasons for seeking help. With an overall response rate of 61%, 534 teachers responded; 74% were female with median age of 58 years, 60% had a higher education qualification, and 95% were self-employed, many with additional non-Alexander paid employment. The majority (87%) offered lessons on their own premises or in a privately rented room, and 19% provided home visits; both individual and group lessons were provided. People who took lessons were predominantly female (66%) with a median age of 48 years, and 91% paid for their lessons privately. Nearly two-thirds (62%) began lessons for reasons related to musculoskeletal conditions, including back symptoms, posture, neck pain, and shoulder pain. Other reasons were general (18%, including well-being), performance-related (10%, including voice-, music-, and sport-related), psychological (5%) and neurological (3%). We estimate that Alexander teachers in the UK provide approximately 400,000 lessons per year. This study provides an overview of Alexander Technique teaching in the UK today and data that may be useful when planning future research. Copyright © 2015 Elsevier Ltd. All rights reserved.

The application of micro-lesson in optics teaching

Science.gov (United States)

Yuan, Suzhen; Mao, Xuefeng; Lu, Yongle; Wang, Yan; Luo, Yuan

2017-08-01

In order to improve students' ability on self-study, this paper discusses the application of micro-lesson as a supplementary way in the course of optics teaching. Both geometric optics and wave optics require a lot of demos, fortunately, micro-lesson just meets this requirement. Nowadays, college education focuses on quality education, so the new nurture scheme of most universities shortened the class hours. However, the development of students and the social needs also require students to have a solid foundation. The effective way to solve this contradiction is to improve the efficiency of classroom teaching and provide the repeatable learning form, micro-lesson.

Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

Science.gov (United States)

Zhou, George; Xu, Judy

2017-01-01

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

Science.gov (United States)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be

Historical Lessons for Our Time : Italy’s Response to the Challenge of Terrorism

OpenAIRE

Drake, Richard

2016-01-01

During the so-called years of lead, Italy had the highest rate of terrorist violence in the industrialized world. Terrorist groups, descending ideologically from the country’s Marxist-Leninist and neo-fascist traditions, sought to destroy its democratic institutions. They failed. The success of the Italian government in ending this scourge merits careful study, for the lessons that might be gained in learning how we might cope with terrorism today.

The 2015 Nepal earthquake disaster: lessons learned one year on.

Science.gov (United States)

Hall, M L; Lee, A C K; Cartwright, C; Marahatta, S; Karki, J; Simkhada, P

2017-04-01

The 2015 earthquake in Nepal killed over 8000 people, injured more than 21,000 and displaced a further 2 million. One year later, a national workshop was organized with various Nepali stakeholders involved in the response to the earthquake. The workshop provided participants an opportunity to reflect on their experiences and sought to learn lessons from the disaster. One hundred and thirty-five participants took part and most had been directly involved in the earthquake response. They included representatives from the Ministry of Health, local and national government, the armed forces, non-governmental organizations, health practitioners, academics, and community representatives. Participants were divided into seven focus groups based around the following topics: water, sanitation and hygiene, hospital services, health and nutrition, education, shelter, policy and community. Facilitated group discussions were conducted in Nepalese and the key emerging themes are presented. Participants described a range of issues encountered, some specific to their area of expertize but also more general issues. These included logistics and supply chain challenges, leadership and coordination difficulties, impacts of the media as well as cultural beliefs on population behaviour post-disaster. Lessons identified included the need for community involvement at all stages of disaster response and preparedness, as well as the development of local leadership capabilities and community resilience. A 'disconnect' between disaster management policy and responses was observed, which may result in ineffective, poorly planned disaster response. Finding time and opportunity to reflect on and identify lessons from disaster response can be difficult but are fundamental to improving future disaster preparedness. The Nepal Earthquake National Workshop offered participants the space to do this. It garnered an overwhelming sense of wanting to do things better, of the need for a Nepal-centric approach

Solid-State Lighting: Early Lessons Learned on the Way to Market

Energy Technology Data Exchange (ETDEWEB)

Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.

2013-12-31

The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.

Lesson 3: A Case Study of Mountain Tourism in Vietnam.

Science.gov (United States)

Byers, Alton; Gilligan, Nancy; Golston, Syd; Linville, Rex

1999-01-01

Presents a lesson in which students examine the characteristics of successful and unsuccessful tourism development projects in mountains by utilizing the included list of websites. Expounds that, based on their search of the websites, the students propose solutions for maintaining a balance among environmental conservation, cultural advancement,…

Summary of Planned Implementation for the HTGR Lessons Learned Applicable to the NGNP

International Nuclear Information System (INIS)

Mckirdy, Ian

2011-01-01

This document presents a reconciliation of the lessons learned during a 2010 comprehensive evaluation of pertinent lessons learned from past and present high temperature gas-cooled reactors that apply to the Next Generation Nuclear Plant Project along with current and planned activities. The data used are from the latest Idaho National Laboratory research and development plans, the conceptual design report from General Atomics, and the pebble bed reactor technology readiness study from AREVA. Only those lessons related to the structures, systems, and components of the Next Generation Nuclear Plant (NGNP), as documented in the recently updated lessons learned report are addressed. These reconciliations are ordered according to plant area, followed by the affected system, subsystem, or component; lesson learned; and finally an NGNP implementation statement. This report (1) provides cross references to the original lessons learned document, (2) describes the lesson learned, (3) provides the current NGNP implementation status with design data needs associated with the lesson learned, (4) identifies the research and development being performed related to the lesson learned, and (5) summarizes with a status of how the lesson learned has been addressed by the NGNP Project.

The Fernald Closure Project: Lessons Learned

International Nuclear Information System (INIS)

Murphy, Cornelius M.; Carr, Dennis

2008-01-01

For nearly 37 years, the U.S. Department of Energy site at Fernald - near Cincinnati, Ohio - produced 230,000 metric tons (250,000 short tons) of high-purity, low-enriched uranium for the U.S. Defense Program, generating more than 5.4 million metric tons (6 million short tons) of liquid and solid waste as it carried out its Cold War mission. The facility was shut down in 1989 and clean up began in 1992, when Fluor won the contract to clean up the site. Cleaning up Fernald and returning it to the people of Ohio was a $4.4 billion mega environmental-remediation project that was completed in October 2006. Project evolved through four phases: - Conducting remedial-investigation studies to determine the extent of damage to the environment and groundwater at, and adjacent to, the production facilities; - Selecting cleanup criteria - final end states that had to be met that protect human health and the environment; - Selecting and implementing the remedial actions to meet the cleanup goals; - Executing the work in a safe, compliant and cost-effective manner. In the early stages of the project, there were strained relationships - in fact total distrust - between the local community and the DOE as a result of aquifer contamination and potential health effects to the workers and local residents. To engage citizens and interested stakeholders groups in the decision-making process, the DOE and Fluor developed a public-participation strategy to open the channels of communication with the various parties: site leadership, technical staff and regulators. This approach proved invaluable to the success of the project, which has become a model for future environmental remediation projects. This paper will summarize the history and shares lessons learned: the completion of the uranium-production mission to the implementation of the Records of Decision defining the cleanup standards and the remedies achieved. Lessons learned fall into ten categories: - Regulatory approach with end

Medical faculty members' attitude on lesson planning Semnan University of Medical Sciences

Directory of Open Access Journals (Sweden)

Masomeh Saberian

2003-01-01

Full Text Available Background: Lesson planning has a distinct role in enhancing education quality, as well as maintaining the friendly and dynamic atmosphere of the academic environment and increasing student's initiatives for achieving better educational attainments. Lesson planning is a process for defining the goals, understanding the needs, and specifying available tools and possible limitations. Lesson planning is a written description of this process, which shows the materials, the route, the time, and the place of instructions, as well as a method for evaluating students. Purpose: to identify the attitudes of Semnan University of Medical Sciences (SUMS on lesson planning. Methods: Fifty-three faculty members of the SUMS participated in this study. A questionnaire was used, which contained 8 demographic questions, and 24 r questions for identification the faculty members' attitude. Questionnaires were distributed among the faculty members in sealed envelopes, without denoting their names. The questionnaires were gathered after being completed. Results were analyzed by calculating the mean, standard deviation, absolute and relative frequencies, and using Chi-square and Fischer exact test at the level of 5%. Results: II was shown that 88% of faculty members favoured lesson planning before the beginning of the semester. But they found lesson planning a difficult task, because of their heavy workload. Of the faculty members, 60.4% organized their teaching classes according to a designed lesson plan, and believed that it did affect the quality of their teaching, but 49.1% disagreed with distributing the designed lesson plan among the students. Discussion: Although professor favoured lesson planning and find it necessary to work according to such a plan, workload and lack of knowledge are defined as two main obstacles in doing so. It is believed that by decreasing the professor's workload and provision of lesson planning workshops, these problems could be solved

Simulating classroom lessons : an agent-based attempt

OpenAIRE

Ingram, Fred; Brooks, Roger John

2018-01-01

This is an interim report on a project to construct an agent-based simulation that reproduces some of the interactions between students and their teacher in classroom lessons. In a pilot study, the activities of 67 students and 7 teachers during 40 lessons were recorded using a data collection instrument that currently captures 17 student states and 15 teacher states. These data enabled various conceptual models to be explored, providing empirical values and distributions for the model parame...

Exploring Ethograms in the Schoolyard: A Lesson on Animal Behavior

Science.gov (United States)

Graszer, Christina L.; Gnau, Katie; Melber, Leah M.

2012-01-01

This article highlights a core lesson that has been used in a number of Lincoln Park Zoo educational programs. The lesson teaches students to conduct an ethological, or animal behavior, study on a bird. This study can be implemented in a variety of outdoor settings, including a park, schoolyard, or zoo. Using an ethogram, students will practice…

Development of an Attitude Scale towards High School Physics Lessons

Science.gov (United States)

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

Patient and Stakeholder Engagement in the PCORI Pilot Projects: Description and Lessons Learned.

Science.gov (United States)

Forsythe, Laura P; Ellis, Lauren E; Edmundson, Lauren; Sabharwal, Raj; Rein, Alison; Konopka, Kristen; Frank, Lori

2016-01-01

Patients and healthcare stakeholders are increasingly becoming engaged in the planning and conduct of biomedical research. However, limited research characterizes this process or its impact. We aimed to characterize patient and stakeholder engagement in the 50 Pilot Projects funded by the Patient-Centered Outcomes Research Institute (PCORI), and identify early contributions and lessons learned. A self-report instrument was completed by researchers between 6 and 12 months following project initiation. Forty-seven principal investigators or their designees (94 % response rate) participated in the study. MAIN MEASURES Self-report of types of stakeholders engaged, stages and levels of engagement, facilitators and barriers to engagement, lessons learned, and contributions from engagement were measured. Most (83 %) reported engaging more than one stakeholder in their project. Among those, the most commonly reported groups were patients (90 %), clinicians (87 %), health system representatives (44 %), caregivers (41 %), and advocacy organizations (41 %). Stakeholders were commonly involved in topic solicitation, question development, study design, and data collection. Many projects engaged stakeholders in data analysis, results interpretation, and dissemination. Commonly reported contributions included changes to project methods, outcomes or goals; improvement of measurement tools; and interpretation of qualitative data. Investigators often identified communication and shared leadership strategies as "critically important" facilitators (53 and 44 % respectively); lack of stakeholder time was the most commonly reported challenge (46 %). Most challenges were only partially resolved. Early lessons learned included the importance of continuous and genuine partnerships, strategic selection of stakeholders, and accommodation of stakeholders' practical needs. PCORI Pilot Projects investigators report engaging a variety of stakeholders across many stages of research, with specific

Preparing Future Teacher Leaders: Lessons from Exemplary School Systems

Science.gov (United States)

Schrum, Lynne; Levin, Barbara B.

2013-01-01

In this paper, we argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. Based on data collected during a year-long project to investigate award-winning schools and districts, we used observations, interviews and focus groups, and document analysis to glean lessons learned from leaders and…

St. Louis FUSRAP Lessons Learned

International Nuclear Information System (INIS)

Eberlin, J.; Williams, D.; Mueller, D.

2003-01-01

The purpose of this paper is to present lessons learned from fours years' experience conducting Remedial Investigation and Remedial Action activities at the St. Louis Downtown Site (SLDS) under the Formerly Utilized Sites Remedial Action Program (FUSRAP). Many FUSRAP sites are experiencing challenges conducting Remedial Actions within forecasted volume and budget estimates. The St. Louis FUSRAP lessons learned provide insight to options for cost effective remediation at FUSRAP sites. The lessons learned are focused on project planning (budget and schedule), investigation, design, and construction

Collecting data from migrants in Ghana: Lessons learned using respondent-driven sampling

Directory of Open Access Journals (Sweden)

Samantha R. Lattof

2018-03-01

Full Text Available Background: Policymakers and program implementers require high-quality data on migrants and migration in low- and middle-income countries (LMIC; however, a shortage of high-quality data exists in these settings. Sampling migrant populations requires better techniques. Respondent-driven sampling (RDS may be one such solution. Objective: Using Ghana as a case study, the objectives of this paper are to: 1 assess RDS recruitment productivity, network size, and ties of internal migrants; 2 test for homophily; and 3 detail the successes of and challenges to implementing RDS in Ghana and how these lessons can be applied to migrant populations in other LMIC settings. Methods: This study used RDS to sample 625 rural-urban female migrants working as market porters (kayayei in Accra, Ghana. Results: This study generated the most comprehensive data set on kayayei to date. Network size increases as participants become more educated and migrate more often to Accra. Ethnic group membership is an important determinant of recruitment, with certain groups preferring to recruit from within. Employing members of the kayayei population to collect data built crucial trust. Conclusions: Whilst RDS is not a one-size-fits-all solution for sampling hard-to-reach migrants in LMIC, it can be a powerful tool to uncover and to recruit hard-to-reach migrant populations. In countries with multiple ethnolinguistic groups, recruiting a migrant population with greater ethnolinguistic overlap may facilitate quicker equilibrium. Contribution: This study expands the evidence base on use of RDS among migrant populations in LMIC and provides lessons learned to assist other researchers implementing RDS in LMIC settings.

Strategies for establishing networking with partner schools for implementing lesson study in Indonesia

Directory of Open Access Journals (Sweden)

Nurwidodo Nurwidodo

2018-03-01

Full Text Available Lesson Study for Learning Community (LSLC contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.

Beautiful Beads: A Lesson in Making Beads with Friendly Clay. AMACO[R] Lesson.

Science.gov (United States)

Gamble, Harriet; Gamble, David

This lesson resource includes a brief summary of the history of bead making and historic fascination with beads as adornment. A focus on design elements, color theory, craftsmanship, and technical skill in bead making is encouraged. The plan includes lesson goals and objectives; background preparation; a glossary of terms; a list of supplies; and…

Exploring the Content of Instrumental Lessons and Gender Relations in Australian Higher Education

Science.gov (United States)

Zhukov, Katie

2008-01-01

This observational study analysed the lesson content of 24 instrumental lessons (piano, strings and winds) using a gender-balanced sample (equal numbers of male/female teachers and students) from five Australian higher education institutions to ascertain the priorities of topics in advanced applied music lessons in the Western Classical tradition.…

Analysis of pedagogical communication and interaction of lessons with tablet application

Directory of Open Access Journals (Sweden)

Maněnová Martina

2016-01-01

Full Text Available The article describes possibilities of lessons evaluation by means of structured observations. Our study took an interest in the use of information and communication technologies in teaching of mathematics on elementary school. Concrete it was case tablets implementation in standard lessons on elementary school. The aim of the submitted project was to find out if tablets application in lessons would influence pedagogical communication and interaction. We selected structured FIAS (Flanders Interaction Analysis system observation as a basic research method. This method was spread on 16 categories in total, which we used for structured observation of lessons. The results were successively processed to interaction characteristics.

Alexander Technique Lessons or Acupuncture Sessions for Persons With Chronic Neck Pain: A Randomized Trial.

Science.gov (United States)

MacPherson, Hugh; Tilbrook, Helen; Richmond, Stewart; Woodman, Julia; Ballard, Kathleen; Atkin, Karl; Bland, Martin; Eldred, Janet; Essex, Holly; Hewitt, Catherine; Hopton, Ann; Keding, Ada; Lansdown, Harriet; Parrott, Steve; Torgerson, David; Wenham, Aniela; Watt, Ian

2015-11-03

Management of chronic neck pain may benefit from additional active self-care-oriented approaches. To evaluate clinical effectiveness of Alexander Technique lessons or acupuncture versus usual care for persons with chronic, nonspecific neck pain. Three-group randomized, controlled trial. (Current Controlled Trials: ISRCTN15186354). U.K. primary care. Persons with neck pain lasting at least 3 months, a score of at least 28% on the Northwick Park Questionnaire (NPQ) for neck pain and associated disability, and no serious underlying pathology. 12 acupuncture sessions or 20 one-to-one Alexander lessons (both 600 minutes total) plus usual care versus usual care alone. NPQ score (primary outcome) at 0, 3, 6, and 12 months (primary end point) and Chronic Pain Self-Efficacy Scale score, quality of life, and adverse events (secondary outcomes). 517 patients were recruited, and the median duration of neck pain was 6 years. Mean attendance was 10 acupuncture sessions and 14 Alexander lessons. Between-group reductions in NPQ score at 12 months versus usual care were 3.92 percentage points for acupuncture (95% CI, 0.97 to 6.87 percentage points) (P = 0.009) and 3.79 percentage points for Alexander lessons (CI, 0.91 to 6.66 percentage points) (P = 0.010). The 12-month reductions in NPQ score from baseline were 32% for acupuncture and 31% for Alexander lessons. Participant self-efficacy improved for both interventions versus usual care at 6 months (P neck pain and associated disability compared with usual care at 12 months. Enhanced self-efficacy may partially explain why longer-term benefits were sustained. Arthritis Research UK.

Children's Health Curriculum Lesson 9: All Together Now - Air, Water, Food, and Shelter

Science.gov (United States)

This lesson sums up everything the kids have learned about how interconnected the earth is. It also helps them make individual, group, and family pledges to help create a safer and healthier environment.

Randomised controlled trial of Alexander technique lessons, exercise, and massage (ATEAM) for chronic and recurrent back pain: economic evaluation.

Science.gov (United States)

Hollinghurst, Sandra; Sharp, Debbie; Ballard, Kathleen; Barnett, Jane; Beattie, Angela; Evans, Maggie; Lewith, George; Middleton, Karen; Oxford, Frances; Webley, Fran; Little, Paul

2008-12-11

An economic evaluation of therapeutic massage, exercise, and lessons in the Alexander technique for treating persistent back pain. Cost consequences study and cost effectiveness analysis at 12 month follow-up of a factorial randomised controlled trial. 579 patients with chronic or recurrent low back pain recruited from primary care. Normal care (control), massage, and six or 24 lessons in the Alexander technique. Half of each group were randomised to a prescription for exercise from a doctor plus behavioural counselling from a nurse. Costs to the NHS and to participants. Comparison of costs with Roland-Morris disability score (number of activities impaired by pain), days in pain, and quality adjusted life years (QALYs). Comparison of NHS costs with QALY gain, using incremental cost effectiveness ratios and cost effectiveness acceptability curves. Intervention costs ranged from pound30 for exercise prescription to pound596 for 24 lessons in Alexander technique plus exercise. Cost of health services ranged from pound50 for 24 lessons in Alexander technique to pound124 for exercise. Incremental cost effectiveness analysis of single therapies showed that exercise offered best value ( pound61 per point on disability score, pound9 per additional pain-free day, pound2847 per QALY gain). For two-stage therapy, six lessons in Alexander technique combined with exercise was the best value (additional pound64 per point on disability score, pound43 per additional pain-free day, pound5332 per QALY gain). An exercise prescription and six lessons in Alexander technique alone were both more than 85% likely to be cost effective at values above pound20 000 per QALY, but the Alexander technique performed better than exercise on the full range of outcomes. A combination of six lessons in Alexander technique lessons followed by exercise was the most effective and cost effective option.

All is quiet next to the polluting factory? A focus group study in Belgium

International Nuclear Information System (INIS)

Keune, Hans

2003-01-01

We discuss here a case study about risk communication. It concerns a consultation of citizens who live in the direct vicinity of a heavily polluting factory. While this pollution has been going on for decades, local residents have only recently been given an opportunity to participate in focus group debates on improvement measures. Government and experts tend to believe that the population loses no sleep over the issue. Consultation of the population has shown that the lack of visible concern over health risks does not mean that people do not worry. However, different aspects of the situation appear to be competing for attention, which creates the impression that diverging, contradictory responses are drawn from the population. Which lessons can be learnt in the context of contemporary risk communication?

Lessons for Co-Innovation in Agricultural Innovation Systems: A Multiple Case Study Analysis and a Conceptual Model

Science.gov (United States)

Fielke, Simon J.; Botha, Neels; Reid, Janet; Gray, David; Blackett, Paula; Park, Nicola; Williams, Tracy

2018-01-01

Purpose: This paper highlights important lessons for co-innovation drawn from three ex-post case study innovation projects implemented within three sub-sectors of the primary industry sector in New Zealand. Design/methodology/approach: The characteristics that fostered co-innovation in each innovation project case study were identified from…

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

Science.gov (United States)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

Lessons Learnt on Rain Forest Management for Wood Production in ...

African Journals Online (AJOL)

The study was carried out with the aim of analyzing and establishing what lessons have been learnt from positive and negative experiences of various initiatives, projects and programmes aiming at sustainable management, use and conservation of rain forests in Sub-Saharan Africa. The lessons learnt from the case ...

Health communication: lessons from research.

Science.gov (United States)

Shanmugam, A V

1981-01-01

In discussing the lessons learned from research in the area of health communication, focus is on basic strategic issues; the scope of health communications in terms of audience, information, education and motivation approaces and India's satellite Instructional Television Experiment (SITE). Health communication is the process by which a health idea is transferred from a source, such as a primary health center, to a receiver, community, with the intention of changing the community's behavior. This involves the formulation of specific strategies for the conduct of health and family welfare communication. In the processs of health communication, it has been a common practice in India as well as in other developing countries to depend upon a plethora of communication media. Yet, despite maximum utilization of the mass media and interpersonal channels of communication, questions remain about the efficacy of the system in bringing about change. Thus, the need to draw upon lessons from research becomes obvious. Communication effectiveness researches have concentrated on 3 basic strategic issues: the question of physical reception of messages by the audience; interpretation or understanding of messages on the part of the audience in accordance with the intention of the communicator; and effectiveness of communication on the cognitive, affective and behavioral dimensions of the audience. Innumberable researches in communication have provided several lessons which have expanded the scope of health communication. This expansion can be observed in terms of audiences reached, information disseminated, education undertaken, and motivation provided. Research has identified several distinct groups to whom specific health messages have to be addressed. These include government and political elites, health and family welfare program administrators, and the medical profession and clinical staff. Information on health needs to include both the concept of health and the pertinent ideas

Integrating self-regulated learning and discovery learning into English lesson plan

Directory of Open Access Journals (Sweden)

Sayukti Ni Kadek Heny

2018-01-01

Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

Key Elements of a Good Mathematics Lesson as Seen by Japanese Junior High School Teachers

Science.gov (United States)

Ebaeguin, Marlon; Stephens, Max

2016-01-01

This study makes a comparison between what literature on Japanese Lesson Study suggests are key elements of a good mathematics lesson and what junior high school mathematics teachers in Japan value in planning their lessons. The teachers' strong consensus in their endorsements of these key elements explains why Japanese teachers strongly support…

Iranian EFL Teachers' Attitudes towards Lesson Planning Based on Their Gender

Science.gov (United States)

Heidari, Mina; Azizifar, Akbar; Gowhary, Habib; Abbasi, Zahra

2015-01-01

The purpose of this study was to examine Iranian EFL teachers' attitudes towards lesson plan based on their gender. The research is a quantitative study in which the data is obtained to get a great understanding on the relationship between lesson plan of Iranian English as Foreign Language (EFL) teachers and teachers' gender. The population…

Lessons taught by the Chernobyl accident

International Nuclear Information System (INIS)

Anon.

2002-01-01

On nuclear development, it is natural that safety is the most important condition. However, when occurring an accident in spite of earnest efforts on safety pursuit, it is essential for a technical developer to absorb some lessons from its contents as much as possible and show an attitude to use thereafter. The Chernobyl accident brought extraordinarily large damage in the history of nuclear technology development. Therefore, the edition group of the Japan Society of Atomic Energy introduced opinions of three groups of the Society (that is, groups on reactor physics, nuclear power generation, and human-machine system research) with some description on cause analysis of the accident and its result and effect. And, here was also shown four basic difference on design between RMBK type reactor in Chernobyl and LWR type reactor supplied in Japan. (G.K.)

The key factors affecting students' individual interest in school science lessons

Science.gov (United States)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Scaling-Up Effective Language and Literacy Instruction: Evaluating the Importance of Scripting and Group Size Components

DEFF Research Database (Denmark)

Bleses, Dorthe; Højen, Anders; Dale, Philip

2018-01-01

participated in a cluster-randomized evaluation of three variations of a language-literacy focused curriculum (LEAP) comprising 40 twice-weekly 30-min lessons. LEAP-LARGE and LEAP-SMALL conditions involved educators’ implementation of a scope and sequence of objectives using scripted lessons provided to whole......-class and small groups, respectively. In LEAP-OPEN, educators followed the scope and sequence but were allowed to determine the instructional activities for each of 40 lessons (i.e., they received no scripted lessons). A business-as-usual (BAU) condition served as the control. Overall, the largest effect sizes...

Space Mechanisms Lessons Learned and Accelerated Testing Studies

Science.gov (United States)

Fusaro, Robert L.

1997-01-01

A number of mechanism (mechanical moving component) failures and anomalies have recently occurred on satellites. In addition, more demanding operating and life requirements have caused mechanism failures or anomalies to occur even before some satellites were launched (e.g., during the qualification testing of GOES-NEXT, CERES, and the Space Station Freedom Beta Joint Gimbal). For these reasons, it is imperative to determine which mechanisms worked in the past and which have failed so that the best selection of mechanically moving components can be made for future satellites. It is also important to know where the problem areas are so that timely decisions can be made on the initiation of research to develop future needed technology. To chronicle the life and performance characteristics of mechanisms operating in a space environment, a Space Mechanisms Lessons Learned Study was conducted. The work was conducted by the NASA Lewis Research Center and by Mechanical Technologies Inc. (MTI) under contract NAS3-27086. The expectation of the study was to capture and retrieve information relating to the life and performance of mechanisms operating in the space environment to determine what components had operated successfully and what components had produced anomalies.

Analysis of the Design of Grade 9 Listening Lessons in the Student's ...

African Journals Online (AJOL)

The study was conducted to examine the design of the listening lessons in the Grade 9 English for Ethiopia. The objective of the study was to see how the listening lessons were presented to identify if there were problems related to the design. The study employed a descriptive research design using both qualitative and ...

Simple and Practical Efficiency Lessons

Science.gov (United States)

Kolpin, Van

2018-01-01

The derivation of conditions necessary for Pareto efficient production and exchange is a lesson frequently showcased in microeconomic theory textbooks. Traditional delivery of this lesson is, however, limited in its scope of application and can be unnecessarily convoluted. The author shows that the universe of application is greatly expanded and a…

Learning about the Numerator and Denominator in Teacher-Designed Lessons

Science.gov (United States)

Kullberg, Angelika; Runesson, Ulla

2013-01-01

This study concerns pupils' experience of unit and non-unit fractions of a discrete quantity during specially designed lessons. The aim was to explore pupils' understanding of operations such as "b/c of a" in lessons where the teachers were aware of some pupils' difficulties beforehand and what needed special attention.…

Attitudes of Select Music Performance Faculty toward Students Teaching Private Lessons after Graduation: A USA Pilot Study

Science.gov (United States)

Fredrickson, William E.; Moore, Christopher; Gavin, Russell

2013-01-01

The present study was designed to pilot test an adjusted version of a questionnaire, used in earlier studies with college music students, to determine opinions of college music faculty on the topic of private lesson teaching. Full-time tenure-track college music faculty, with primary appointments in applied music at two universities in the United…

BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

Directory of Open Access Journals (Sweden)

Brenda M. Wright

2017-05-01

Full Text Available With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions and quantitative (open-ended questions approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

Ganando Confianza: Research Focus Groups with Immigrant Mexican Mothers.

Science.gov (United States)

Hausmann-Stabile, Carolina; Zayas, Luis H; Runes, Sandra; Abenis-Cintron, Anna; Calzada, Esther

2011-03-01

Immigrant families with children with developmental disabilities must be served using culturally sensitive approaches to service and research to maximize treatment benefits. In an effort to better understand cultural issues relevant to the provision of parenting programs for immigrant Mexican mothers of children with developmental disabilities, we conducted sustained focus groups through which we could learn more about our participants and thereby improve services. This paper reports on the challenges and lessons learned from these groups. We characterize the key lessons as (a) recruitment and retention is more than agreement to participate; (b) confidentiality is not just a word but an activity; (c) the complicated nature of language; (d) cultural norms shape the group process; (e) appreciating the value of taking time; and (f) gender issues and group interaction. Service providers and researchers who work with Mexican families may benefit from our experiences as they promote and develop programs and projects in the developmental disabilities field.

Group Music Training and Children's Prosocial Skills

OpenAIRE

Schellenberg, E. Glenn; Corrigall, Kathleen A.; Dys, Sebastian P.; Malti, Tina

2015-01-01

We investigated if group music training in childhood is associated with prosocial skills. Children in 3rd or 4th grade who attended 10 months of music lessons taught in groups were compared to a control group of children matched for socio-economic status. All children were administered tests of prosocial skills near the beginning and end of the 10-month period. Compared to the control group, children in the music group had larger increases in sympathy and prosocial behavior, but this effect w...

Planning geometry lessons with learning platforms

DEFF Research Database (Denmark)

Tamborg, Andreas Lindenskov

mathematics teachers’ joint planning of a lesson in geometry with a learning platform called Meebook is analyzed using the instrumental approach. It is concluded that the interface in Meebook orients the teachers work toward what the students should do rather than what they should learn, although the latter......This paper investigates how mathematics teachers plan lessons with a recently implemented Danish learning platform designed to support teachers in planning lessons in line with a recent objective-oriented curriculum. Drawing on data from observations of and interviews with teachers, three...... is a key intention behind the implementation of the platform. It is also concluded that when the teachers succeed in using learning objectives actively in their planning, the objectives support the teachers in designing lessons that correspond with their intentions. The paper concludes with a discussion...

Peningkatan Kualitas Perkuliahan Fisiologi Tumbuhan melalui Lesson Study di Jurusan Biologi Fmipa Um

OpenAIRE

Susilo, Herawati

2014-01-01

Since three years ago Plant Physiology lecture has been using a model of learning Reading, Questioning, and Answering System (RQA), but the results are still not satisfactory. Three open classes of Lesson Study (LS) has been implemented to improve the lecture on April 4, 7, and 14, 2014 by the LS Team consisting of three lecturers and four assistant lecturers. The input for improving the teaching and learning process of lecture conducted as a result of reflection before and after three open ...

Lessons learned from a secret Facebook support group.

Science.gov (United States)

Oliver, Debra Parker; Washington, Karla; Wittenberg-Lyles, Elaine; Gage, Ashley; Mooney, Megan; Demiris, George

2015-05-01

The National Association of Social Workers developed practice standards for social workers using technology in their practice. These standards were derived from the foundation of the social work code of ethics and are helpful as social workers explore the use of new tools for the benefit of their clients. Hospice caregivers, both active and bereaved, are in great need of support but are often unable to attend traditional support groups. Facebook secret groups offer social workers a potential tool, given the geographic barriers that exist for traditional face-to-face support groups. The authors' experience with a secret Facebook group indicates that the technology can be useful when managed by a social worker facilitator. As social workers continue to explore helpful ways to use technology with clients, it is critical that they evaluate that practice and assess the clinical outcomes to establish an evidence base behind this practice.

Masterwork Art Lesson: Kandinsky Watercolors.

Science.gov (United States)

LiPira, Michael

2003-01-01

Presents an art lesson used with sixth-grade students which also can be used with other grade levels. Explains that the artwork of Wassily Kandinsky served as inspiration for this lesson. Explains that the students learned about abstract art and used watercolors to create their own paintings in the style of Kandinsky. (CMK)

Bead Game Simulation. Lesson Plan.

Science.gov (United States)

Ripp, Ken

This lesson plan offers students the opportunity to participate in the three basic economic systems (market, command, and tradition). By working in each of the systems, students will internalize the fundamental values present in each system and will gain insights into the basic advantages and disadvantages of each system. The lesson plan provides…

An Analysis of Lessons in Self-Management. The specific issue of contributions and resource distribution

OpenAIRE

Ana Inés Heras Monner Sans

2015-01-01

Results from a collaborative ethnographic and sociolinguistic study are presented to analyze lessons in self-managed organizations in contemporary Argentina. We build on Bleger´s (2007) classic definition of “learning” in order to construct an inter-disciplinary analytical frame to interpret the specific characteristics found in these groups, according to their general orientation towards autonomy as a human project (Castoriadis, 1997, 2007). Our analysis shows the complexities associated to ...

Implementing US Department of Energy lessons learned programs. Volume 2

Energy Technology Data Exchange (ETDEWEB)

NONE

1995-08-01

The DOE Lessons Learned Handbook is a two-volume publication developed to supplement the DOE Lessons Learned Standard (DOE-STD-7501-95) with information that will organizations in developing or improving their lessons learned programs. Volume 1 includes greater detail than the Standard in areas such as identification and documentation of lessons learned; it also contains sections on specific processes such as training and performance measurement. Volume 2 (this document) contains examples of program documents developed by existing lessons learned programs as well as communications material, functional categories, transmittal documents, sources of professional and industry lessons learned, and frequently asked questions about the Lessons Learned List Service.

Lessons learned from accidents in radiotherapy

Energy Technology Data Exchange (ETDEWEB)

Ortiz-Lopez, P [International Atomic Energy Agency, Vienna (Austria). Div. of Nuclear Safety; Novotny, J [University Hospital St. Rafael, Leuven (Belgium); Haywood, J [South Cleveland Hospital (United Kingdom). Cleveland Medical Physics Unit

1996-08-01

Radiotherapy is the only application of radiation which intentionally delivers very high doses to humans. A gross deviation from the prescribed dose or dose distribution can have severe, or even fatal consequences. Since the patient is placed directly in the beam or sources are inserted in the body, any mistake made with the beam or the sources leads almost certainly to an accidental exposure. Lessons learned from previous incidents can be used to test the vulnerability of a given facility, provided that these are adequately disseminated. The purpose of this paper is to present a summary of the lessons learned from a relatively large sample of events. The analysis has been presented as a short description followed by an identification of the triggering event and the contributing factors. These have been grouped as follows: errors in commissioning or calibration machines and sources affecting many patients; mistakes affecting individual patients such as irradiating the wrong patient, the wrong, field or site, and mistakes when entering data into or reading from the patient`s chart; error due to unusual treatments or situations; equipment failure and human machine problems, including maintenance. (author). 1 ref.

Lessons learned from accidents in radiotherapy

International Nuclear Information System (INIS)

Ortiz-Lopez, P.; Haywood, J.

1996-01-01

Radiotherapy is the only application of radiation which intentionally delivers very high doses to humans. A gross deviation from the prescribed dose or dose distribution can have severe, or even fatal consequences. Since the patient is placed directly in the beam or sources are inserted in the body, any mistake made with the beam or the sources leads almost certainly to an accidental exposure. Lessons learned from previous incidents can be used to test the vulnerability of a given facility, provided that these are adequately disseminated. The purpose of this paper is to present a summary of the lessons learned from a relatively large sample of events. The analysis has been presented as a short description followed by an identification of the triggering event and the contributing factors. These have been grouped as follows: errors in commissioning or calibration machines and sources affecting many patients; mistakes affecting individual patients such as irradiating the wrong patient, the wrong, field or site, and mistakes when entering data into or reading from the patient's chart; error due to unusual treatments or situations; equipment failure and human machine problems, including maintenance. (author). 1 ref

Rainstorm Activities for Early Childhood Music Lessons Inspired by Teachable Moments

Science.gov (United States)

Poole, Harrison Grant

2016-01-01

Activities that focus on already familiar concepts are good starting points when designing early childhood music lessons. The author uses teachable moments, a spider in the classroom and a rainstorm, to design interdisciplinary preschool group activities that teach music, math, and science concepts. Dynamics and tempo are the music concepts that…

History-Infused Lessons in Introductory Calculus at the Secondary Level: Students' Learning and Perceptions

Science.gov (United States)

Poh, Wei Beng; Dindyal, Jaguthsing

2016-01-01

A history-infused lesson package developed by a team of teachers in a professional learning community was used to teach introductory calculus in a secondary school. First, we report a quasi-experimental design that showed that students in the experimental group performed significantly better than students in the control group. Second, we report on…

Most Effective Practices in Lesson Planning

Science.gov (United States)

Womack, Sid T.; Pepper, Stephanie; Hanna, Shellie L.; Bell, Columbus David

2015-01-01

In a previous study with 130 undergraduate teacher candidates from all licensure levels, data on candidate effectiveness were examined using factor analysis. Four factors were found in effective teaching, those being lesson planning, teacher and student reflection, safe school environment, and teacher professionalism. The present study followed…

Value pricing pilot program : lessons learned

Science.gov (United States)

2008-08-01

This "Lessons Learned Report" provides a summary of projects sponsored by the Federal Highway Administration's (FHWA's) Congestion and Value Pricing Pilot Programs from 1991 through 2006 and draws lessons from a sample of projects with the richest an...

Effect of tailored on-road driving lessons on driving safety in older adults: A randomised controlled trial.

Science.gov (United States)

Anstey, Kaarin J; Eramudugolla, Ranmalee; Kiely, Kim M; Price, Jasmine

2018-06-01

We evaluated the effectiveness of individually tailored driving lessons compared with a road rules refresher course for improving older driver safety. Two arm parallel randomised controlled trial, involving current drivers aged 65 and older (Mean age 72.0, 47.4% male) residing in Canberra, Australia. The intervention group (n = 28) received a two-hour class-based road rules refresher course, and two one-hour driving lessons tailored to improve poor driving skills and habits identified in a baseline on-road assessment. The control group (n = 29) received the road rules refresher course only. Tests of cognitive performance, and on-road driving were conducted at baseline and at 12-weeks. Main outcome measure was the Driver safety rating (DSR) on the on-road driving test. The number of Critical Errors made during the on-road was also recorded. 55 drivers completed the trial (intervention group: 27, control group: 28). Both groups showed reduction in dangerous/hazardous driver errors that required instructor intervention. From baseline to follow-up there was a greater reduction in the number of critical errors made by the intervention group relative to the control group (IRR = 0.53, SE = 0.1, p = .008). The intervention group improved on the DSR more than the control group (intervention mean change = 1.07 SD = 2.00, control group mean change = 0.32 SD = 1.61). The intervention group had 64% remediation of unsafe driving, where drivers who achieved a score of 'fail' at baseline, 'passed' at follow-up. The control group had 25% remediation. Tailored driving lessons reduced the critical driving errors made by older adults. Longer term follow-up and larger trials are required. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Employed Neurosurgeon: Essential Lessons.

Science.gov (United States)

Benzil, Deborah L; Zusman, Edie E

2017-04-01

Neurosurgeons are highly specialized surgeons whose pride is mastery of the complexity of form and function that is the nervous system and then knowing when and how these require surgical intervention. Following years of arduous postgraduate education, neurosurgeons enter the world of practice that is not only daunting in its intricacies of regulations, mandates, and unknown business practices, but also changing at a meteoric pace. Overwhelmingly, graduating residents and fellows are choosing to practice as employed physicians, a trend that is new in its magnitude and also changed because of the rapid evolution of large health systems. Case studies of challenges other employed surgical specialists have faced can provide critical and important education for any neurosurgeon in this arena. As with the lessons of all case studies, the teachings are remarkably universal, but how those lessons apply to an individual's specific situation will require personalized adaptation. Copyright © 2016 by the Congress of Neurological Surgeons.

Lessons Learned from Applying Design Thinking in a NASA Rapid Design Study in Aeronautics

Science.gov (United States)

McGowan, Anna-Maria; Bakula, Casey; Castner, Raymond

2017-01-01

In late 2015, NASA's Aeronautics Research Mission Directorate (ARMD) funded an experiment in rapid design and rapid teaming to explore new approaches to solving challenging design problems in aeronautics in an effort to cultivate and foster innovation. This report summarizes several lessons learned from the rapid design portion of the study. This effort entailed learning and applying design thinking, a human-centered design approach, to complete the conceptual design for an open-ended design challenge within six months. The design challenge focused on creating a capability to advance experimental testing of autonomous aeronautics systems, an area of great interest to NASA, the US government as a whole, and an entire ecosystem of users and developers around the globe. A team of nine civil servant researchers from three of NASA's aeronautics field centers with backgrounds in several disciplines was assembled and rapidly trained in design thinking under the guidance of the innovation and design firm IDEO. The design thinking process, while used extensively outside the aerospace industry, is less common and even counter to many practices within the aerospace industry. In this report, several contrasts between common aerospace research and development practices and design thinking are discussed, drawing upon the lessons learned from the NASA rapid design study. The lessons discussed included working towards a design solution without a set of detailed design requirements, which may not be practical or even feasible for management to ascertain for complex, challenging problems. This approach allowed for the possibility of redesigning the original problem statement to better meet the needs of the users. Another lesson learned was to approach problems holistically from the perspective of the needs of individuals that may be affected by advances in topic area instead of purely from a technological feasibility viewpoint. The interdisciplinary nature of the design team also

An Assessment of the Effectiveness of Teacher Study Guides Used in Conjunction with Educational Television Lessons.

Science.gov (United States)

Gross, Lynne Schafer

One of three different types of study guide materials was given to teachers whose classes watched televised music lessons. One guide provided a description of the program content, suggested activities to be performed before and after the program, and other supplementary material; a second guide provided only a description of the program content;…

Biomimicry as a route to new materials: what kinds of lessons are useful?

Science.gov (United States)

Reed, Emily J; Klumb, Lisa; Koobatian, Maxwell; Viney, Christopher

2009-04-28

We consider the attributes of a successful engineered material, acknowledging the contributions of composition and processing to properties and performance. We recognize the potential for relevant lessons to be learned from nature, at the same time conceding both the limitations of such lessons and our need to be selective. We then give some detailed attention to the molecular biomimicry of filamentous phage, the process biomimicry of silk and the structure biomimicry of hippopotamus 'sweat', in each case noting that the type of lesson now being learned is not the same as the potential lesson that originally motivated the study.

Studying the use of forest management decision support systems: An initial synthesis of lessons learned from case studies compiled using a semantic wiki

NARCIS (Netherlands)

Gordon, S.N.; Floris, A.; Boerboom, L.G.J.; Lamas, T.; Eriksson, L.O.; Nieuwenhuis, M.G.; Rodriguez, L.

2014-01-01

In order to share information on the development and use of forest management decision support systems (FMDSS), a European-initiated network has established a wiki website as part of its activities. Case studies and associated lessons learned were solicited from the network using semantic structures

The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

Science.gov (United States)

Leung, Tim

There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving

The study features of test procedures of students' knowledge on the physical training lessons

Directory of Open Access Journals (Sweden)

Korobejnik V.A.

2013-09-01

Full Text Available The aim is to determine the significance of the relationship and special professional skills necessary to detect and correct errors and evaluating students in physical education classes. The surveys were a group of qualified teachers (n = 31 with different pedagogical experience. Each teacher was asked to arrange the professional quality of the places from 1 to 10. It was found that all investigated have a certain quality and a high level of relationship, but they are manifested in different periods of teaching. It is shown that the process of organizing and carrying out checks of expertise includes logically related mental operations which are the basis of test procedures of students' knowledge on the physical training lessons. Found that the most weighty qualities were related to skills: a rating, comment exposed estimate visually identify the error and determine its significance.

Lessons learned from the Galileo and Ulysses flight safety review experience

International Nuclear Information System (INIS)

Bennett, Gary L.

1998-01-01

In preparation for the launches of the Galileo and Ulysses spacecraft, a very comprehensive aerospace nuclear safety program and flight safety review were conducted. A review of this work has highlighted a number of important lessons which should be considered in the safety analysis and review of future space nuclear systems. These lessons have been grouped into six general categories: (1) establishment of the purpose, objectives and scope of the safety process; (2) establishment of charters defining the roles of the various participants; (3) provision of adequate resources; (4) provision of timely peer-reviewed information to support the safety program; (5) establishment of general ground rules for the safety review; and (6) agreement on the kinds of information to be provided from the safety review process

Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

Science.gov (United States)

Wood, Marcy B.; Kalinec, Crystal A.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…

Some Lessons From a Symposium on Cultural Psychological Science.

Science.gov (United States)

Sternberg, Robert J

2017-09-01

In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!

A Study of the Validity and Reliability of a Mathematics Lesson Attitude Scale and Student Attitudes

Science.gov (United States)

Tezer, Murat; Ozcan, Deniz

2015-01-01

Attitudes of the students towards mathematics lessons are very important in terms of their success and motivation. The purpose of this study is to develop a scale for the assessment of primary school students' attitudes towards mathematics courses in the 2nd and 3rd grades, to analyse its validity-reliability structure and to determine the…

Lesson Exemplars in Electricity and Students’ Epistemological Beliefs

Directory of Open Access Journals (Sweden)

Vergel P. Mirana

2017-10-01

Full Text Available The study evaluated the effects of a developed lesson exemplars in electricity integrating computer simulations and constructivist approach on students' Epistemological Beliefs. Specifically, it sought to determine how computer simulations, constructivist approach and Formativ e Assessment Classroom Technique (FACT can be integrated in the lesson exemplars in electricity; and evaluate the effects of the developed lesson exemplars in the students’ Epistemological Beliefs. The investigation employed the pre - experimental single - gr oup pretest and posttest study using the Epistemological Beliefs Assessment in Physical Sciences (EBAPS questionnaire. The study was conducted among seventy - two (72 Grade 10 students of a laboratory high school from a state university in the Philippines. They were taught using Physics Educational Technology (PhET and other web - based simulations, constructivist approach, and formative assessment classroom technique. The results revealed that the over - all Epistemological Beliefs of the students did not cha nge significantly; only along Nature of Knowing and Learning and Real - Life Applicability. Generally, utilizing computer simulations and applying constructivist approach did not alter students' epistemological beliefs in its entirety. However, it can be en gaging and effective in promoting students’ understanding of Physics.

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

Science.gov (United States)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

A Mindfulness-Based Cognitive Psychoeducational Group Manual for Problem Gambling

Science.gov (United States)

Cormier, Abigail; McBride, Dawn Lorraine

2012-01-01

This project provides a comprehensive overview of the research literature on problem gambling in adults and includes a detailed mindfulness-based psychoeducational group manual for problem gambling, complete with an extensive group counselling consent form, assessment and screening protocols, 10 user-friendly lesson plans, templates for a…

A Framework to Evaluate Ecological and Social Outcomes of Collaborative Management: Lessons from Implementation with a Northern Arizona Collaborative Group

Science.gov (United States)

Muñoz-Erickson, Tischa A.; Aguilar-González, Bernardo; Loeser, Matthew R. R.; Sisk, Thomas D.

2010-01-01

As collaborative groups gain popularity as an alternative means for addressing conflict over management of public lands, the need for methods to evaluate their effectiveness in achieving ecological and social goals increases. However, frameworks that examine both effectiveness of the collaborative process and its outcomes are poorly developed or altogether lacking. This paper presents and evaluates the utility of the holistic ecosystem health indicator (HEHI), a framework that integrates multiple ecological and socioeconomic criteria to evaluate management effectiveness of collaborative processes. Through the development and application of the HEHI to a collaborative in northern Arizona, the Diablo Trust, we present the opportunities and challenges in using this framework to evaluate the ecological and social outcomes of collaborative adaptive management. Baseline results from the first application of the HEHI are presented as an illustration of its potential as a co-adaptive management tool. We discuss lessons learned from the process of selecting indicators and potential issues to their long-term implementation. Finally, we provide recommendations for applying this framework to monitoring and adaptive management in the context of collaborative management.

Mini-Lessons on Language (The Round Table).

Science.gov (United States)

English Journal, 1993

1993-01-01

Describes several successful lessons that provide students with new awareness of the English language. Includes lessons focusing on language change, onomatopoeia, slang, word origin, dialect, and language functions. (MM)

The Benefits of Mouse Keeping—an Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

Science.gov (United States)

Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

2016-02-01

Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and Ryan 1985, 2002). Still, there is little empirical evidence about the duration of the exposure with living animals that is required. We investigated the students' flow experience, and the students' motivation, reported retrospectively in three different treatments: lessons involving short-term or long-term contact with living harvest mice and a control group without living animals. Our sample consisted of 156 fifth graders (10.76 years, SD = 0.513). The test instruments were adapted versions of the Flow Short Scale (FSS, Rheinberg et al. 2003) and of the Intrinsic Motivation Inventory (IMI, Ryan 1982). As expected, the control group produced significantly lower scores for both FSS and IMI. In addition, we found a significant difference between students with short-term versus long-term contact. Whereas the flow experience was indistinguishable for all pupils who had contact with living animals, those with long-term experience reported significantly higher intrinsic motivation.

Transforming the energy efficiency market in California: Key findings, lessons learned and future directions from California's market effects studies

International Nuclear Information System (INIS)

Vine, Edward

2013-01-01

In the last three years, the California Institute for Energy and Environment (CIEE), along with the California Public Utilities Commission (CPUC), managed three market effects studies that were funded by the CPUC. This paper summarizes the key findings from these studies that focused on compact fluorescent lamps (CFLs), residential new construction (RNC), and high bay lighting (HBL), with a particular focus on changes to California's market effects evaluation protocol and lessons learned during the evaluation of market effects. This paper also summarizes the key results from a survey that was conducted by CIEE in February 2011 to determine what additional studies should be conducted in the evaluation of market effects. - Highlights: • We summarize three market effects studies and provide lessons learned. • Collect baseline market data as early as possible and throughout program lifecycle. • Estimate market effects throughout a program's lifecycle. • Require hypothesis testing as part of the evaluation. • Include elements of market effects evaluation in other program evaluations

The role of financial groups in Russia's banking crisis

NARCIS (Netherlands)

Perotti, E.C.

1999-01-01

This article reviews the role of financial groups in financial crises, and then applies the lessons learnt to Russia though a detailed analysis of the ruble collapse, the GKO default and the banking crisis.

Evaluation of World Wide Web-based Lessons for a First Year Dental Biochemistry Course

Directory of Open Access Journals (Sweden)

Dr. Alan E. Levine

2002-11-01

Full Text Available First year dental students at The University of Texas Dental Branch at Houston (Dental Branch are required to take a basic biochemistry course. To facilitate learning and allow student self-assessment of their progress, WWW-based lessons covering intermediary metabolism were developed as a supplement to traditional lectures. Lesson design combined text, graphics, and animations and included learner control, links to other learning resources, and practice exercises and exams with immediate feedback. Results from an on-line questionnaire completed by students in two different classes showed that they completed 50% of the lessons and spent an average of 4 hrs. on-line. A majority of the students either agreed or strongly agreed that practice exercises were helpful, that the ability to control the pace of the lessons was important, that the lesson structure and presentation was easy to follow, that the illustrations, animations, and hyperlinks were helpful, and that the lessons were effective as a review. The very positive response to the WWW-based lessons indicates the usefulness of this approach as a study aid for dental students.

Feasibility of a Brief Community-Based Train-the-Trainer Lesson to Reduce the Risk of Falls among Community Dwelling Older Adults

Science.gov (United States)

Gunter, Katherine B.; John, Deborah H.

2014-01-01

The Better Balance, Better Bones, Better Bodies (B-Better©) program was developed to disseminate simple home-based strategies to prevent falls and improve functional health of older adults using a train-the-trainer model. Delivered by Family & Community Education Study Group program volunteers, the lesson stresses the importance of a…

Lessons for public health campaigns from analysing commercial food marketing success factors: a case study

OpenAIRE

Aschemann-Witzel, Jessica; Perez-Cueto, Federico JA; Niedzwiedzka, Barbara; Verbeke, Wim; Bech-Larsen, Tino

2012-01-01

Abstract Background Commercial food marketing has considerably shaped consumer food choice behaviour. Meanwhile, public health campaigns for healthier eating have had limited impact to date. Social marketing suggests that successful commercial food marketing campaigns can provide useful lessons for public sector activities. The aim of the present study was to empirically identify food marketing success factors that, using the social marketing approach, could help improve public health campaig...

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

Science.gov (United States)

Zhukov, Katie

2013-01-01

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Point-driven Mathematics Teaching. Studying and Intervening in Danish Classrooms

DEFF Research Database (Denmark)

Mogensen, Arne

secondary schools emphasize such points in their teaching. Thus, 50 randomly selected mathematics teachers are filmed in one grade 8 math lesson and the dialogue investigated. The study identifies large variations and many influential components. There seems to be room for improvement. In order to examine...... possibilities to strengthen the presence and role of mathematical points in teaching two intervention studies are conducted. First a focus group of 5 of the original 50 teachers from each school are offered peer coaching by the researcher. This study indicates that different teachers appreciate peer coaching...... be supported in significant changes to a point-oriented mathematics teaching. The teachers emphasized joint planning of study lessons, and they regarded the peer coaching after each of these lessons as valuable. The studies with the two teacher groups indicate different opportunities and challenges...

Lessons learned from the Three Mile Island Unit 2 Advisory Panel

International Nuclear Information System (INIS)

Lach, D.; Bolton, P.; Durbin, N.; Harty, R.

1994-08-01

In response to public concern about the cleanup of the Three Mile Island, Unit 2 (TMI-2) facility after an accident on March 28, 1979 involving a loss of reactor coolant and subsequent damage to the reactor fuel, twelve citizens were asked to serve on an independent Advisory Panel to consult with the Nuclear Regulatory Commission (NRC) on the decontamination and cleanup of the facility. The panel met 78 times over a period of thirteen years, holding public meetings in the vicinity of TMI-2 and meeting regularly with NRC Commissioners in Washington, DC. This report describes the results of a project designed to identify and describe the lessons learned from the Advisory Panel and place those lessons in the context of what we generally know about citizen advisory groups. A summary of the empirical literature on citizen advisory panels is followed by a brief history of the TMI-2 Advisory Panel. The body of the report contains the analysis of the lessons learned, preliminary conclusions about the effectiveness of the Panel, and implications for the NRC in the use of advisory panels. Data for the report include meeting transcripts and interviews with past and present Panel participants

Use of images in Social Studies and Science lessons: Teaching through visual semiotic potential

Directory of Open Access Journals (Sweden)

Valentina Haas Prieto

2015-07-01

Full Text Available Learners access the school curriculum through meanings created among a variety of semiotic modes (diagrams, photographs, drawings, writing, etc., this learning enables them to join a worldview as they do in each curricular discipline. From a pedagogical and semiotic gaze to classroom interaction, we focus on the use of images in teaching, in relation to their potential to create meaning in social studies and science lessons. This article is part of Fondecyt 1130684 and systematizes methodological tools from Social Semiotics and multimodality used to explore the semiotic potential of a set images used by teachers of elementary and secondary in a public school. From an audiovisual corpus of lessons of a complete curricular unit, we analyze Social Studies and Science videos from the two subjects in 3rd, 6th grade of elementary and 1st grade of secondary school. Through a Multimodal Discourse Analysis using the concepts of ideational or representational metafunction and the categories of Visual Grammar Design, we show examples of situated images anylisis. The results show how the meaning in the image is modified when teachers use them in face to face interaction. This analysis should help teachers to select and deploy images in terms of improving the learning process and teaching materials they prepare for students.

Professor's Page: Do Demonstration Lessons Work?

Science.gov (United States)

Clarke, Doug

2011-01-01

As part of a large research and professional development project funded by the Catholic Education Office Melbourne (CEOM), called "Contemporary Teaching and Learning of Mathematics," the ACU team has been leading demonstration lessons. There is certainly not universal agreement on the worth of demonstration lessons in the mathematics…

Internet-based recruitment to a depression prevention intervention: lessons from the Mood Memos study.

Science.gov (United States)

Morgan, Amy Joanna; Jorm, Anthony Francis; Mackinnon, Andrew James

2013-02-12

Recruiting participants to randomized controlled trials of health interventions can be very difficult. Internet-based recruitment is becoming an increasingly important mode of recruitment, yet there are few detailed accounts of experiences recruiting participants to mental health interventions. To report on our experience with Internet-based recruitment to an online depression prevention intervention and pass on lessons we learned. Participants were recruited to the Mood Memos study, an online preventive depression intervention, purely through Internet-based sources. The study was targeted to adults with subthreshold depression symptoms from several English-speaking countries. A variety of online recruitment sources were trialed, including search engine advertising (Google, Yahoo!, Bing), Facebook advertising, posts in forums and online noticeboards, and promotion through relevant websites and email newsletters of mental health organizations. The study website received visits from 94,808 individuals over the 14-month recruitment period. The recruitment target was reached with 1699 individuals signing up to the randomized controlled trial and 1326 fully enrolling. Most visitors arrived via Google advertising, which promoted a depression-screening questionnaire. Google advertising accounted for nearly half of the total participants who signed up to the study, at an average cost of AUD $12 per participant. Promoting the study through trustworthy organizations and websites known to participants was also effective. Recruitment techniques that were less effective were contacting forums, email groups, and community noticeboards. Several techniques, including Google advertising, were successful in recruiting participants to a trial evaluating an online depression intervention. Results suggest that Internet-based recruitment to mental health interventions is feasible and can be relatively affordable. ACTRN12609000925246.

Study Groups in Denmark

DEFF Research Database (Denmark)

Hjorth, Poul G.

2007-01-01

Since 1998 European Study Groups have been held in Denmark, and Danish companies from LEGO and NOVO to very small high-tech firms have participated. I briefly describe the history, the organisation and the format of the Danish Study Groups, and highlight a few problem solutions.......Since 1998 European Study Groups have been held in Denmark, and Danish companies from LEGO and NOVO to very small high-tech firms have participated. I briefly describe the history, the organisation and the format of the Danish Study Groups, and highlight a few problem solutions....

A summary of lessons learned activities conducted at the OECD Halden Reactor Project

International Nuclear Information System (INIS)

Hallbert, B.P.

1997-01-01

A series of lessons learned studies have been conducted at the OECD Halden Reactor Project. The purpose of these lessons learned reports are to summarize knowledge and experience gained across a number of research project. This paper presents a summary of main issues addressed in four of these lessons learned projects. These are concerned with software development and quality assurance, software reliability, methods for test and evaluation of developed systems, and the evaluation of system design features

Values Education in Ottoman Empire in the Second Constitutional Period: A Sample Lesson

Science.gov (United States)

Oruc, Sahin; Ilhan, Genc Osman

2015-01-01

Values education holds a significant place in an education environment and many studies are carried out about this new subject area. The aim of this study is to define how the subject of "values education" is handled in a sample lesson designed in the period of Constitution II in the Ottoman Empire. In this study, the lesson plan in the…

Convincing American Women to Join in the Efforts to Win World War I: A Lesson Plan.

Science.gov (United States)

Sunal, Cynthia S.; Haas, Mary E.

1994-01-01

Asserts that World War I, unlike previous wars, was not fought by small groups of professional soldiers, but with large groups of citizens, including women. Presents a lesson plan using poster and postcards that examines methods used by the U.S. government to rally women to join the war effort. (CFR)

Defense Language Institute Russian Basic Course. Volumes XXVIII, Lessons 131-140. Volume XXX, Lessons 151-159.

Science.gov (United States)

Defense Language Inst., Washington, DC.

The 19 lessons in these two volumes are intended for the advanced phase of a 159-lesson intensive audiolingual basic Russian course developed recently by the Defense Language Institute to train native speakers of English to a Level 3 second language proficiency. These third and fifth volumes contain such features as (1) texts on the Russian Civil…

Children's Satisfaction with Private Music Lessons.

Science.gov (United States)

Rife, Nora A.; Shnek, Zachary M.; Lauby, Jennifer L.; Lapidus, Leah Blumberg

2001-01-01

Determines the language children use to express their feelings of satisfaction with private music lessons. Offers a list of statements from children about private music lessons to be used to assess those feelings. Discusses the effects of age, gender, and musical instruments on satisfaction for music educators. Includes references. (DAJ)

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

Evaluating Eyewitness Reports [Lesson Plan].

Science.gov (United States)

2000

This lesson offers students experience in making historical meaning from eyewitness accounts that present a range of different perspectives. Students begin with a case study in working with alternative reports of a single event: the Great Chicago Fire of 1871. First, they compare two newspaper reports on the fire, then two memoirs of the fire…

The anatomy lesson of Dr. Nicolaes Tulp by Rembrandt : A comparison of the painting with a dissected left forearm of a Dutch male cadaver

NARCIS (Netherlands)

Ijpma, Frank F. A.; van de Graaf, Robert C.; Nicolai, Jean-Philippe A.; Meek, Marcel F.

2006-01-01

Rembrandt's The Anatomy Lesson of Dr. Nicolaes Tulp (1632) is considered a masterpiece and is a group portrait of the Amsterdam Guild of Surgeons in the form of an anatomy lesson. Dr. Nicolaes Tulp, Doctor of Medicine and Praelector Anatomiae to the Amsterdam Guild of Surgeons, showed an anatomic

The effect of application of contextual teaching and learning (CTL model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

Directory of Open Access Journals (Sweden)

Annisa Fadillah

2017-08-01

Full Text Available The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88% than those taught by conventional learning models (68.97% in the subject matter of colloids System.

Lessons from Queer Bioethics: A Response to Timothy F. Murphy.

Science.gov (United States)

Richie, Cristina

2016-06-01

'Bioethics still has important work to do in helping to secure status equality for LGBT people' writes Timothy F. Murphy in a recent Bioethics editorial. The focus of his piece, however, is much narrower than human rights, medical care for LGBT people, or ending the HIV/AIDS pandemic. Rather, he is primarily concerned with sexuality and gender identity, and the medical intersections thereof (i.e. DSM diagnosis; access to SrS or ARTs). It is the objective of this response to provide an alternate account of bioethics from a Queer perspective. I will situate Queer bioethics within Queer studies, and offer three 'lessons' that bioethics can derive from this perspective. These are not definitive rules for Queer bioethics, since it is a field which fundamentally opposes categorizations, favoring pastiche over principles. These lessons are exploratory examples, which both complement and contradict LGBT bioethics. My latter two lessons - on environmental bioethics and disability - overlap with some of Murphy's concerns, as well as other conceptions of LGBT bioethics. However, the first lesson takes an antithetical stance to Murphy's primary focus by resisting all forms of heteroconformity and disavowing reproduction as consonant with Queer objectives and theory. The first lesson, which doubles as a primer in Queer theory, does heavy philosophical lifting for the remainder of the essay. This response to Timothy F. Murphy, whose work is certainly a legacy in bioethics, reveals the multiplicity of discourses in LGBT/Queer studies, many of which are advantageous - even essential - to other disciplines like bioethics. © 2016 John Wiley & Sons Ltd.

Bruce A restart (execution and lessons-learned)

International Nuclear Information System (INIS)

Soini, J.

2011-01-01

Lessons learned with the Bruce Units 3 and 4 restart have been incorporated into the current refurbishment of Units 1 and 2. In addition, lessons learned on the lead unit (U2) are aggressively applied on the lagging unit (U1) to maximize efficiency and productivity. There will be a discussion on how this internal OPEX, along with external lessons learned, are used to continuously improve all aspects of the Bruce A Restart project management cycle, from scope selection, through planning and scheduling, to execution.

Inductive & Deductive Science Thinking: A Model for Lesson Development

Science.gov (United States)

Bilica, Kim; Flores, Margaret

2009-01-01

Middle school students make great learning gains when they participate in lessons that invite them to practice their developing scientific reasoning skills; however, designing developmentally appropriate, clear, and structured lessons about scientific thinking and reasoning can be difficult. This challenge can be met through lessons that teach…

A population approach to renal replacement therapy epidemiology: lessons from the EVEREST study.

Science.gov (United States)

Caskey, Fergus J; Jager, Kitty J

2014-08-01

The marked variation that exists in renal replacement therapy (RRT) epidemiology between countries and within countries requires careful systematic examination if the root causes are to be understood. While individual patient-level studies are undoubtedly important, there is a complementary role for more population-level, area-based studies--an aetiological approach. The EVEREST Study adopted such an approach, bringing RRT incidence rates, survival and modality mix together with macroeconomic factors, general population factors and renal service organizational factors for up to 46 countries. This review considers the background to EVEREST, its key results and then the main methodological lessons and their potential application to ongoing work. © The Author 2013. Published by Oxford University Press on behalf of ERA-EDTA. All rights reserved.

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

Science.gov (United States)

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-08-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

Experience with chemicals regulation - Lessons from the Danish LAS case

DEFF Research Database (Denmark)

Lauridsen, Pia Vestergaard; Røpke, Inge

2006-01-01

the understanding of how chemicals regulation is being shaped through social and political processes, and which lessons can be drawn regarding the effectiveness of different regulatory measures. We outline briefly the history of the chemicals regulation as a background for the detailed discussion of the case study......Chemicals regulation is under pressure for change, and lessons from former experience are important to inform the process. This paper is based on a case study of the Danish measures towards regulating a specific substance, Linear Alkylbenzene Sulphonate (LAS), and the case is used to deepen...

Lessons in Contingent, Recursive Humility

Science.gov (United States)

Vagle, Mark D.

2011-01-01

In this article, the author argues that critical work in teacher education should begin with teacher educators turning a critical eye on their own practices. The author uses Lesko's conception of contingent, recursive growth and change to analyze a lesson he observed as part of a phenomenological study aimed at understanding more about what it is…

Preparing for the Worst: Psychological Excellence of First Responders - A Katrina Lessons Learned Study

National Research Council Canada - National Science Library

Seong, Younho; Springs, Sherry; Chung, Yongchul; Avery-Epps, Regina

2008-01-01

... formidable disaster. In fact, there have been several official lessons learned reports and the findings and recommendations from these reports of the response to Hurricane Katrina have been addressed...

Lesson Play Tasks as a Creative Venture for Teachers and Teacher Educators

Science.gov (United States)

Zazkis, Rina

2017-01-01

This study focuses on instances of creativity in the design of Lesson Play tasks and in prospective teachers' responses to the tasks. A Lesson Play task assumes a theatrical interpretation of the word "play" and requires teachers to write a script for an imaginary interaction between a teacher-character and student-characters, attending…

Lessons learned from accidents investigations

Energy Technology Data Exchange (ETDEWEB)

Zuniga-Bello, P. [Consejo Nacional de Ciencia y Tecnologia (CONACYT), Mexico City (Mexico); Croft, J. [National Radiological Protection Board (United Kingdom); Glenn, J

1997-12-31

Accidents from three main practices: medical applications, industrial radiography and industrial irradiators are used to illustrate some common causes of accidents and the main lessons to be learned. A brief description of some of these accidents is given. Lessons learned from the described accidents are approached by subjects covering: safety culture, quality assurance, human factors, good engineering practice, defence in depth, security of sources, safety assessment and monitoring and verification compliance. (author)

Lessons learned from accident investigations

International Nuclear Information System (INIS)

Zuniga-Bello, P.; Croft, J.R.; Glenn, J.

1998-01-01

Accidents in three main practices - medical applications, industrial radiography and industrial irradiators - are used to illustrate some common causes of accidents and the main lessons to be learned from them. A brief description of some of these accidents is given. Lessons learned from the accidents described are approached bearing in mind: safety culture, quality assurance, human factors, good engineering practice, defence in depth, security of sources, safety assessment and monitoring and verification compliance. (author)

Improving Student Group Marketing Presentations: A Modified Pecha Kucha Approach

Science.gov (United States)

Oliver, Jason; Kowalczyk, Christine

2013-01-01

Student presentations can often seem like a formality rather than a lesson in representing oneself or group in a professional manner. To improve the quality of group presentations, the authors modified the popular presentation style of Pecha Kucha (20 slides, 20 seconds per slide) for marketing courses to help students prepare and deliver…

Supporting teachers' technology integration in lesson plans

NARCIS (Netherlands)

Janssen, Noortje

2017-01-01

Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological,

The impact of curricula and lesson planning in the teaching process

Directory of Open Access Journals (Sweden)

Majlinda Lika

2017-03-01

Full Text Available Lesson planning is at the core of teaching. It allows teachers to create an orientation path in the process of teaching, taking into consideration, many elements such as, students’ styles of learning, previous knowledge, types of intelligences, interests etc. Effective curricula plans are characterized by principles of coherence, flexibility, integration of knowledge etc. Effective lesson plans strongly rely on previous information gathered through different forms of assessment, and provide inclusive opportunities for every student. This paper will show how planning affects teaching and the quality of learning. First, a review of the literature will represent the importance of flexible planning and incorporation of differentiated elements of planning that ensure inclusive opportunities of learning for all students. Second, there will be a detailed analysis of findings taken by 25 full school inspections practices on the field of “lesson planning”. This part of the study will specify the planning difficulties the teachers face and how this affects the process of teaching and learning. Third, benefits of lesson plans that rely on good assessment practices and integrate differentiated instruction according to students' needs will be discussed as ways of helping teachers adjust lesson plans to overcome their planning difficulties. Findings indicate that teachers design lesson plans that do not rely on good assessment practices. Lesson plans are not flexible enough to respond and satisfy the needs of all categories of students, impacting that way the quality of instruction and learning. The paper will serve teachers to review their planning approaches and integrate elements of differentiated instruction as an organic part of the process, responding to traits and uniqueness students represent.

Lesson plan profile of senior high school biology teachers in Subang

Science.gov (United States)

Rohayati, E.; Diana, S. W.; Priyandoko, D.

2018-05-01

Lesson plan have important role for biology teachers in teaching and learning process. The aim of this study was intended to gain an overview of lesson plan of biology teachers’ at Senior High Schools in Subang which were the members of biology teachers association in Subang. The research method was descriptive method. Data was collected from 30 biology teachers. The result of study showed that lesson plan profile in terms of subject’s identity had good category with 83.33 % of average score. Analysis on basic competence in fair category with 74.45 % of average score. The compatibility of method/strategy was in fair category with average score 72.22 %. The compatibility of instrument, media, and learning resources in fair category with 71.11 % of average score. Learning scenario was in good category with 77.00 % of average score. The compatibility of evaluation was in low category with 56.39 % of average score. It can be concluded that biology teachers in Subang were good enough in making lesson plan, however in terms of the compatibility of evaluation needed to be fixed. Furthermore, teachers’ training for biology teachers’ association was recommended to increasing teachers’ skill to be professional teachers.

Interest groups and health reform: lessons from California.

Science.gov (United States)

Oliver, T R; Dowell, E B

We review the 1992 policy choices in California for expanding health insurance coverage, focusing on the rejection of an employer mandate by legislators and voters. We analyze how interest-group politics, gubernatorial politics, and national politics shaped those choices. Although public opinion and the shift of organized medicine showed considerable support for extending health insurance coverage, the opposition of liberal and conservative groups and a foundering economy prevented a significant change in public policy. The president's health reform plan appears to address many of the unresolved concerns in California, but overcoming resistance to any kind of mandate will require skilled leadership and negotiation.

E-LEARNING FROM NATURE THROUGH E-LESSONS

Directory of Open Access Journals (Sweden)

Anca Cristina COLIBABA

2017-08-01

Full Text Available The article is a study based on the e-Learning from Nature project (2015-1-IT02-KA201-015133 funded by the European Commission. The project’s main objectives are centred on improving students’ low achievement and stimulating secondary school students’ interest in science subjects. The article focuses on scientific education and its challenges and suggests an innovative approach which connects science with nature. It examines one of the most important project outputs: the e-lessons (short video lessons created within the European partnership and the way they can contribute to increasing students’ motivation to learn science. Participant teachers’ testimonials have also been considered in the general evaluation of this project output.

Students' beliefs and behaviour regarding low-calorie beverages, sweets or snacks: are they affected by lessons on healthy food and by changes to school vending machines?

Science.gov (United States)

Kocken, Paul L; van Kesteren, Nicole M C; Buijs, Goof; Snel, Jeltje; Dusseldorp, Elise

2015-06-01

To study the effects of school lessons about healthy food on adolescents' self-reported beliefs and behaviour regarding the purchase and consumption of soft drinks, water and extra foods, including sweets and snacks. The lessons were combined with the introduction of lower-calorie foods, food labelling and price reductions in school vending machines. A cluster-randomized controlled design was used to allocate schools to an experimental group (i.e. lessons and changes to school vending machines) and a control group (i.e. 'care as usual'). Questionnaires were used pre-test and post-test to assess students' self-reported purchase of extra products and their knowledge and beliefs regarding the consumption of low-calorie products. Secondary schools in the Netherlands. Twelve schools participated in the experimental group (303 students) and fourteen in the control group (311 students). The students' mean age was 13.6 years, 71.5% were of native Dutch origin and mean BMI was 18.9 kg/m(2). At post-test, the experimental group knew significantly more about healthy food than the control group. Fewer students in the experimental group (43%) than in the control group (56%) reported bringing soft drinks from home. There was no significant effect on attitude, social norm, perceived behavioural control and intention regarding the consumption of low-calorie extra products. The intervention had limited effects on students' knowledge and self-reported behaviour, and no effect on their beliefs regarding low-calorie beverages, sweets or snacks. We recommend a combined educational and environmental intervention of longer duration and engaging parents. More research into the effects of such interventions is needed.

Lessons Learned in Software Testing A Context-Driven Approach

CERN Document Server

Kaner, Cem; Pettichord, Bret

2008-01-01

Decades of software testing experience condensed into the most important lessons learned.The world's leading software testing experts lend you their wisdom and years of experience to help you avoid the most common mistakes in testing software. Each lesson is an assertion related to software testing, followed by an explanation or example that shows you the how, when, and why of the testing lesson. More than just tips, tricks, and pitfalls to avoid, Lessons Learned in Software Testing speeds you through the critical testing phase of the software development project without the extensive trial an

Lesson Planning with the Common Core

Science.gov (United States)

Estes, Linda A.; McDuffie, Amy Roth; Tate, Cathie

2014-01-01

Planning a lesson can be similar to planning a road trip--a metaphor the authors use to describe how they applied research and theory to their lesson planning process. A map and mode of transportation, the Common Core State Standards for Mathematics (CCSSM) and textbooks as resources, can lead to desired destinations, such as students engaging in…

Home Kitchen Safety Lessons for Children and Adults

OpenAIRE

Wingfield, Amanda

2014-01-01

The purpose of this project was to design a series of lessons introducing food safety concepts and hand washing to children ages three to five, which is a group that is considered an ‘at risk’ population with food safety regards. There are other curriculum that reach this audience, but the intent of this one is to target stay-at-home mothers, whose children are not in preschool. The project goal is to teach the mother and child food safety concepts while simultaneously using hands on cooking ...

A qualitative content analysis of global health engagements in Peacekeeping and Stability Operations Institute's stability operations lessons learned and information management system.

Science.gov (United States)

Nang, Roberto N; Monahan, Felicia; Diehl, Glendon B; French, Daniel

2015-04-01

Many institutions collect reports in databases to make important lessons-learned available to their members. The Uniformed Services University of the Health Sciences collaborated with the Peacekeeping and Stability Operations Institute to conduct a descriptive and qualitative analysis of global health engagements (GHEs) contained in the Stability Operations Lessons Learned and Information Management System (SOLLIMS). This study used a summative qualitative content analysis approach involving six steps: (1) a comprehensive search; (2) two-stage reading and screening process to identify first-hand, health-related records; (3) qualitative and quantitative data analysis using MAXQDA, a software program; (4) a word cloud to illustrate word frequencies and interrelationships; (5) coding of individual themes and validation of the coding scheme; and (6) identification of relationships in the data and overarching lessons-learned. The individual codes with the most number of text segments coded included: planning, personnel, interorganizational coordination, communication/information sharing, and resources/supplies. When compared to the Department of Defense's (DoD's) evolving GHE principles and capabilities, the SOLLIMS coding scheme appeared to align well with the list of GHE capabilities developed by the Department of Defense Global Health Working Group. The results of this study will inform practitioners of global health and encourage additional qualitative analysis of other lessons-learned databases. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

[Economics] Introductory Lesson (Begin Day One). Lesson Plan.

Science.gov (United States)

Lewin, Roland

This introductory lesson on teaching economics concepts contains sections on the following: purpose; objectives; time; materials needed; and step-by-step classroom procedures. The focus is on the economic problem of scarcity and opportunity costs. Attached is an original skit, "There's no such thing as a free lunch," and a chart that…

English language-in-education: A lesson planning model for subject ...

African Journals Online (AJOL)

English language-in-education: A lesson planning model for subject teachers. ... lack of critical academic language skills in English as the Language of Learning and ... process of lesson design and the 'forward' process of lesson presentation.

Seeking Comfort: How and Why Preservice Teachers Use Internet Resources for Lesson Planning

Science.gov (United States)

Sawyer, Amanda G.; Myers, Joy

2018-01-01

This study examined 158 lesson plans at one institution across two teacher education programs, inclusive early childhood and elementary education, to determine the impact of Internet usage as inspiration on preservice teachers' lesson plans. Fisher's exact test determined statistically significant differences between the Internet use of preservice…

The relationships within the mathematical content of teachers’ lesson sequences

Science.gov (United States)

Shahrill, M.; Prahmana, R. C. I.; Roslan, R.

2017-12-01

This study explored how mathematics content is carried through by means of the problems presented during lessons. Following the definitions and the coding criteria from the TIMSS 1999 Video Study, a total of 163 mathematics problems were identified in the video- recorded lesson sequences of four Bruneian mathematics teachers teaching at the Year 8 level. These problems were classified according to the four basic kinds of relationships: mathematically related, thematically related, repetition and unrelated. Drawing on the mathematical content of the teachers’ lesson sequences, the findings revealed variations among the mathematical problems coded as repetition and thematically related, between the four Brunei classes. The aggregated results obtained from the four classes highlighted several points of discussion, such as the relatively higher proportion of repetition problems (52%) from one teacher in particular; the percentage similarities of thematically related problems for all four classes (ranging from 26% to 33%); and the incredibly varied results for mathematically related problems across the four Brunei classes.

Biology Teachers Designing Context-Based Lessons for Their Classroom Practice--The Importance of Rules-of-Thumb

Science.gov (United States)

Wieringa, Nienke; Janssen, Fred J. J. M.; Van Driel, Jan H.

2011-01-01

In science education in the Netherlands new, context-based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules-of-thumb: notions of what a lesson should look like if…

Feedback of safety - related operational experience: Lessons learned

Energy Technology Data Exchange (ETDEWEB)

Elias, D [Commonwealth Edison Co. (United States)

1997-09-01

The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues.

Feedback of safety - related operational experience: Lessons learned

International Nuclear Information System (INIS)

Elias, D.

1997-01-01

The presentation considers the following aspects of feedback of safety-related operational experience: lessons learned program, objectives, personnel characteristics; three types of documents for transmitting lessons learned issues

Driver. D530.2 – Tools for the Lessons Learned Framework

NARCIS (Netherlands)

Schaik, M.G. van; et al

2016-01-01

In this deliverable D530.2 “Tools for the Lessons Learned Framework” the overall lessons learned framework will be clarified based on the delivery D53.1 “Lessons Learned Framework Concept” and aligned with the deliverable D52.1 “Harmonized competence framework”. The Tools for the Lessons Learned

Transforming Past Lessons to Mold the Future: A Case Study on Operation NICKEL GRASS

National Research Council Canada - National Science Library

Riney, Thomas J

2003-01-01

...?" In this case, the specific lessons from the 1973 airlift operation supporting Israel, Operation NICKEL GRASS, were analyzed and generalized using the Tenets of Operations described in U.S. Army field manuals...

Applying cinematic materials at geography lessons with suggestopedic educational technology

Directory of Open Access Journals (Sweden)

Вікторія Салімон

2017-09-01

Full Text Available The article describes the use of cinematic materials, especially materials from feature films as one of the best means to assimilate the information on the lessons with suggestopedic educational technology. Scientific research of this method including on geography  essons, have been analyzed. Modern pupils study, learn and grow under the influence of communication technologies, so they require a rapid response and adaptation to modern conditions, as well as other interests, a special motivation in training. Feature films, like nothing else, captivates the modern youth, so there is an opportunity to use the screen art for educational purposes and effect of the suggestopedic influence allows pupils to perceive a large amount of information. The use of cinematic materials with suggestopedic educational technology on geography lessons belongs to audiovisual learning tools, giving the opportunity to acquire different modern motivating knowledge. After analyzing suggestive teaching methods, the results of these methods application have been presented, the essence of cinematic materials use as audiovisual learning tools, especially materials from feature films, on suggestopedic lessons and feasibility of their use in the educational process have been described. The authors propose to focus on artistic learning tools or means of art, as a special type of vacated (released stimulating didactical art, that reveals the spare capacity in education and improves memorization and understanding of the studied material when using cinematic materials on geography lessons with suggestopedic educational technology. Methodical recommendations for the suggestopedic lesson using cinematic materials for the topic «Major relief forms of dry land of the Earth. Mountains» in the general geographic course have been suggested.

Uptake of critical knowledge in nursing practice: lessons learned from a knowledge translation study.

Science.gov (United States)

Anderson, Joan M; Browne, Annette J; Reimer-Kirkham, Sheryl; Lynam, M Judith; Rodney, Paddy; Varcoe, Colleen; Wong, Sabrina; Tan, Elsie; Smye, Victoria; McDonald, Heather; Baumbusch, Jennifer; Khan, Koushambhi Basu; Reimer, Joanne; Peltonen, Adrienne; Brar, Anureet

2010-09-01

This article is based on a knowledge translation (KT) study of the transition of patients from hospital to home. It focuses on the lessons learned about the challenges of translating research-derived critical knowledge in practice settings. The authors situate the article in current discourses about KT; discuss their understanding of the nature of critical knowledge; and present themes from their body of research, which comprises the knowledge that was translated. The findings have the potential to guide future KT research that focuses on the uptake of critical knowledge in nursing practice.

Considerations for implementing an organizational lessons learned process.

Energy Technology Data Exchange (ETDEWEB)

Fosshage, Erik D

2013-05-01

This report examines the lessons learned process by a review of the literature in a variety of disciplines, and is intended as a guidepost for organizations that are considering the implementation of their own closed-loop learning process. Lessons learned definitions are provided within the broader context of knowledge management and the framework of a learning organization. Shortcomings of existing practices are summarized in an attempt to identify common pitfalls that can be avoided by organizations with fledgling experiences of their own. Lessons learned are then examined through a dual construct of both process and mechanism, with emphasis on integrating into organizational processes and promoting lesson reuse through data attributes that contribute toward changed behaviors. The report concludes with recommended steps for follow-on efforts.

Towards a lessons learned system for critical software

International Nuclear Information System (INIS)

Andrade, J.; Ares, J.; Garcia, R.; Pazos, J.; Rodriguez, S.; Rodriguez-Paton, A.; Silva, A.

2007-01-01

Failure can be a major driver for the advance of any engineering discipline and Software Engineering is no exception. But failures are useful only if lessons are learned from them. In this article we aim to make a strong defence of, and set the requirements for, lessons learned systems for safety-critical software. We also present a prototype lessons learned system that includes many of the features discussed here. We emphasize that, apart from individual organizations, lessons learned systems should target industrial sectors and even the Software Engineering community. We would like to encourage the Software Engineering community to use this kind of systems as another tool in the toolbox, which complements or enhances other approaches like, for example, standards and checklists

Towards a lessons learned system for critical software

Energy Technology Data Exchange (ETDEWEB)

Andrade, J. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: jag@udc.es; Ares, J. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: juanar@udc.es; Garcia, R. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: rafael@udc.es; Pazos, J. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: jpazos@fi.upm.es; Rodriguez, S. [University of A Coruna. Campus de Elvina, s/n. 15071, A Coruna (Spain)]. E-mail: santi@udc.es; Rodriguez-Paton, A. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: arpaton@fi.upm.es; Silva, A. [Technical University of Madrid. Campus de Montegancedo, s/n. 28660, Boadilla del Monte, Madrid (Spain)]. E-mail: asilva@fi.upm.es

2007-07-15

Failure can be a major driver for the advance of any engineering discipline and Software Engineering is no exception. But failures are useful only if lessons are learned from them. In this article we aim to make a strong defence of, and set the requirements for, lessons learned systems for safety-critical software. We also present a prototype lessons learned system that includes many of the features discussed here. We emphasize that, apart from individual organizations, lessons learned systems should target industrial sectors and even the Software Engineering community. We would like to encourage the Software Engineering community to use this kind of systems as another tool in the toolbox, which complements or enhances other approaches like, for example, standards and checklists.

Internet-Based Recruitment to a Depression Prevention Intervention: Lessons From the Mood Memos Study

Science.gov (United States)

Jorm, Anthony Francis; Mackinnon, Andrew James

2013-01-01

Background Recruiting participants to randomized controlled trials of health interventions can be very difficult. Internet-based recruitment is becoming an increasingly important mode of recruitment, yet there are few detailed accounts of experiences recruiting participants to mental health interventions. Objective To report on our experience with Internet-based recruitment to an online depression prevention intervention and pass on lessons we learned. Methods Participants were recruited to the Mood Memos study, an online preventive depression intervention, purely through Internet-based sources. The study was targeted to adults with subthreshold depression symptoms from several English-speaking countries. A variety of online recruitment sources were trialed, including search engine advertising (Google, Yahoo!, Bing), Facebook advertising, posts in forums and online noticeboards, and promotion through relevant websites and email newsletters of mental health organizations. Results The study website received visits from 94,808 individuals over the 14-month recruitment period. The recruitment target was reached with 1699 individuals signing up to the randomized controlled trial and 1326 fully enrolling. Most visitors arrived via Google advertising, which promoted a depression-screening questionnaire. Google advertising accounted for nearly half of the total participants who signed up to the study, at an average cost of AUD $12 per participant. Promoting the study through trustworthy organizations and websites known to participants was also effective. Recruitment techniques that were less effective were contacting forums, email groups, and community noticeboards. Conclusions Several techniques, including Google advertising, were successful in recruiting participants to a trial evaluating an online depression intervention. Results suggest that Internet-based recruitment to mental health interventions is feasible and can be relatively affordable. Trial Registration ACTRN

Improving the redistribution of the security lessons in healthcare: An evaluation of the Generic Security Template.

Science.gov (United States)

He, Ying; Johnson, Chris

2015-11-01

The recurrence of past security breaches in healthcare showed that lessons had not been effectively learned across different healthcare organisations. Recent studies have identified the need to improve learning from incidents and to share security knowledge to prevent future attacks. Generic Security Templates (GSTs) have been proposed to facilitate this knowledge transfer. The objective of this paper is to evaluate whether potential users in healthcare organisations can exploit the GST technique to share lessons learned from security incidents. We conducted a series of case studies to evaluate GSTs. In particular, we used a GST for a security incident in the US Veterans' Affairs Administration to explore whether security lessons could be applied in a very different Chinese healthcare organisation. The results showed that Chinese security professional accepted the use of GSTs and that cyber security lessons could be transferred to a Chinese healthcare organisation using this approach. The users also identified the weaknesses and strengths of GSTs, providing suggestions for future improvements. Generic Security Templates can be used to redistribute lessons learned from security incidents. Sharing cyber security lessons helps organisations consider their own practices and assess whether applicable security standards address concerns raised in previous breaches in other countries. The experience gained from this study provides the basis for future work in conducting similar studies in other healthcare organisations. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Refining MARGINS Mini-Lessons Using Classroom Observations

Science.gov (United States)

Iverson, E. A.; Manduca, C. A.; McDaris, J. R.; Lee, S.

2009-12-01

One of the challenges that we face in developing teaching materials or activities from research findings is testing the materials to determine that they work as intended. Traditionally faculty develop material for their own class, notice what worked and didn’t, and improve them the next year. However, as we move to a community process of creating and sharing teaching materials, a community-based process for testing materials is appropriate. The MARGINS project has piloted such a process for testing teaching materials and activities developed as part of its mini-lesson project (http://serc.carleton.edu/margins/index.html). Building on prior work developing mechanisms for community review of teaching resources (e.g. Kastens, 2002; Hancock and Manduca, 2005; Mayhew and Hall, 2007), the MARGINS evaluation team developed a structured classroom observation protocol. The goals of field testing are to a) gather structured, consistent feedback for the lesson authors based on classroom use; b) guide reviewers of these lessons to reflect on research-based educational practice as a framework for their comments; c) collect information on the data and observations that the reviewer used to underpin their review; d) determine which mini-lessons are ready to be made widely available on the website. The protocol guides faculty observations on why they used the activity, the effectiveness of the activity in their classroom, the success of the activity in leading to the desired learning, and what other faculty need to successfully use the activity. Available online (http://serc.carleton.edu/margins/protocol.html), the protocol can be downloaded and completed during instruction with the activity. In order to encourage review of mini-lessons using the protocol, a workshop focused on review and revision of activities was held in May 2009. In preparation for the workshop, 13 of the 28 participants chose to field test a mini-lesson prior to the workshop and reported that they found this

Improving the Identification, Dissemination and Implementation of Deactivation and Decommissioning Lessons Learned and Best Practices

International Nuclear Information System (INIS)

Waisley, Sandra L.; Lackey, Michael B.; Dusek, Lansing G.

2008-01-01

Approximately $150 billion of work currently remains in the United States Department of Energy's (DoE's) Office of Environmental Management (EM) life cycle budget for U.S. projects. Contractors who manage facilities for the DOE have been challenged to identify transformational changes to reduce the life cycle costs and to develop a knowledge-management system that identifies, disseminates, and tracks the implementation of lessons learned and best practices. This paper discusses DoE's rationale for using lessons learned and best practices to improve safety and performance while reducing life cycle costs for Deactivation and Decommissioning (D and D) projects. It also provides an update on the Energy Facility Contractors Group's (EFCOG's) progress in supporting DoE's efforts. At this juncture the best practice efforts described are in developmental stages; however, the commitment to and the concrete nature of the work thus far is noteworthy in regard to improving the way D and D lessons learned and best practices are identified, disseminated and implemented across the DOE Complex

When ageing and disasters collide: Lessons from 16 international case studies

International Nuclear Information System (INIS)

Powell, S.; Plouffe, L.; Gorr, P.

2009-01-01

Sixteen case studies examined the impact of various natural disasters and conflict-related emergencies on older people, the strengths and gaps in emergency planning, response and recovery, and the contributions older people made to their families and communities. Case examples were chosen from both developed and developing countries. Older persons suffered disproportionate impacts in several cases. Regardless of the country's level of prosperity, those most affected tended to be economically disadvantaged, disabled or frail, women, socially isolated, or caregivers of family members. Emergency responders were often not aware of distinct needs or abilities of older persons and not equipped to respond appropriately. The best emergency practices recognised and included specific needs within mainstream efforts and integrated older persons in community planning, response and recovery activities. This paper presents the 'lessons learned' from these case studies and makes the case for greater attention to this segment of the population in emergency management. (authors)

The attitudes of classroom teacher candidates towards physical education lesson

Directory of Open Access Journals (Sweden)

Gönül Tekkurşun Demir

2017-12-01

Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

Research-design model for professional development of teachers: Designing lessons with physics education research

Science.gov (United States)

Eylon, Bat-Sheva; Bagno, Esther

2006-12-01

How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER) and provide them with capabilities to use it? How can one enrich teachers’ physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional development model that attempts to respond to these needs. We report on a study of the model’s implementation in a program for 22 high-school experienced physics teachers. In this program teachers (in teams of 5-6) developed during a year and a half (about 330h ), several lessons (minimodules) dealing with a topic identified as problematic by PER. The teachers employed a systematic research-based approach and used PER findings. The program consisted of three stages, each culminating with a miniconference: 1. Defining teaching and/or learning goals based on content analysis and diagnosis of students’ prior knowledge. 2. Designing the lessons using PER-based instructional strategies. 3. Performing a small-scale research study that accompanies the development process and publishing the results. We describe a case study of one of the groups and bring evidence that demonstrates how the workshop advanced: (a) Teachers’ awareness of deficiencies in their own knowledge of physics and pedagogy, and their perceptions about their students’ knowledge; (b) teachers’ knowledge of physics and physics pedagogy; (c) a systematic research-based approach to the design of lessons; (d) the formation of a community of practice; and (e) acquaintance with central findings of PER. There was a clear effect on teachers’ practice in the context of the study as indicated by the materials brought to the workshop. The teachers also reported that they continued to use the insights gained, mainly in the topics that were investigated by themselves and by their peers.

Research-design model for professional development of teachers: Designing lessons with physics education research

Directory of Open Access Journals (Sweden)

Esther Bagno

2006-09-01

Full Text Available How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER and provide them with capabilities to use it? How can one enrich teachers’ physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional development model that attempts to respond to these needs. We report on a study of the model’s implementation in a program for 22 high-school experienced physics teachers. In this program teachers (in teams of 5-6 developed during a year and a half (about 330 h , several lessons (minimodules dealing with a topic identified as problematic by PER. The teachers employed a systematic research-based approach and used PER findings. The program consisted of three stages, each culminating with a miniconference: 1. Defining teaching and/or learning goals based on content analysis and diagnosis of students’ prior knowledge. 2. Designing the lessons using PER-based instructional strategies. 3. Performing a small-scale research study that accompanies the development process and publishing the results. We describe a case study of one of the groups and bring evidence that demonstrates how the workshop advanced: (a Teachers’ awareness of deficiencies in their own knowledge of physics and pedagogy, and their perceptions about their students’ knowledge; (b teachers’ knowledge of physics and physics pedagogy; (c a systematic research-based approach to the design of lessons; (d the formation of a community of practice; and (e acquaintance with central findings of PER. There was a clear effect on teachers’ practice in the context of the study as indicated by the materials brought to the workshop. The teachers also reported that they continued to use the insights gained, mainly in the topics that were investigated by themselves and by their peers.

Research-design model for professional development of teachers: Designing lessons with physics education research

Directory of Open Access Journals (Sweden)

Bat-Sheva Eylon

2006-09-01

Full Text Available How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER and provide them with capabilities to use it? How can one enrich teachers’ physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional development model that attempts to respond to these needs. We report on a study of the model’s implementation in a program for 22 high-school experienced physics teachers. In this program teachers (in teams of 5-6 developed during a year and a half (about 330h, several lessons (minimodules dealing with a topic identified as problematic by PER. The teachers employed a systematic research-based approach and used PER findings. The program consisted of three stages, each culminating with a miniconference: 1. Defining teaching and/or learning goals based on content analysis and diagnosis of students’ prior knowledge. 2. Designing the lessons using PER-based instructional strategies. 3. Performing a small-scale research study that accompanies the development process and publishing the results. We describe a case study of one of the groups and bring evidence that demonstrates how the workshop advanced: (a Teachers’ awareness of deficiencies in their own knowledge of physics and pedagogy, and their perceptions about their students’ knowledge; (b teachers’ knowledge of physics and physics pedagogy; (c a systematic research-based approach to the design of lessons; (d the formation of a community of practice; and (e acquaintance with central findings of PER. There was a clear effect on teachers’ practice in the context of the study as indicated by the materials brought to the workshop. The teachers also reported that they continued to use the insights gained, mainly in the topics that were investigated by themselves and by their peers.

Safety and Mission Assurance for In-House Design Lessons Learned from Ares I Upper Stage

Science.gov (United States)

Anderson, Joel M.

2011-01-01

This viewgraph presentation identifies lessons learned in the course of the Ares I Upper Stage design and in-house development effort. The contents include: 1) Constellation Organization; 2) Upper Stage Organization; 3) Presentation Structure; 4) Lesson-Importance of Systems Engineering/Integration; 5) Lesson-Importance of Early S&MA Involvement; 6) Lesson-Importance of Appropriate Staffing Levels; 7) Lesson-Importance S&MA Team Deployment; 8) Lesson-Understanding of S&MA In-Line Engineering versus Assurance; 9) Lesson-Importance of Close Coordination between Supportability and Reliability/Maintainability; 10) Lesson-Importance of Engineering Data Systems; 11) Lesson-Importance of Early Development of Supporting Databases; 12) Lesson-Importance of Coordination with Safety Assessment/Review Panels; 13) Lesson-Implementation of Software Reliability; 14) Lesson-Implementation of S&MA Technical Authority/Chief S&MA Officer; 15) Lesson-Importance of S&MA Evaluation of Project Risks; 16) Lesson-Implementation of Critical Items List and Government Mandatory Inspections; 17) Lesson-Implementation of Critical Items List Mandatory Inspections; 18) Lesson-Implementation of Test Article Safety Analysis; and 19) Lesson-Importance of Procurement Quality.

Application of Interactive Multimedia Tools in Teaching Mathematics--Examples of Lessons from Geometry

Science.gov (United States)

Milovanovic, Marina; Obradovic, Jasmina; Milajic, Aleksandar

2013-01-01

This article presents the benefits and importance of using multimedia in the math classes by the selected examples of multimedia lessons from geometry (isometric transformations and regular polyhedra). The research included two groups of 50 first year students of the Faculty of the Architecture and the Faculty of Civil Construction Management.…

Lessons from Goiania

International Nuclear Information System (INIS)

Nazari Alves, R.

2000-01-01

The lessons learned from the radiological accident of Goiania in 1987 derived from the observations from the Regulatory Agency which was in charge of the decontamination tasks may be consolidated into four classes: Preventive Actions, characterised as those that aim to minimise the probability of occurrence of a radiological accident; Minimisation of time between the moment of the accident occurrence and the beginning of intervention, in case a radiological accident does occur, despite all preventive measures; Intervention, which is correlated to the type of installation, its geographical location, the social classes involved and their contamination vectors; and Follow up, for which well established rules to allow continuing monitoring of the victims and rebuilding of homes are necessary. The greatest lesson of all was the need for integration of the professionals involved, from all organizations. (author)

Lessons learned on digital systems safety

International Nuclear Information System (INIS)

Sivertsen, Terje

2005-06-01

A decade ago, in 1994, lessons learned from Halden research activities on digital systems safety were summarized in the reports HWR-374 and HWR-375, under the title 'A Lessons Learned Report on Software Dependability'. The reports reviewed all activities made at the Halden Project in this field since 1977. As such, the reports provide a wealth of information on Halden research. At the same time, the lessons learned from the different activities are made more accessible to the reader by being summarized in terms of results, conclusions and recommendations. The present report provides a new lessons learned report, covering the Halden Project research activities in this area from 1994 to medio 2005. As before, the emphasis is on the results, conclusions and recommendations made from these activities, in particular how they can be utilized by different types of organisations, such as licensing authorities, safety assessors, power companies, and software developers. The contents of the report have been edited on the basis of input from a large number of Halden work reports, involving many different authors. Brief summaries of these reports are included in the last part of the report. (Author)

Finnish Students’ Engagement in Science Lessons

Directory of Open Access Journals (Sweden)

Janna Linnansaari

2015-05-01

Full Text Available The decreasing number of students who are engaged in science learning has been recognised as a problem. The pre-conditions of engagement and actual engagement were examined using a novel research method to obtain detailed information on Finnish students’ engagement in different situations and to gain a better understanding of this phenomenon. The study’s participants consisted of 68 students (31 girls, 37 boys from 9th grade and 67 students (46 girls, 21 boys from 1st grade in upper secondary school. The research aimed to answer the following question: How does Finnish students’ engagement occur in exact and life science lessons? Participants received smartphones equipped with a smartphone application that included an experience sampling method questionnaire. The smartphones were programmed to emit a signal during every science lesson and otherwise randomly during the day (from 8 am to 8 pm. The results reveal that situation and grade had significant effects on students’ pre-conditions of engagement and actual engagement. Our results also show that girls had the highest interest in life science lessons and boys in exact science lessons.

Lessons learnt from a three-year pilot field epidemiology training programme

Directory of Open Access Journals (Sweden)

Damian Hoy

2017-09-01

Full Text Available Problem: The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. Context: The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. Action: The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. Outcome: As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Discussion: Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific.

Lessons learnt from a three-year pilot field epidemiology training programme.

Science.gov (United States)

Hoy, Damian; Durand, A Mark; Hancock, Thane; Cash, Haley L; Hardie, Kate; Paterson, Beverley; Paulino, Yvette; White, Paul; Merritt, Tony; Fitzgibbons, Dawn; Gopalani, Sameer Vali; Flint, James; Edwin A Merilles, Onofre; Kashiwabara, Mina; Biaukula, Viema; Lepers, Christelle; Souares, Yvan; Nilles, Eric; Batikawai, Anaseini; Huseynova, Sevil; Patel, Mahomed; Saketa, Salanieta T; Durrheim, David; Henderson, Alden; Roth, Adam

2017-01-01

The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific.

Lessons of nuclear robot history

International Nuclear Information System (INIS)

Oomichi, Takeo

2014-01-01

Severe accidents occurred at Fukushima Daiichi Nuclear Power Station stirred up people's great expectation of nuclear robot's deployment. However unexpected nuclear disaster, especially rupture of reactor building caused by core meltdown and hydrogen explosion, made it quite difficult to introduce nuclear robot under high radiation environment to cease accidents and dispose damaged reactor. Robotics Society of Japan (RSJ) set up committee to look back upon lessons learned from 50 year's past experience of nuclear robot development and summarized 'Lessons of nuclear robot history', which was shown on the home page website of RSJ. This article outlined it with personal comment. History of nuclear robot developed for inspection and maintenance at normal operation and for specific required response at nuclear accidents was reviewed with many examples at home and abroad for TMI, Chernobyl and JCO accidents. Present state of Fukushima accident response robot's introduction and development was also described with some comments on nuclear robot development from academia based on lessons. (T. Tanaka)

Cryptography and the Internet: lessons and challenges

Energy Technology Data Exchange (ETDEWEB)

McCurley, K.S.

1996-12-31

The popularization of the Internet has brought fundamental changes to the world, because it allows a universal method of communication between computers. This carries enormous benefits with it, but also raises many security considerations. Cryptography is a fundamental technology used to provide security of computer networks, and there is currently a widespread engineering effort to incorporate cryptography into various aspects of the Internet. The system-level engineering required to provide security services for the Internet carries some important lessons for researchers whose study is focused on narrowly defined problems. It also offers challenges to the cryptographic research community by raising new questions not adequately addressed by the existing body of knowledge. This paper attempts to summarize some of these lessons and challenges for the cryptographic research community.

Constellation Program: Lessons Learned. Volume 1; Executive Summary

Science.gov (United States)

Rhatigan, Jennifer L. (Editor)

2011-01-01

This document (Volume I) provides an executive summary of the lessons learned from the Constellation Program. A companion Volume II provides more detailed analyses for those seeking further insight and information. In this volume, Section 1.0 introduces the approach in preparing and organizing the content to enable rapid assimilation of the lessons. Section 2.0 describes the contextual framework in which the Constellation Program was formulated and functioned that is necessary to understand most of the lessons. Context of a former program may seem irrelevant in the heady days of new program formulation. However, readers should take some time to understand the context. Many of the lessons would be different in a different context, so the reader should reflect on the similarities and differences in his or her current circumstances. Section 3.0 summarizes key findings developed from the significant lessons learned at the program level that appear in Section 4.0. Readers can use the key findings in Section 3.0 to peruse for particular topics, and will find more supporting detail and analyses in Section 4.0 in a topical format. Appendix A contains a white paper describing the Constellation Program formulation that may be of use to readers wanting more context or background information. The reader will no doubt recognize some very similar themes from previous lessons learned, blue-ribbon committee reviews, National Academy reviews, and advisory panel reviews for this and other large-scale human spaceflight programs; including Apollo, Space Shuttle, Shuttle/Mir, and the ISS. This could represent an inability to learn lessons from previous generations; however, it is more likely that similar challenges persist in the Agency structure and approach to program formulation, budget advocacy, and management. Perhaps the greatest value of these Constellation lessons learned can be found in viewing them in context with these previous efforts to guide and advise the Agency and its

Lessons from Studies to Evaluate an Online 24-Hour Recall for Use with Children and Adults in Canada

Directory of Open Access Journals (Sweden)

Sharon I. Kirkpatrick

2017-01-01

Full Text Available With technological innovation, comprehensive dietary intake data can be collected in a wide range of studies and settings. The Automated Self-Administered 24-hour (ASA24 Dietary Assessment Tool is a web-based system that guides respondents through 24-h recalls. The purpose of this paper is to describe lessons learned from five studies that assessed the feasibility and validity of ASA24 for capturing recall data among several population subgroups in Canada. These studies were conducted within a childcare setting (preschool children with reporting by parents, in public schools (children in grades 5–8; aged 10–13 years, and with community-based samples drawn from existing cohorts of adults and older adults. Themes emerged across studies regarding receptivity to completing ASA24, user experiences with the interface, and practical considerations for different populations. Overall, we found high acceptance of ASA24 among these diverse samples. However, the ASA24 interface was not intuitive for some participants, particularly young children and older adults. As well, technological challenges were encountered. These observations underscore the importance of piloting protocols using online tools, as well as consideration of the potential need for tailored resources to support study participants. Lessons gleaned can inform the effective use of technology-enabled dietary assessment tools in research.

[A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].

Science.gov (United States)

Pan, Hui-Ching; Hsieh, Suh-Ing; Hsu, Li-Ling

2015-12-01

The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning. To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course. This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination. Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p learning attitude with regard to the teaching material. Furthermore, a significant number in the experimental group expressed the desire to add more lessons on anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area. Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly

Promoting Systems Thinking through Biology Lessons

Science.gov (United States)

Riess, Werner; Mischo, Christoph

2010-01-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the…

The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

Science.gov (United States)

Korkmaz Toklucu, Selma; Tay, Bayram

2016-01-01

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

Research Ethics in Behavioral Interventions Among Special Populations: Lessons From the Peer Approaches to Lupus Self-Management Study.

Science.gov (United States)

Faith, Trevor D; Egede, Leonard; Williams, Edith M

2018-02-01

Research involving a homogenous cohort of participants belonging to a special population must make considerations to recruit and protect the subjects. This study analyses the ethical considerations made in the peer approaches to lupus self-management project which pilot tested a peer mentoring intervention for African American women with systemic lupus erythematosus. Considerations made at the outset of the project are described and their justifications and reasoning are given. Through analysis of feedback from a postintervention focus group and mentors' logs, implications on program outcomes and participant satisfaction are discussed. Feedback indicated the importance of recruiting and training capable mentors, consistent contact from study staff to avert adverse events and avert fear or mistrust and careful consideration that must go into the pairing of mentors and mentees. Participant feedback also indicated that sensitive topics must be addressed carefully to prevent distress and dissatisfaction. Applying the lessons learned from this work as well as the considerations that proved successful may improve the contextualization and ethical conduct of behavioral interventions in special populations resulting in improved tailoring and acceptability toward historically underserved individuals. Published by Elsevier Inc.

Creating more effective health plan quality reports for consumers: lessons from a synthesis of qualitative testing.

Science.gov (United States)

Harris-Kojetin, L D; McCormack, L A; Jaël, E F; Sangl, J A; Garfinkel, S A

2001-07-01

Social marketing techniques such as consumer testing have only recently been applied to develop effective consumer health insurance information. This article discusses lessons learned from consumer testing to create consumer plan choice materials. Data were collected from 268 publicly and privately insured consumers in three studies between 1994 and 1999. Iterative testing and revisions were conducted to design seven booklets to help Medicaid, Medicare, and employed consumers choose a health plan. Standardized protocols were used in 11 focus groups and 182 interviews to examine the content, comprehension, navigation, and utility of the booklets. A method is suggested to help consumers narrow their plan choices by breaking down the process into smaller decisions using a set of guided worksheets. Implementing these lessons is challenging and not often done well. This article gives examples of evidence-based approaches to address cognitive barriers that designers of consumer health insurance information can adapt to their needs.

Culturally Responsive Education: Developing Lesson Plans for Vietnamese Students in the American Diaspora

Science.gov (United States)

Douglas, Cynthia M.

2015-01-01

This article focuses on the application of the philosophical principles of John Dewey and Culturally Responsive Education in the creation of lesson plans for Vietnamese students in the American Diaspora. Through a Fulbright-Hayes Program a group of teachers from the New York City Public School System and Long Island spent six weeks in Vietnam…

A study: Effect of Students Peer Assisted Learning on Magnetic Field Achievement

International Nuclear Information System (INIS)

Mueanploy, Wannapa

2016-01-01

This study is the case study of Physic II Course for students of Pathumwan Institute of Technology. The purpose of this study is: 1) to develop cooperative learning method of peer assisted learning (PAL), 2) to compare the learning achievement before and after studied magnetic field lesson by cooperative learning method of peer assisted learning. The population was engineering students of Pathumwan Institute of Technology (PIT’s students) who registered Physic II Course during year 2014. The sample used in this study was selected from the 72 students who passed in Physic I Course. The control groups learning magnetic fields by Traditional Method (TM) and experimental groups learning magnetic field by method of peers assisted learning. The students do pretest before the lesson and do post-test after the lesson by 20 items achievement tests of magnetic field. The post-test higher than pretest achievement significantly at 0.01 level. (paper)

Pacemaker Primary Curriculum; Lesson Book Level B.

Science.gov (United States)

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the second in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subjects areas on the primary grade level: arithmetic, reading, vocabulary, listening, planning, problem solving, social behavior, art, music, and…

Pacemaker Primary Curriculum; Lesson Book Level A.

Science.gov (United States)

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the first in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the kindergarten level: arithmetic concepts, number concepts, reading readiness, vocabulary, language, listening, social behavior,…

Pacemaker Primary Curriculum; Lesson Book Level C.

Science.gov (United States)

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the third in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary grade level: arithmetic, reading, vocabulary, spelling, printing, listening, planning, problem solving, social behavior,…

Pacemaker Primary Curriculum; Lesson Book Level D.

Science.gov (United States)

Ross, Dorothea M.; Ross, Sheila A.

This lesson book, which is the last in a four-level program for young children with learning difficulties, describes the purpose of and equipment and procedures for teaching lessons in the following subject areas on the primary level: arithmetic, reading, vocabulary, spelling, printing, listening, planning and problem solving, social behavior,…

Renormalization group and critical phenomena

International Nuclear Information System (INIS)

Ji Qing

2004-01-01

The basic clue and the main steps of renormalization group method used for the description of critical phenomena is introduced. It is pointed out that this method really reflects the most important physical features of critical phenomena, i.e. self-similarity, and set up a practical solving method from it. This way of setting up a theory according to the features of the physical system is really a good lesson for today's physicists. (author)

Lessons Studies: un viaje de ida y vuelta recreando el aprendizaje comprensivo

Directory of Open Access Journals (Sweden)

Encarnación SOTO GÓMEZ

2015-01-01

Full Text Available En Las Lesson Study (LS atraen, desde hace unos años, la atención internacional como estrategia de mejora de la enseñanza y el aprendizaje en los centros educativos. ¿Qué son? ¿Cómo se organizan? Suponen un proceso donde los docentes cooperativamente diseñan, desarrollan, observan, analizan y revisan una propuesta didáctica. Una estrategia cíclica donde cada uno/a de los componentes del grupo y de forma rotativa, desarrolla la propuesta y es observado por el grupo. Una propuesta diversa e internacionalmente extendida que asume no solo la mejora del aprendizaje del alumnado sino también la de los maestros y maestras que participan en ella.

Lessons for public health campaigns from analysing commercial food marketing success factors: a case study.

Science.gov (United States)

Aschemann-Witzel, Jessica; Perez-Cueto, Federico J A; Niedzwiedzka, Barbara; Verbeke, Wim; Bech-Larsen, Tino

2012-02-21

Commercial food marketing has considerably shaped consumer food choice behaviour. Meanwhile, public health campaigns for healthier eating have had limited impact to date. Social marketing suggests that successful commercial food marketing campaigns can provide useful lessons for public sector activities. The aim of the present study was to empirically identify food marketing success factors that, using the social marketing approach, could help improve public health campaigns to promote healthy eating. In this case-study analysis, 27 recent and successful commercial food and beverage marketing cases were purposively sampled from different European countries. The cases involved different consumer target groups, product categories, company sizes and marketing techniques. The analysis focused on cases of relatively healthy food types, and nutrition and health-related aspects in the communication related to the food. Visual as well as written material was gathered, complemented by semi-structured interviews with 12 food market trend experts and 19 representatives of food companies and advertising agencies. Success factors were identified by a group of experts who reached consensus through discussion structured by a card sorting method. Six clusters of success factors emerged from the analysis and were labelled as "data and knowledge", "emotions", "endorsement", "media", "community" and "why and how". Each cluster subsumes two or three success factors and is illustrated by examples. In total, 16 factors were identified. It is argued that the factors "nutritional evidence", "trend awareness", "vertical endorsement", "simple naturalness" and "common values" are of particular importance in the communication of health with regard to food. The present study identified critical factors for the success of commercial food marketing campaigns related to the issue of nutrition and health, which are possibly transferable to the public health sector. Whether or not a particular

Lessons for public health campaigns from analysing commercial food marketing success factors: a case study

Science.gov (United States)

2012-01-01

Background Commercial food marketing has considerably shaped consumer food choice behaviour. Meanwhile, public health campaigns for healthier eating have had limited impact to date. Social marketing suggests that successful commercial food marketing campaigns can provide useful lessons for public sector activities. The aim of the present study was to empirically identify food marketing success factors that, using the social marketing approach, could help improve public health campaigns to promote healthy eating. Methods In this case-study analysis, 27 recent and successful commercial food and beverage marketing cases were purposively sampled from different European countries. The cases involved different consumer target groups, product categories, company sizes and marketing techniques. The analysis focused on cases of relatively healthy food types, and nutrition and health-related aspects in the communication related to the food. Visual as well as written material was gathered, complemented by semi-structured interviews with 12 food market trend experts and 19 representatives of food companies and advertising agencies. Success factors were identified by a group of experts who reached consensus through discussion structured by a card sorting method. Results Six clusters of success factors emerged from the analysis and were labelled as "data and knowledge", "emotions", "endorsement", "media", "community" and "why and how". Each cluster subsumes two or three success factors and is illustrated by examples. In total, 16 factors were identified. It is argued that the factors "nutritional evidence", "trend awareness", "vertical endorsement", "simple naturalness" and "common values" are of particular importance in the communication of health with regard to food. Conclusions The present study identified critical factors for the success of commercial food marketing campaigns related to the issue of nutrition and health, which are possibly transferable to the public health

Modular and extensible lesson on fiber optics for youths

Science.gov (United States)

Wong, Nicholas H. L.; Tong, Amy S. K.; Posner, Matthew T.; Ravagli, Andrea

2017-08-01

Fiber optics and its application in telecommunications are rarely encountered by students until they reach tertiary education. While some secondary/middle school curricula may include coverage of basic geometrical optics concepts such as reflection and refraction, few if any go further to elaborate on how these eventually relate to global telecommunications. One could say that the science is made accessible for early-stage students, but discussions about applications are often reserved till later stages. In working through a PhD student-led optics educational outreach program called the "Lightwave Roadshow", we have observed, via engagements with young students and the public at school visits and fairs, that many youths (as well as parents) do have a basic appreciation that the internet is somehow based on light signals. However, few know how the two are related, much less how they work. To address this, our team of `ambassadors' in the Lightwave program has designed a self-contained lesson to introduce youths, aged 11 to 18 years, to fiber optics and optical fiber communications, drawing inspiration from various educational resources such as LASER ClassroomTM and the Exploratorium(R). The lesson is modularized into several parts, starting with using light to communicate Morse code, and then going into advanced concepts, such as total internal reflection and multiuser communications based on wavelength-division multiplexing. The latter can be treated as extensions whose inclusion can be tailored based on the youths' educational levels. A feature of this lesson is that it takes amore phenomenological than theoretical approach, and uses materials that are easily obtainable or craftable as well as interesting for youths, including colored gelatin, LED sources, and water as a waveguide. We outline a lesson and pedagogical method which contains hands-on experiments that can be carried out by educators in formal or informal classes, students learning independently, or

Multimedia Approach in Teaching Mathematics--Example of Lesson about the Definite Integral Application for Determining an Area

Science.gov (United States)

Milovanovic, Marina; Takaci, Durdica; Milajic, Aleksandar

2011-01-01

This article presents the importance of using multimedia in the math classes by an example of multimedia lesson about definite integral and the results of the research carried out among the students of the first years of faculty, divided into two groups of 25. One group had the traditional lecture about the definite integral, while the other one…

The Construction and Pilot Application of a Scoring Rubric for Creative Drama Lesson Planning

Science.gov (United States)

Korkut, Perihan

2018-01-01

Instructional planning is an important part of successful teaching. Therefore, quality lesson planning is accepted as an important indicator of teacher knowledge and ability. This is no different for creative drama. Although drama is strongly rooted in the participating group's creativity and spontaneity, its success depends on a careful and…

Connecting polar research to NGSS STEM classroom lessons

Science.gov (United States)

Brinker, R.; Kast, D.

2016-12-01

Next Generation Science Standards (NGSS) are designed to bring consistent, rigorous science teaching across the United States. Topics are categorized as Performance Expectations (PE), Disciplinary Core Ideas (DCI), Cross-Cutting Concepts (CCC), and Science and Engineering Practices (SEP). NGSS includes a focus on environmental science and climate change across grade levels. Earth and planetary sciences are required at the high school level. Integrating polar science lessons into NGSS classrooms brings relevant, rigorous climate change curriculum across grade levels. Polar science provides opportunities for students to use current data during lessons, conduct their own field work, and collaborate with scientists. Polar science provides a framework of learning that is novel to most students. Inquiry and engagement are high with polar science lessons. Phenomenon related to polar science provide an excellent tool for science teachers to use to engage students in a lesson, stimulate inquiry, and promote critical thinking. When taught effectively, students see the connections between their community, polar regions and climate change, regardless of where on the planet students live. This presentation describes examples of how to effectively implement NGSS lessons by incorporating polar science lessons and field research. Examples of introductory phenomenon and aligned PEs, CCCs, DCIs, and SEPs are given. Suggested student activities, assessments, examples of student work, student research, labs, and PolarTREC fieldwork, use of current science data, and connections to scientists in the field are provided. The goals of the presentation are to give teachers a blueprint to follow when implementing NGSS lessons, and give scientists an understanding of the basics of NGSS so they may be better able to relate their work to U.S. science education and be more effective communicators of their science findings.

Developing written information for cancer survivors from culturally and linguistically diverse backgrounds: Lessons learnt

Directory of Open Access Journals (Sweden)

Georgina Wiley

2018-01-01

Full Text Available Australia is a multicultural nation with a large migrant population. Migrants with cancer report inferior quality of life and the need for more information in their own language. This paper describes lessons learnt from developing culturally appropriate written information resources with and for Arabic, Italian, and Vietnamese cancer survivors and carers. The information needs of survivors from these language groups as well as guidelines for the development of written resources for culturally diverse populations were identified through literature review. Community consultation was undertaken with focus groups. The content was developed and tested with health professionals who spoke the appropriate language and focus group participants, ensuring relevance and appropriateness. Resource design and dissemination were informed through community consultation. A number of key tasks for developing resources were identified as follows: (1 community engagement and consultation; (2 culturally sensitive data collection; (3 focus group facilitators (recruitment and training; (4 content development; (5 translation and review process; (6 design; and (7 sustainability. This project reinforced literature review findings on the importance of cultural sensitivity in the development of resources. Engaging with community groups and incorporating culturally appropriate recruitment strategies optimises recruitment to focus groups and facilitates content development. Stakeholders and lay persons from the intended ethnic-minority communities should be involved in the development and formative evaluation of resources to ensure appropriateness and relevance and in the dissemination strategy to optimize penetration. We believe the lessons we have learnt will be relevant to any group intending to develop health information for culturally and linguistic diverse groups.

Noncombatant Evacuation Operations: Department of State’s Lessons Learned Program

Science.gov (United States)

2016-06-10

means for utilizing the lessons learned, in some form of rehearsal or exercise, will 4 make the lessons learned meaningful. A lesson should only...required by DOS policy. The Department agreed with the recommendations to establish certain procedures to address the need to constantly 44 update...doctrine.31 Futch also explained that CALL is constantly seeking to expand training and educational efforts about the lessons learned process and

Lessons learned from post-accident management at Chernobyl: the P.a.r.e.x. project

International Nuclear Information System (INIS)

Heriard Dubreuil, G.; Lochard, J.; Bataille, C.; Ollagnon, H.; Baude, St.

2008-01-01

Return of experience on Chernobyl post-accident management: the PAREX study Belarus is the country the most affected by the Chernobyl fallouts and is among the most significant experiences in the nuclear post-accident field. Despite specificities inherent to the political and social situation in Belarus, the experience of post-accidental management in this country holds a wealth of lessons in the perspective of preparation to a post-accidental situation in the French and European context. Through the PAREX project (2005-2006), the French Nuclear Safety Authority analysed the return of experience of Chernobyl post-accident management from 1986 to 2005 in order to draw its lessons in the perspective of a preparation policy. The study was led by a group of experts and involved the participation of a pluralistic group of about thirty participants (public authorities, local governments, NGOs, experts, operators). PAREX highlighted the complexity of a situation of long-lasting radioactive contamination (diversity of stakeholders and of dimensions at stake: health, environment, economy, society...). Beyond traditional public crisis management tools and frameworks, post-accident strategies also involves in the longer term a territorial and social response, which relies on local capacities of initiative. Preparation to such process requires experimenting new modes of operation that allow a diversity of local actors to take part to the response to a situation of contamination and to the surveillance system, with the support of public authorities. The conclusions of PAREX include a set of recommendations in this perspective. (authors)

Leadership in American Indian Communities: Winter Lessons

Science.gov (United States)

Metoyer, Cheryl A.

2010-01-01

Winter lessons, or stories told in the winter, were one of the ways in which tribal elders instructed and directed young men and women in the proper ways to assume leadership responsibilities. Winter lessons stressed the appropriate relationship between the leader and the community. The intent was to remember the power and purpose of that…

Urbanization, housing, homelessness and climate change adaptation in Lagos, Nigeria: Lessons from Asia

Directory of Open Access Journals (Sweden)

Ilesanmi Adetokunbo

2015-12-01

Full Text Available The phenomenon of climate change heralds distinctive challenges for sub-Saharan Africa’s urban areas, with economic, social, and health impacts, and severe effects on housing and infrastructure. This study examined climate-change induced vulnerabilities including the urban housing crisis and homelessness in the context of Lagos mega-city, Nigeria, with a view to defining the potential lessons to learn from the Asian urban experience. The study conducted case-study analyses of Lagos and the Asian urban experience, highlighting the megacity-related vulnerabilities. It identified gender and aging as key factors in understanding vulnerability. Lessons from Asia relate to: the conscious policy-linkage of urban demographic expansion and economic growth; synergy between formal and informal sectors; urban densification through compact, mixed-land use development; broad-based urbanization; metropolitan expansion; pursuit of slum-free cities; prominence of housing in national policies; pro-poor financial frameworks; and extensive adoption of mitigation and adaptation strategies in the coastal conurbations. The paper concluded on the critical role of urban governance in reducing vulnerability, the need for greater multi-disciplinary stakeholders’ collaboration and partnership, and the expediency of fitting adaptation strategies and resilience responses to specific needs, capacities and priorities of impact groups. These could enhance the transformation of mega-cities into more adaptable and resilient urban systems.

Arts Impact: Lessons from ArtsBridge

Science.gov (United States)

Shimshon-Santo, Amy R.

2010-01-01

Arts Impact summarizes lessons learned at the ArtsBridge Program. It is informed by in-depth participant observation, logic modeling, and quantitative evaluation of program impact on K-12 students in inner city schools and arts students at the University of California Los Angeles over a two year period. The case study frames its analysis through a…

Effects of Multimedia Usage in Students' Attitude towards Turkish Republic Revolution History and Kemalism Lesson

Science.gov (United States)

Ulusoy, Kadir

2011-01-01

In this study, whether the multimedia in the history lesson affects the students' attitude towards this lesson or not has been studied. With this object, whether there is a difference among the point averages that students take from the preliminary test and whether there is a difference among the point averages that students take from the last…

An Analysis of Lessons in Self-Management. The specific issue of contributions and resource distribution

Directory of Open Access Journals (Sweden)

Ana Inés Heras Monner Sans

2015-06-01

Full Text Available Results from a collaborative ethnographic and sociolinguistic study are presented to analyze lessons in self-managed organizations in contemporary Argentina. We build on Bleger´s (2007 classic definition of “learning” in order to construct an inter-disciplinary analytical frame to interpret the specific characteristics found in these groups, according to their general orientation towards autonomy as a human project (Castoriadis, 1997, 2007. Our analysis shows the complexities associated to this framework, as well as the specific abilities that are continually learned by participants within self-management as an organizational context.

Gross Domestic Pizza. Active Learning Lessons. Economics International.

Science.gov (United States)

Zaleskiene, Irena; Venger, Anatoly; MacDonald, Rich; Davis, Debbie

This lesson plan was developed through "Economics International," an international program to help build economic education infrastructures in the emerging market economies. It provides a lesson description; appropriate age level; economic concepts; content standards and benchmarks; related subject areas; instructional objectives; time…

Student talk and opportunities for mathematical learning in small group interactions

OpenAIRE

Wood, M.; Kalinec, C.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical learning. We differentiated talk based upon its focus: mathematical objects (mathematizing), people (subjectifying), or more specifically, people’s attribu...

Parental Involvement in Children's Independent Music Lessons

Science.gov (United States)

Upitis, Rena; Abrami, Philip C.; Brook, Julia; King, Matthew

2017-01-01

The purpose of the study was to examine types of parental involvement associated with independent music lessons. A self-report survey was designed to explore parent characteristics, parental goals, students' musical progress, the teacher-student relationship, the practice environment, and parent behaviours during practice sessions. The extent to…

Lessons learned in communicating nuclear transportation issues - a case study

International Nuclear Information System (INIS)

Reilly, B.; Austin, P.

1992-01-01

Successful communication requires several key elements. They include a non-intimidating forum for exchanging information, two-way communication, advance preparation to identify what each party wants to learn, and feedback. There is no single approach that guarantees success. Factors such as technical complexity of the issue, level of support by the public, and trust and confidence among the parties all play a role in determining the most workable approach for any particular situation. This paper illustrates lessons learned by the US Department of Energy (DOE) in communicating nuclear waste disposal and transportation issues to the public

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

Directory of Open Access Journals (Sweden)

Ben Clarke

2017-04-01

Full Text Available This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60 were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention as compared with the control (business as usual? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.

Lessons learned from AU PSO-missions in Africa

DEFF Research Database (Denmark)

Mandrup, Thomas

The paper deals with the lessons learned from AU's PSO since 2002, and what that entails for the design of future PSO.......The paper deals with the lessons learned from AU's PSO since 2002, and what that entails for the design of future PSO....

ELPSA AS A LESSON DESIGN FRAMEWORK

Directory of Open Access Journals (Sweden)

Tom Lowrie

2015-07-01

Full Text Available This paper offers a framework for mathematics lesson design that is consistent with the way we learn about, and discover, most things in life. In addition, the framework provides a structure for identifying how mathematical concepts and understanding are acquired and developed. This framework is called ELPSA and represents five learning components, namely: Experience, Language, Pictorial, Symbolic and Applications. This framework has been used in developing lessons and teacher professional programs in Indonesia since 2012 in cooperation with the World Bank. This paper describes the theory that underlines the framework in general and in relation to each inter-connected component. Two explicit learning sequences for classroom practice are described, associated with Pythagoras theorem and probability. This paper then concludes with recommendations for using ELPSA in various institutional contexts.Keywords: ELPSA, lesson design framework, Pythagoras theorem, probability DOI: dx.doi.org/10.22342/jme.62.77

Chinese Lessons from Other Peoples’ Wars

Science.gov (United States)

2011-11-01

as the lessons “not learned” or not adopted, the so-called “ dogs that do not bark.” While it may be difficult to parse real lessons learned from...under the barrel of the Type 95 5.8mm assault rifle. There is no muzzle brake or flash suppressor fitted and it is fed from a box magazine that

Evidence for Ancient Life in Mars Meteorites: Lessons Learned

Science.gov (United States)

McKay, D. S.

1998-01-01

The lines of evidence we first proposed as supporting a hypothesis of early life on Mars are discussed by Treiman, who presents pros and cons of our hypothesis in the light of subsequent research by many groups. Our assessment of the current status of the many controversies over our hypothesis is given in reports by Gibson et al. Rather than repeat or elaborate on that information, I prefer to take an overview and present what I think are some of the "lessons learned" by our team in particular, and by the science community in general.

Federal Textbook on Citizenship. Our Constitution and Government: Lessons on the Constitution and Government of the United States for Use in the Public Schools by Candidates for Citizenship.

Science.gov (United States)

Seckler-Hudson, Catheryn

Thirty lessons, including 60 illustrations of maps and charts, provide a study framework for candidates preparing for their naturalization examinations as applicants for U. S. citizenship. Representative government is described in terms of group associations, comparing family, community, church, school, city, state, and national organization. The…

A summary of lessons learned at the Shippingport Station Decommissioning Project (SSDP)

International Nuclear Information System (INIS)

Crimi, F.P.; Mullee, G.R.

1987-10-01

This paper describes the lessons learned from a management perspective during decommissioning. The lessons learned are presented in a chronological sequence during the life of the project up to the present time. The careful analysis of the lessons learned and the implementation of corresponding actions have contributed toward improving the effectiveness of decommissioning as time progresses. The lessons learned should be helpful in planning future decommissioning projects

INTERCULTURAL FEATURES AND THE THEME OF TRAVELLING IN BILINGUAL MATHEMATICS LESSONS

Directory of Open Access Journals (Sweden)

Zuzana Naštická

2016-08-01

Full Text Available The present qualitative research is focused on bilingual mathematics education. The research presents findings of a case study of one bilingual Slovak and English mathematics 40-minute lesson within an after school elective bilingual mathematics course running weekly since October, 2015. The lesson took place in March, 2016, and was attended by nine learners aged 12-13, eight boys and one girl. The learners are cases of successive school additive bilingual education. The elective course as a whole is a case of immerse bilingual educational programme. In terms of sociolinguistic settings, the course lessons are cases of bilingual education with external second language. The researcher designed and realized the course lessons in terms of CLIL approach, i.e. Content and Language Integrated Learning. The main aim of the case study was to examine if bilingual mathematics instruction does or does not prevent learners from solving math word problems. Secondly, the analysis of transcription of the lesson audio-record served for identification of intercultural features which might hinder the learning process. The analysis of the transcribed audio-record indicates that the bilingual context did not prevent students from solving math word problems, although each of the students worked at their individual rate. On the other hand, some students were confused by the comma as a thousands-separator in multi-digit numbers, and this actually hindered their learning and problem solving process. This fact has been identified as an intercultural difference which had to be explicitly explained to the students. In order to lessen the possible negative influences of bilingual context on mathematics education, teachers need to predict students’ responses to various intercultural differences which students are unfamiliar with.

Energy market reform - lessons learned and next steps

International Nuclear Information System (INIS)

Doucet, G.

2004-01-01

This presentation will be based on the World Energy Council's recently published report, Energy Market Reform: Lessons Learned and Next Steps with Special Emphasis on the Energy Access Problems of Developing Countries. The report draws on practical lessons from past studies carried out by the World Energy Council and on current experiences on the desirable architecture of market reforms in electricity and natural gas. The approach of the study was not to further deepen the analysis or to provide technical recommendations but rather, to build a debate guided by the common thread of energy security and end-user e mpowerment , highlighting the possible areas of conflict of interest and the broad solutions that might be chosen depending on the local circumstances for different parts of the energy chains. The ambition was to identify key concerns and to initiate a debate on possible answers.(author)

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

Science.gov (United States)

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

To Customize or Not to Customize? Exploring Science Teacher Customization in an Online Lesson Portal

Science.gov (United States)

Littenberg-Tobias, Joshua; Beheshti, Elham; Staudt, Carolyn

2016-01-01

New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an…

The first English (EFL) lesson : Initial settings or the emergence of a playful classroom culture

NARCIS (Netherlands)

van Dam, J.; Bannink, A.; Bell, N.

2017-01-01

This discourse-based micro-ethnographic study scrutinizes the various forms of play that are a recurrent and salient feature of a first English (EFL) lesson in a Dutch secondary school context. In the first part of the lesson collective speaking formats associated with cultural games and routines in

Ability Grouping in Social Studies.

Science.gov (United States)

Social Education, 1992

1992-01-01

Presents a position statement of the National Council for the Social Studies (NCSS). Reports that the NCSS objects to ability grouping in social studies. Argues that ability grouping disadvantages minority, handicapped, and low ability students. Suggests that ability grouping undermines the democratic ideals that should be the basis of the social…

Lessons from Our Kissing Cousins: Third Culture Kids and Gifted Children

Science.gov (United States)

Sheard, Wenda

2008-01-01

This article describes characteristics shared by "third culture kids" (TCKs) and gifted children and summarizes lessons to be learned from the two communities. Some of the lessons are from TCKs themselves; the article includes quotes from students the author has taught in recent years. Pedagogical lessons for raising the global awareness…

Sample Lesson Plans. Management for Effective Teaching.

Science.gov (United States)

Fairfax County Public Schools, VA. Dept. of Instructional Services.

This guide is part of the Management for Effective Teaching (MET) support kit, a pilot project developed by the Fairfax County (Virginia) Public Schools to assist elementary school teachers in planning, managaing, and implementing the county's curriculum, Program of Studies (POS). In this guide, a sample lesson plan of a teaching-learning activity…

Jackie Steals Home. Learning Page Lesson Plan.

Science.gov (United States)

Pulda, Arnold

In this lesson, students draw on their previous studies of American history and culture as they analyze primary sources from "Jackie Robinson and Other Baseball Highlights, 1860s-1960s" in the American Memory collection. A close reading of two documents relating to Jackie Robinson's breaking of the racial barrier in professional baseball…

Brentwood Lessons Learned Project Report

Energy Technology Data Exchange (ETDEWEB)

Rivkin, Carl H. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Caton, Melanie C. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ainscough, Christopher D. [National Renewable Energy Lab. (NREL), Golden, CO (United States); Marcinkoski, Jason [Dept. of Energy (DOE), Washington DC (United States)

2017-09-26

The purpose of this report is to document lessons learned in the installation of the hydrogen fueling station at the National Park Service Brentwood site in Washington, D.C., to help further the deployment of hydrogen infrastructure required to support hydrogen and other fuel cell technologies. Hydrogen fueling is the most difficult infrastructure component to build and permit. Hydrogen fueling can include augmenting hydrogen fueling capability to existing conventional fuel fueling stations as well as building brand new hydrogen fueling stations. This report was produced as part of the Brentwood Lessons Learned project. The project consisted of transplanting an existing modular hydrogen fueling station from Connecticut to the National Park Service Brentwood site. This relocation required design and construction at the Brentwood site to accommodate the existing station design as well as installation and validation of the updated station. One of the most important lessons learned was that simply moving an existing modular station to an operating site was not necessarily straight-forward - performing the relocation required significant effort and cost. The station has to function at the selected operating site and this functionality requires a power supply, building supports connecting to an existing alarm system, electrical grounding and lighting, providing nitrogen for purging, and providing deionized water if an electrolyzer is part of the station package. Most importantly, the station has to fit into the existing site both spatially and operationally and not disrupt existing operations at the site. All of this coordination and integration requires logistical planning and project management. The idea that a hydrogen fueling station can be simply dropped onto a site and made immediately operational is generally not realistic. Other important lessons learned include that delineating the boundaries of the multiple jurisdictions that have authority over a project for

Moroccan Arabic Technical Lessons for Rehab./Special Ed.

Science.gov (United States)

Chtatou, Mohamed, Ed.

The instructional materials in Moroccan Arabic are designed to meet the language needs of Peace Corps volunteers working in rehabilitation and special education in Morocco. The lessons are almost entirely in Arabic, and include vocabulary lists with both technical and everyday language pertaining to disabilities. Lesson topics include singing, the…

Spreading Awareness of Stroke through School-Based Education: A Pooled Analysis of Three Community-Based Studies.

Science.gov (United States)

Hino, Tenyu; Yokota, Chiaki; Nishimura, Kunihiro; Nakai, Michikazu; Kato, Suzuka; Kuwabara, Kazuyo; Takekawa, Hidehiro; Arimizu, Takuro; Tomari, Shinya; Wada, Shinichi; Ohnishi, Hideyuki; Toyoda, Kazunori; Okamura, Tomonori; Minematsu, Kazuo

2018-03-12

Advancing school-based education is a promising means to spread knowledge pertaining to stroke. The aim of the current study was to clarify whether stroke lessons provided by schoolteachers could deliver stroke knowledge to children (aged 9-11 years) and their parents, at a similar level to when taught by medical staff. Schoolteachers conducted lessons on stroke for school children using the educational materials we prepared (i.e., the teacher group; 1051 children and 719 parents). This was compared with our previous data from Akashi city and Tochigi prefecture, in which the stroke lessons were conducted by medical staff (i.e., the medical group; 1031 children and 756 parents). Three campaigns were conducted between September 2014 and May 2016. Each child was given education materials to take home to discuss stroke with their parents. The children and their parents answered questionnaires on stroke knowledge, at baseline, immediately after the lesson, and at 3 months after the lesson. Compared with the time point before the lesson, both children and parents instructed by the teacher group showed significant increases in the scores about stroke symptoms and risk factors, immediately and at 3 months after the lesson (P educational material, adequately delivered knowledge of stroke to children and parents, in a manner that was similar to when medical staff delivered this information. Copyright © 2018 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Learning Groups in MOOCs: Lessons for Online Learning in Higher Education

Directory of Open Access Journals (Sweden)

Godfrey Mayende

2017-06-01

Full Text Available when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes to identify effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC run in 2015 and 2016. Qualitative (interaction on the platform and quantitative (survey methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can make online learning groups more effective.

"It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project

Science.gov (United States)

Maitles, Henry; Cowan, Paula

2012-01-01

Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and…

Benefits of Lessons Expected by Parents : Results of a Survey on Parents Enrolling Their Children in Piano Lessons

OpenAIRE

末永,雅子

2013-01-01

With the declining birth rate, parents are becoming increasingly interested in childhood education. While the objective of cram schools and English lessons, which are targeted at advancement to higher education, is enhancement of academic ability, the expected benefits of lessons in activities such as piano and sports are not the acquisition of special knowledge or skills, but rather the development of physical fitness, concentration, and other abilities that are useful in dail...

Knowledge in Action: Fitness Lesson Segments That Teach Health-Related Fitness in Elementary Physical Education

Science.gov (United States)

Hodges, Michael G.; Kulinna, Pamela Hodges; van der Mars, Hans; Lee, Chong

2016-01-01

The purpose of this study was to determine students' health-related fitness knowledge (HRFK) and physical activity levels after the implementation of a series of fitness lessons segments called Knowledge in Action (KIA). KIA aims to teach health-related fitness knowledge (HRFK) during short episodes of the physical education lesson. Teacher…

Our reflections and lessons from the Fukushima Nuclear Accident

International Nuclear Information System (INIS)

Matsuoka, Takeshi; Sawada, Takashi; Yagawa, Genki

2017-01-01

In order to investigate the cause of the accident that began on March 11, 2011 at the Tokyo Electric Power Company Fukushima Daiichi Nuclear Power Station, the Science Council of Japan set an investigation committee, the 'Sub-Committee on Fukushima Nuclear Accident (SCFNA)' under the Comprehensive Synthetic Engineering Committee. The committee has published a record entitled 'Reflections and Lessons from the Fukushima Nuclear Accident, (1st report)'. There are still many items about the accident for which the details are not clear. It is important to discuss the reasons why the severe accident could not be prevented and the possibilities that there might have been other proper operations and accident management to prevent or lessen the severity of the accident than those adopted at the time. SCFNA decided to continue its investigation by setting up our working group called the 'Working Group on Fukushima Nuclear Accident'. Our working group have published 'Reflection and Lessons from the Fukushima Nuclear Accident (2nd Report)'. We investigated the issues of specific units. Unit 1 were validity of the operation of the isolation condenser, whether or not a loss of coolant accident occurred due to a failure of the cooling piping system by the seismic ground motion, and the cause of the loss of the emergency AC power supply, Unit 2 was the reason why a large amount of radioactive materials was emitted to the environment although the reactor building did not explode, Unit 3 was the reasons why the operator stopped running the high pressure coolant injection system, and Units 1 to 3 was validity of the venting operation. These items were considered to be the key issues in these units that would have prevented progression to the severe accident. (author)

Making Progress in Content and Language Integrated Learning (CLIL Lessons: An Indonesian Tertiary Context

Directory of Open Access Journals (Sweden)

Manafe Novriani Rabeka

2018-01-01

Full Text Available This paper outlines an attempt to discover students’ progress in both content and language skill in a content and language integrated learning (CLIL lessons at an Indonesia’s higher education context. This is a part of a research conducted at Faculty of Science and Technology of Nusa Cendana University in Kupang, East Nusa Tenggara Province. This study employs mixed method approach with 20 participants attending by taking pre-test and post-test as well as joining a focus group interview particularly for 6 students. The tests were aimed at measuring the participants’ comprehension of English as the language of CLIL lesson. They were also used as the tool to evaluate students’ mastery of Mathematics as the content subject. Based on the post-test results, the findings showed that more students made significant progress in content subject in comparison to their achievement in language proficiency. Regarding the interview, the students admitted that their failure to made progress in both subjects were mainly caused by their inadequate level of English. This, therefore, led to rising anxiety among the students to complete the tests.

HUG - the Hydrogen Utility Group

International Nuclear Information System (INIS)

Tinkler, M.

2006-01-01

The Hydrogen Utility Group (HUG) was formally established in October 2005 by a group of leading electric utilities with a common interest in sharing hydrogen experiences and lessons learned. HUG's Mission Statement is: 'To accelerate utility integration of promising hydrogen energy related business applications through the coordinated efforts and actions of its members in collaboration with key stakeholders, including government agencies and utility support organizations.' In February 2006, HUG members presented a briefing to the US Senate Hydrogen and Fuel Cell Caucus in Washington, DC, outlining the significant role that the power industry should play in an emerging hydrogen economy. This presentation provides an overview of that briefing, summarizing the HUG's ongoing interests and activities

Lessons for public health campaigns from analysing commercial food marketing success factors

DEFF Research Database (Denmark)

Aschemann-Witzel, Jessica; JA Perez-Cueto, Federico; Niedzwiedzka, Barbara

2012-01-01

Background: Commercial food marketing has considerably shaped consumer food choice behaviour. Meanwhile, public health campaigns for healthier eating have had limited impact to date. Social marketing suggests that successful commercial food marketing campaigns can provide useful lessons for public...... sector activities. The aim of the present study was to empirically identify food marketing success factors that, using the social marketing approach, could help improve public health campaigns to promote healthy eating. Methods: In this case-study analysis, 27 recent and successful commercial food...... in the communication related to the food. Visual as well as written material was gathered, complemented by semi-structured interviews with 12 food market trend experts and 19 representatives of food companies and advertising agencies. Success factors were identified by a group of experts who reached consensus through...

Group-analytic training groups for psychology students: A qualitative study

DEFF Research Database (Denmark)

Nathan, Vibeke Torpe; Poulsen, Stig

2004-01-01

This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants'  personal aims of individual participantsfor particip......This article presents results from an interview study of psychology students' experiences from group-analytic groups conducted at the University of Copenhagen. The primary foci are the significance of differences in themotivation participants'  personal aims of individual participantsfor...... participation in the group, the impact of the composition of participants on the group process, and the professional learning through the group experience. In general the interviews show a marked satisfaction with the group participation. In particular, learning about the importance of group boundaries...

The Finishing Touch: Anatomy of Expert Lesson Closures

Science.gov (United States)

Webster, Collin A.; Connolly, Graeme; Schempp, Paul G.

2009-01-01

Background: Based on the idea that students remember best what is presented last, the lesson closure is commonly identified as an important component of effective teaching and has recently surfaced as a routine practice of expert teachers in sport. Despite its link to both effective and expert instruction, the lesson closure has seen scarce…

Learning within Context: Exploring Lesson Study as an Aid in Enhancing Teachers' Implementations, Conceptions, and Perceptions of the Mathematics Teaching Practices

Science.gov (United States)

Prince, Kyle

2016-01-01

With traditional teaching methods pervasive in the U.S., it is crucial that mathematics teacher educators and professional development leaders understand what methods result in authentic changes in classroom instruction. Lesson study presents a promising approach to developing reform-oriented instruction, as it is situated within the classroom,…

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.

Group members' questions shape participation in health counselling and health education.

Science.gov (United States)

Logren, Aija; Ruusuvuori, Johanna; Laitinen, Jaana

2017-10-01

This study examines how group members' questions shape member participation in health counselling and health education groups. The study applies conversation analytic principles as a method. The data consist of video-recorded health education lessons in secondary school and health counselling sessions for adults with a high risk of Type 2 diabetes. Group members' questions accomplish a temporary change in participatory roles. They are used to 1) request counselling, 2) do counselling or 3) challenge previous talk. They are usually treated as relevant and legitimate actions by the participants, but are occasionally interpreted as transitions outside the current action or topic. Group members' questions result in a shift from leader-driven to member-driven discussion. Thus they constitute a pivot point for detecting changes in participation in group interventions. Observing the occurrence of group members' questions helps group leaders to adjust their own actions accordingly and thus facilitate or guide group participation. Comparison of the type and frequency of members' questions is a way to detect different trajectories for delivering group interventions and can thus be used to develop methods for process evaluation of interventions. Copyright © 2017 Elsevier B.V. All rights reserved.

Hydrogen Fuel Cell Analysis: Lessons Learned from Stationary Power Generation Final Report

Energy Technology Data Exchange (ETDEWEB)

Scott E. Grasman; John W. Sheffield; Fatih Dogan; Sunggyu Lee; Umit O. Koylu; Angie Rolufs

2010-04-30

This study considered opportunities for hydrogen in stationary applications in order to make recommendations related to RD&D strategies that incorporate lessons learned and best practices from relevant national and international stationary power efforts, as well as cost and environmental modeling of pathways. The study analyzed the different strategies utilized in power generation systems and identified the different challenges and opportunities for producing and using hydrogen as an energy carrier. Specific objectives included both a synopsis/critical analysis of lessons learned from previous stationary power programs and recommendations for a strategy for hydrogen infrastructure deployment. This strategy incorporates all hydrogen pathways and a combination of distributed power generating stations, and provides an overview of stationary power markets, benefits of hydrogen-based stationary power systems, and competitive and technological challenges. The motivation for this project was to identify the lessons learned from prior stationary power programs, including the most significant obstacles, how these obstacles have been approached, outcomes of the programs, and how this information can be used by the Hydrogen, Fuel Cells & Infrastructure Technologies Program to meet program objectives primarily related to hydrogen pathway technologies (production, storage, and delivery) and implementation of fuel cell technologies for distributed stationary power. In addition, the lessons learned address environmental and safety concerns, including codes and standards, and education of key stakeholders.

Late lessons from early warnings: science, precaution, innovation

DEFF Research Database (Denmark)

Hansen, Steffen Foss

2013-01-01

of chemical and technological innovations, and highlight a number of systemic problems. The 'Late Lessons Project' illustrates how damaging and costly the misuse or neglect of the precautionary principle can be, using case studies and a synthesis of the lessons to be learned and applied to maximising...... rather than present specific estimates for these costs. Making the best use of environmental science and modelling helps to make environmental protection and precaution a priority. Producing cost estimates should not be left to economists alone, but should rather be seen as a starting point for a broader...... discussion, featuring also the relevant expertise in health, ecology, demography, modelling and science. Well researched estimates, based on interdisciplinary collaboration, can strengthen some of those scattered and diffuse interests, which during the ordinary processes of policy-making have difficulty...

Are parents just treading water? The impact of participation in swim lessons on parents' judgments of children's drowning risk, swimming ability, and supervision needs.

Science.gov (United States)

Morrongiello, Barbara A; Sandomierski, Megan; Schwebel, David C; Hagel, Brent

2013-01-01

Drowning is a leading cause of child mortality globally. Strategies that have been suggested to reduce pediatric drowning risk include increased parental awareness of children's swimming ability and drowning risk, improved adult supervision of child swimmers, and providing swim lessons to children. This study explored how parents' beliefs relevant to children's drowning risk, perception of children's swimming ability, and judgments of supervision needs changed as children aged two through 5 years accumulated experience in swim lessons, and compared a parent group who received regular, detailed feedback about their child's swim skills with one that did not. Parents completed questionnaire measures near the beginning and end of a series of 10 weekly swim lessons. Results revealed that parental accuracy in judging children's swimming abilities remained relatively poor even though it improved from the beginning to the end of the swim lessons. Supervision needs were underestimated and did not vary with program or change over the course of swim lessons. Children's ability to keep themselves from drowning was overestimated and did not change over lessons or vary with program; parents believed that children could save themselves from drowning by the age of 6.21 years. Parents who had experienced a close call for drowning showed greater awareness of children's drowning risk and endorsed more watchful and proximal supervision. Results suggest that expanding learn-to-swim programs to include a parent-focused component that provides detailed tracking of swim skills and delivers messaging targeting perceptions of children's drowning risk and supervision needs may serve to maximize the drowning protection afforded by these programs. Delivering messaging in the form of 'close-call' drowning stories may prove especially effective to impact parents' supervision practices in drowning risk situations. Copyright © 2012 Elsevier Ltd. All rights reserved.

The use of new technologies for nutritional education in primary schools: a pilot study.

Science.gov (United States)

Rosi, A; Dall'Asta, M; Brighenti, F; Del Rio, D; Volta, E; Baroni, I; Nalin, M; Coti Zelati, M; Sanna, A; Scazzina, F

2016-11-01

The aim of this study was evaluating if the presence of a humanoid robot could improve the efficacy of a game-based, nutritional education intervention. This was a controlled, school-based pilot intervention carried out on fourth-grade school children (8-10 years old). A total of 112 children underwent a game-based nutritional educational lesson on the importance of carbohydrates. For one group (n = 58), the lesson was carried out by a nutritional educator, the Master of Taste (MT), whereas for another group, (n = 54) the Master of Taste was supported by a humanoid robot (MT + NAO). A third group of children (n = 33) served as control not receiving any lesson. The intervention efficacy was evaluated by questionnaires administered at the beginning and at the end of each intervention. The nutritional knowledge level was evaluated by the cultural-nutritional awareness factor (AF) score. A total of 290 questionnaires were analyzed. Both MT and MT + NAO interventions significantly increased nutritional knowledge. At the end of the study, children in the MT and MT + NAO group showed similar AF scores, and the AF scores of both intervention groups were significantly higher than the AF score of the control group. This study showed a significant increase in the nutritional knowledge of children involved in a game-based, single-lesson, educational intervention performed by a figure that has a background in food science. However, the presence of a humanoid robot to support this figure's teaching activity did not result in any significant learning improvement. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

A comparative study of the effectiveness of "Star Show" vs. "Participatory Oriented Planetarium" lessons in a middle school Starlab setting

Science.gov (United States)

Platco, Nicholas L.., Jr.

2005-06-01

The purpose of this study was to compare the effectiveness of "Star Show" and the "Participatory Oriented Planetarium" (POP) instructional programs in a middle school Starlab setting. The Star Show is a planetarium program that relies heavily on an audiovisual/lecture format to impart information, while the POP method of instruction is an inquiry, activity-based approach to teaching astronomy. All Star Show and POP lessons were conducted in a Starlab planetarium. This study examined the effectiveness of the two methods on the attainment of astronomy knowledge, changes in student attitudes toward astronomy, retention of knowledge, and gender differences. A pilot study (N = 69) was conducted at a middle school near King of Prussia, Pennsylvania. The main study (N = 295) was conducted at a middle school near Reading, Pennsylvania. All students were pretested and posttested in both studies. The testing instruments included a 60-question paper-and-pencil content test and a 22-item Likert-style science attitude test. The content test was judged to be valid and reliable by a panel of science educators. The attitude test is a field-tested attitude survey developed by Michael Zeilik. The topics included in the Star Show and POP lessons were seasons, moon phases, eclipses, stars, and constellations. The Star Show programs used in this study are professionally prepared planetarium programs from Jeff Bowen Productions. Several planetarium educators who have been involved with planetarium training workshops throughout the United States developed the POP lessons used in this study. The Star Show was clearly the more effective method for improving student knowledge in both the pilot and main studies. Both methods were equally effective for improving student attitudes toward astronomy. The POP method was the more effective method of instruction when retention of knowledge was examined four weeks after the treatments ended. Gender did not have any significant effect on this study

Recycling Lesson Plan

Science.gov (United States)

Okaz, Abeer Ali

2013-01-01

This lesson plan designed for grade 2 students has the goal of teaching students about the environmental practice of recycling. Children will learn language words related to recycling such as: "we can recycle"/"we can't recycle" and how to avoid littering with such words as: "recycle paper" and/or "don't throw…

Lessons from the domestic Ebola response: Improving health care system resilience to high consequence infectious diseases.

Science.gov (United States)

Meyer, Diane; Kirk Sell, Tara; Schoch-Spana, Monica; Shearer, Matthew P; Chandler, Hannah; Thomas, Erin; Rose, Dale A; Carbone, Eric G; Toner, Eric

2018-05-01

The domestic response to the West Africa Ebola virus disease (EVD) epidemic from 2014-2016 provides a unique opportunity to distill lessons learned about health sector planning and operations from those individuals directly involved. This research project aimed to identify and integrate these lessons into an actionable checklist that can improve health sector resilience to future high-consequence infectious disease (HCID) events. Interviews (N = 73) were completed with individuals involved in the domestic EVD response in 4 cities (Atlanta, Dallas, New York, and Omaha), and included individuals who worked in academia, emergency management, government, health care, law, media, and public health during the response. Interviews were transcribed and analyzed qualitatively. Two focus groups were then conducted to expand on themes identified in the interviews. Using these themes, an evidence-informed checklist was developed and vetted for completeness and feasibility by an expert advisory group. Salient themes identified included health care facility issues-specifically identifying assessment and treatment hospitals, isolation and treatment unit layout, waste management, community relations, patient identification, patient isolation, limitations on treatment, laboratories, and research considerations-and health care workforce issues-specifically psychosocial impact, unit staffing, staff training, and proper personal protective equipment. The experiences of those involved in the domestic Ebola response provide critical lessons that can help strengthen resilience of health care systems and improve future responses to HCID events. Copyright © 2018 Association for Professionals in Infection Control and Epidemiology, Inc. All rights reserved.