WorldWideScience

Sample records for nonscience majors learn

  1. Cooperative and Inquiry-Based Learning Utilizing Art-Related Topics: Teaching Chemistry to Community College Nonscience Majors

    Science.gov (United States)

    Hemraj-Benny, Tirandai; Beckford, Ian

    2014-01-01

    It is an established fact that in the United States there is a great need to improve the scientific literacy of undergraduate students, especially those who are nonscience majors. Data presented herein suggest that using simple art concepts can assist nonscience majors in better appreciating scientific facts related to chemistry. However, it is…

  2. The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

    Science.gov (United States)

    Reynolds, Bradley Robert

    2013-01-01

    The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

  3. Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture

    Science.gov (United States)

    Eick, Charles Joseph; King, David T., Jr.

    2012-01-01

    The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey…

  4. The Chemistry of Perfume: A Laboratory Course for Nonscience Majors

    Science.gov (United States)

    Logan, Jennifer L.; Rumbaugh, Craig E.

    2012-01-01

    "The Chemistry of Perfume" is a lab-only course for nonscience majors. Students learn fundamental concepts of chemistry through the context of fragrance, a pervasive aspect of daily life. The course consists of laboratories pertaining to five units: introduction, extraction, synthesis, characterization, and application. The introduction unit…

  5. Reforming an Undergraduate Environmental Science Course for Nonscience Majors

    Science.gov (United States)

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

  6. The Chemistry of Perfume: A Laboratory Course for Nonscience Majors

    Science.gov (United States)

    Logan, Jennifer L.; Rumbaugh, Craig E.

    2012-01-01

    "The Chemistry of Perfume" is a lab-only course for nonscience majors. Students learn fundamental concepts of chemistry through the context of fragrance, a pervasive aspect of daily life. The course consists of laboratories pertaining to five units: introduction, extraction, synthesis, characterization, and application. The introduction unit…

  7. Reforming an Undergraduate Environmental Science Course for Nonscience Majors

    Science.gov (United States)

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

  8. Improving scientific learning and supporting civic engagement for undergraduate non-science majors

    Science.gov (United States)

    Taylor, Alana Presley

    In prior research focusing on teaching and learning science, a definitive trend toward a new approach for undergraduate non-major science courses has emerged. Instruction should be refocused from information-transfer to giving students experiences that allow them to explore and engage in their new knowledge and find ways to integrate it into their everyday lives. One technique is to focus class material on real issues of interest and relevance. Course development that allows for civic engagement and self discovery connects learning to the lives of students and their communities. This study used a quasi-- experimental design to see if students who engaged in their learning had improved learning gains, increased motivation, and ability to relate it to their lives. The results showed that students were more motivated to connect the subject to their lives when they engaged through civic engagement projects. Techniques used in this research can be used in the future to develop science courses that focus on the needs of 21st century learners.

  9. Science Motivation Questionnaire II: Validation with Science Majors and Nonscience Majors

    Science.gov (United States)

    Glynn, Shawn M.; Brickman, Peggy; Armstrong, Norris; Taasoobshirazi, Gita

    2011-01-01

    From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students--367 science majors and 313 nonscience majors--responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self-determination, self-efficacy, career…

  10. Experience with a Professionally Oriented Astronomy Laboratory for Nonscience Majors.

    Science.gov (United States)

    Annett, Clarence H.

    1980-01-01

    Presents the philosophy and mechanics of a professionally oriented astronomy laboratory for nonscience majors. Design of the laboratory, description of the exercises, and the results of using this approach at the University of Kansas are also described. (HM)

  11. The academic and nonacademic characteristics of science and nonscience majors in Yemeni high schools

    Science.gov (United States)

    Anaam, Mahyoub Ali

    The purposes of this study were: (a) to identify the variables associated with selection of majors; (b) to determine the differences between science and nonscience majors in general, and high and low achievers in particular, with respect to attitudes toward science, integrated science process skills, and logical thinking abilities; and (c) to determine if a significant relationship exists between students' majors and their personality types and learning styles. Data were gathered from 188 twelfth grade male and female high school students in Yemen, who enrolled in science (45 males and 47 females) and art and literature (47 males and 49 females) tracks. Data were collected by the following instruments: Past math and science achievement (data source taken from school records), Kolb's Learning Styles Inventory (1985), Integrated Science Process Skills Test, Myers-Briggs Type Indicator, Attitude Toward Science in School Assessment, Group Assessment of Logical Thinking, Yemeni High School Students Questionnaire. The Logistic Regression Model and the Linear Discriminant Analysis identified several variables that are associated with selection of majors. Moreover, some of the characteristics of science and nonscience majors that were revealed by these models include the following: Science majors seem to have higher degrees of curiosity in science, high interest in science at high school level, high tendency to believe that their majors will help them to find a potential job in the future, and have had higher achievement in science subjects, and have rated their math teachers higher than did nonscience majors. In contrast, nonscience majors seem to have higher degrees of curiosity in nonscience subjects, higher interest in science at elementary school, higher anxiety during science lessons than did science majors. In addition, General Linear Models allow that science majors generally demonstrate more positive attitudes towards science than do nonscience majors and they

  12. Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

    Science.gov (United States)

    Busch, Hauke C.

    2010-01-01

    A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…

  13. Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

    Science.gov (United States)

    Busch, Hauke C.

    2010-01-01

    A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…

  14. Computer-based Astronomy Labs for Non-science Majors

    Science.gov (United States)

    Smith, A. B. E.; Murray, S. D.; Ward, R. A.

    1998-12-01

    We describe and demonstrate two laboratory exercises, Kepler's Third Law and Stellar Structure, which are being developed for use in an astronomy laboratory class aimed at non-science majors. The labs run with Microsoft's Excel 98 (Macintosh) or Excel 97 (Windows). They can be run in a classroom setting or in an independent learning environment. The intent of the labs is twofold; first and foremost, students learn the subject matter through a series of informational frames. Next, students enhance their understanding by applying their knowledge in lab procedures, while also gaining familiarity with the use and power of a widely-used software package and scientific tool. No mathematical knowledge beyond basic algebra is required to complete the labs or to understand the computations in the spreadsheets, although the students are exposed to the concepts of numerical integration. The labs are contained in Excel workbook files. In the files are multiple spreadsheets, which contain either a frame with information on how to run the lab, material on the subject, or one or more procedures. Excel's VBA macro language is used to automate the labs. The macros are accessed through button interfaces positioned on the spreadsheets. This is done intentionally so that students can focus on learning the subject matter and the basic spreadsheet features without having to learn advanced Excel features all at once. Students open the file and progress through the informational frames to the procedures. After each procedure, student comments and data are automatically recorded in a preformatted Lab Report spreadsheet. Once all procedures have been completed, the student is prompted for a filename in which to save their Lab Report. The lab reports can then be printed or emailed to the instructor. The files will have full worksheet and workbook protection, and will have a "redo" feature at the end of the lab for students who want to repeat a procedure.

  15. A Sustainable Energy Laboratory Course for Non-Science Majors

    Science.gov (United States)

    Nathan, Stephen A.; Loxsom, Fred

    2016-10-01

    Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable for high school and undergraduate students, especially non-science majors. Thirteen hands-on exercises provide an overview of sustainable energy by demonstrating the basic principles of wind power, photovoltaics, electric cars, lighting, heating/cooling, insulation, electric circuits, and solar collectors. The order of content presentation and instructional level (secondary education or college) can easily be modified to suit instructor needs and/or academic programs (e.g., engineering, physics, renewable and/or sustainable energy).

  16. Using Environmental Science as a Motivational Tool to Teach Physics to Non-science Majors

    Science.gov (United States)

    Busch, Hauke C.

    2010-12-01

    A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments, worksheets, and interactive classroom learning techniques such as Peer Instruction (PI) and SCALE-UP.2 It was found that the new course showed an increase in students' class participation, attendance, and overall interest, with most rating their science experience as very positive.

  17. Biological Science as an Audio-Tutorial System of Instruction for the Non-Science Major

    Science.gov (United States)

    Hacket, Dorothy; Holt Imy V.

    1973-01-01

    Describes an audiotutorial program in Biological Science offered to non-science majors at Western Michigan University and reports the results of an evaluative investigation relating to this program. (JR)

  18. Effects of Node-Link Mapping on Non-Science Majors' Meaningful Learning and Conceptual Change in a Life-Science Survey Lecture Course

    Science.gov (United States)

    Park-Martinez, Jayne Irene

    2011-01-01

    The purpose of this study was to assess the effects of node-link mapping on students' meaningful learning and conceptual change in a 1-semester introductory life-science course. This study used node-link mapping to integrate and apply the National Research Council's (NRC, 2005) three principles of human learning: engaging students' prior…

  19. A Teaching Intervention to Increase Achievement of Hispanic Nonscience Majors Taking Physical Science Courses

    Science.gov (United States)

    Poelzer, G. Herold; Zeng, Liang

    2008-01-01

    This quasi-experimental pilot study of nonscience majors taking a physical science course at a university in South Texas was conducted on Hispanic undergraduate students, and is theory based--an application of attribution theory. That the treatment group outperformed the comparison group provides evidence of the positive effect of having students…

  20. Green Chemistry and Sustainability: An Undergraduate Course for Science and Nonscience Majors

    Science.gov (United States)

    Gross, Erin M.

    2013-01-01

    An undergraduate lecture course in Green Chemistry and Sustainability has been developed and taught to a "multidisciplinary" group of science and nonscience majors. The course introduced students to the topics of green chemistry and sustainability and also immersed them in usage of the scientific literature. Through literature…

  1. Science and the Nonscience Major: Addressing the Fear Factor in the Chemical Arena Using Forensic Science

    Science.gov (United States)

    Labianca, Dominick A.

    2007-01-01

    This article describes an approach to minimizing the "fear factor" in a chemistry course for the nonscience major, and also addresses relevant applications to other science courses, including biology, geology, and physics. The approach emphasizes forensic science and affords students the opportunity to hone their analytical skills in an…

  2. A Multi-Technique Forensic Experiment for a Nonscience-Major Chemistry Course

    Science.gov (United States)

    Szalay, Paul S.; Zook-Gerdau, Lois Anne; Schurter, Eric J.

    2011-01-01

    This multi-technique experiment with a forensic theme was developed for a nonscience-major chemistry course. The students are provided with solid samples and informed that the samples are either cocaine or a combination of drugs designed to mimic the stimulant and anesthetic qualities of cocaine such as caffeine and lidocaine. The students carry…

  3. Design of a Food Chemistry-Themed Course for Nonscience Majors

    Science.gov (United States)

    Bell, Patrice

    2014-01-01

    The physical science curriculum design at Georgia Gwinnett College requires a theme-based course (lecture and group work, and laboratory) for nonscience majors. Increased student engagement is anticipated when science topics are taught in the context of a topic of which students can select during course registration. This paper presents the course…

  4. Circuit Board Analysis for Lead by Atomic Absorption Spectroscopy in a Course for Nonscience Majors

    Science.gov (United States)

    Weidenhammer, Jeffrey D.

    2007-01-01

    A circuit board analysis of the atomic absorption spectroscopy, which is used to measure lead content in a course for nonscience majors, is being presented. The experiment can also be used to explain the potential environmental hazards of unsafe disposal of various used electronic equipments.

  5. Science and the Nonscience Major: Addressing the Fear Factor in the Chemical Arena Using Forensic Science

    Science.gov (United States)

    Labianca, Dominick A.

    2007-01-01

    This article describes an approach to minimizing the "fear factor" in a chemistry course for the nonscience major, and also addresses relevant applications to other science courses, including biology, geology, and physics. The approach emphasizes forensic science and affords students the opportunity to hone their analytical skills in an…

  6. Green Chemistry and Sustainability: An Undergraduate Course for Science and Nonscience Majors

    Science.gov (United States)

    Gross, Erin M.

    2013-01-01

    An undergraduate lecture course in Green Chemistry and Sustainability has been developed and taught to a "multidisciplinary" group of science and nonscience majors. The course introduced students to the topics of green chemistry and sustainability and also immersed them in usage of the scientific literature. Through literature…

  7. Science of Food and Cooking: A Non-Science Majors Course

    Science.gov (United States)

    Miles, Deon T.; Bachman, Jennifer K.

    2009-01-01

    Recent emphasis on the science of food and cooking has been observed in our popular literature and media. As a result of this, a new non-science majors course, The Science of Food and Cooking, is being taught at our institution. We cover basic scientific concepts, which would normally be discussed in a typical introductory chemistry course, in the…

  8. A Multi-Technique Forensic Experiment for a Nonscience-Major Chemistry Course

    Science.gov (United States)

    Szalay, Paul S.; Zook-Gerdau, Lois Anne; Schurter, Eric J.

    2011-01-01

    This multi-technique experiment with a forensic theme was developed for a nonscience-major chemistry course. The students are provided with solid samples and informed that the samples are either cocaine or a combination of drugs designed to mimic the stimulant and anesthetic qualities of cocaine such as caffeine and lidocaine. The students carry…

  9. Design of a Food Chemistry-Themed Course for Nonscience Majors

    Science.gov (United States)

    Bell, Patrice

    2014-01-01

    The physical science curriculum design at Georgia Gwinnett College requires a theme-based course (lecture and group work, and laboratory) for nonscience majors. Increased student engagement is anticipated when science topics are taught in the context of a topic of which students can select during course registration. This paper presents the course…

  10. The Effect of a Computer Program Designed with Constructivist Principles for College Non-Science Majors on Understanding of Photosynthesis and Cellular Respiration

    Science.gov (United States)

    Wielard, Valerie Michelle

    2013-01-01

    The primary objective of this project was to learn what effect a computer program would have on academic achievement and attitude toward science of college students enrolled in a biology class for non-science majors. It became apparent that the instructor also had an effect on attitudes toward science. The researcher designed a computer program,…

  11. Undergraduate non-science majors' descriptions and interpretations of scientific data visualizations

    Science.gov (United States)

    Swenson, Sandra Signe

    Professionally developed and freely accessible through the Internet, scientific data maps have great potential for teaching and learning with data in the science classroom. Solving problems or developing ideas while using data maps of Earth phenomena in the science classroom may help students to understand the nature and process of science. Little is known about how students perceive and interpret scientific data visualizations. This study was an in-depth exploration of descriptions and interpretations of topographic and bathymetric data maps made by a population of 107 non-science majors at an urban public college. Survey, interviews, and artifacts were analyzed within an epistemological framework for understanding data collected about the Earth, by examining representational strategies used to understand maps, and by examining student interpretations using Bloom's Taxonomy of Educational Objectives. The findings suggest that the majority of students interpret data maps by assuming iconicity that was not intended by the maps creator; that students do not appear to have a robust understanding of how data is collected about Earth phenomena; and that while most students are able to make some kinds of interpretations of the data maps, often their interpretations are not based upon the actual data the map is representing. This study provided baseline information of student understanding of data maps from which educators may design curriculum for teaching and learning about Earth phenomena.

  12. Greening the Curriculum: Traditional and Online Offerings for Science and Nonscience Majors

    Science.gov (United States)

    Dilip, Meghna; Kerr, Margaret E.

    2016-10-01

    This chapter describes the efforts of the faculty at Worcester State University (WSU) to infuse green chemistry into the undergraduate chemistry curriculum. It specifically focuses on the structure of two stand-alone classes. One is aimed at a chemistry audience and is an upper-level elective for the major. The other is an online course aimed at a nonscience audience. Both are three-credit lecture-only classes.

  13. Non-science majors gain valuable insight studying clinical trials literature: an evidence-based medicine library assignment.

    Science.gov (United States)

    Russell, Janet S; Martin, Lucy; Curtin, Dara; Penhale, Sara; Trueblood, Nathan A

    2004-12-01

    When faced with a diagnosis, it is empowering to be able to assess the evidence of treatment effectiveness and safety. To teach this skill to non-science majors, we assigned the "Responsible Patienthood Project" (RPP). For the RPP, students studied an array of disease and treatment literature: the final product of their work was a poster presentation, in which they did an in-depth analysis of one primary article, thus encouraging critical evaluation of experimental design, methods, and conclusions. Post-RPP, there was a 35% decrease in the student perception that they would unquestioningly accept a recommended treatment for a hypothetical diagnosis, and a 40% increase in the perception that they would consult a combination of resources, including primary articles. We recommend this project based on our results that suggest 1) non-science majors are able to successfully access and assess primary scientific literature, 2) students felt empowered by the RPP, and 3) skills in information gathering, via library instruction, may serve as a particularly helpful lifelong learning tool.

  14. Discovery of the Collaborative Nature of Science with Undergraduate Science Majors and Non-Science Majors through the Identification of Microorganisms Enriched in Winogradsky Columns.

    Science.gov (United States)

    Ramirez, Jasmine; Pinedo, Catalina Arango; Forster, Brian M

    2015-12-01

    Today's science classrooms are addressing the need for non-scientists to become scientifically literate. A key aspect includes the recognition of science as a process for discovery. This process relies upon interdisciplinary collaboration. We designed a semester-long collaborative exercise that allows science majors taking a general microbiology course and non-science majors taking an introductory environmental science course to experience collaboration in science by combining their differing skill sets to identify microorganisms enriched in Winogradsky columns. These columns are self-sufficient ecosystems that allow researchers to study bacterial populations under specified environmental conditions. Non-science majors identified phototrophic bacteria enriched in the column by analyzing the signature chlorophyll absorption spectra whereas science majors used 16S rRNA gene sequencing to identify the general bacterial diversity. Students then compiled their results and worked together to generate lab reports with their final conclusions identifying the microorganisms present in their column. Surveys and lab reports were utilized to evaluate the learning objectives of this activity. In pre-surveys, nonmajors' and majors' answers diverged considerably, with majors providing responses that were more accurate and more in line with the working definition of collaboration. In post-surveys, the answers between majors and nonmajors converged, with both groups providing accurate responses. Lab reports showed that students were able to successfully identify bacteria present in the columns. These results demonstrate that laboratory exercises designed to group students across disciplinary lines can be an important tool in promoting science education across disciplines.

  15. Indiana secondary students' evolution learning experiences and demarcations of science from non-science

    Science.gov (United States)

    Donnelly, Lisa A.

    2007-12-01

    Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their

  16. Use of Gas Chromatography-Mass Spectrometry (GC-MS) in Nonscience Major Course Laboratory Experiments

    Science.gov (United States)

    Kostecka, Keith S.; Lerman, Zafra M.; Angelos, Sanford A.

    1996-06-01

    Gas chromatography-mass spectrometry (GC-MS) has been utilized with nonscience majors in the courses: "Modern Methods in Science: Discovering Molecular Secrets"; "The Extraordinary Chemistry of Ordinary Things"; "From Ozone to Oil Spills: Chemistry, the Environment and You"; and "Crime Lab Chemistry: Solving Crime through Analytical Chemistry". Our efforts have centered on introducing prospective science communicators (film, video, radio, television, and journalism majors) to science relative to their majors and personal interests. Quality lecture-discussion topics, "mystery"-based laboratory activities have assisted in introducing and/or explaining specific areas of chemistry that attempt to reduce fear of subject matter. Students have also used GC-MS, as a form of alternative assessment, in course projects that have been based on their majors, personal interests, and cultural backgrounds. Students have also conducted advanced independent work in different areas of chemistry, including the analysis of nail polishes and lacquers and eleven aromatic compounds present in three different brands of gasoline.

  17. The perspectives of nonscience-major students on success in community college biology

    Science.gov (United States)

    Kim-Rajab, Oriana Sharon

    With more than 36% of nonscience-major community college students unable to successfully complete their general life science courses, graduation and transfer rates to four-year universities are negatively affected. Many students also miss important opportunities to gain some level of science proficiency. In an effort to address the problem of poor science achievement, this research project determined which factors were most significantly related to student success in a community college biology course. It also aimed to understand the student perspectives on which modifications to the course would best help them in the pursuit of success. Drawing heavily on the educational psychology schools of thought on motivation and self-efficacy of science learning, this study surveyed and interviewed students on their perceptions of which factors were related to success in biology and the changes they believed were needed in the course structure to improve success. The data revealed that the primary factors related to student success are the students' study skills and their perceived levels of self-efficacy. The findings also uncovered the critical nature of the professor's role in influencing the success of the students. After assessing the needs of the community college population, meaningful and appropriate curriculum and pedagogical reforms could be created to improve student learning outcomes. This study offered recommendations for reforms that can be used by science practitioners to provide a more nurturing and inspiring environment for all students. These suggestions revolved around the role of the instructor in influencing the self-efficacy and study skills of students. Providing more opportunities for students to interact in class, testing more frequently, establishing peer assistance programs, managing better the course material, and making themselves more available to students were at the forefront of the list. Examples of the potential benefits of increasing

  18. An Inquiry-Based Approach to Teaching Space Weather to Undergraduate Non-Science Majors

    Science.gov (United States)

    Cade, W. B., III

    2016-12-01

    Undergraduate Space Weather education is an important component of creating a society that is knowledgeable about space weather and its societal impacts. The space physics community has made great strides in providing academic education for students, typically physics and engineering majors, who are interested in pursuing a career in the space sciences or space weather. What is rarely addressed, however, is providing a broader space weather education to undergraduate students as a whole. To help address this gap, I have created an introductory space weather course for non-science majors, with the idea of expanding exposure to space weather beyond the typical physics and engineering students. The philosophy and methodologies used in this course will be presented, as well as the results of the first attempts to teach it. Using an approach more tailored to the non-scientist, courses such as this can be an effective means of broadening space weather education and outreach.

  19. Research and Teaching: Photovoice as a Pedagogical Tool--Student Engagement in Undergraduate Introductory Chemistry for Nonscience Majors

    Science.gov (United States)

    Stroud, Mary W.

    2014-01-01

    This study explores the use of Photovoice as a pedagogical tool in two introductory undergraduate chemistry courses for nonscience majors. Photovoice, historically linked to participatory action research, is a qualitative mode of inquiry in which the perspectives provided in narratives and pictures are generally personal, subjective, and unique.…

  20. Analyzing Lead Content in Ancient Bronze Coins by Flame Atomic Absorption Spectroscopy: An Archaeometry Laboratory with Nonscience Majors

    Science.gov (United States)

    Donais, Mary Kate; Whissel, Greg; Dumas, Ashley; Golden, Kathleen

    2009-01-01

    A unique, interdisciplinary collaboration between chemistry and classics has led to the development of an experiment for nonscience majors. This instrumental analysis experiment was designed for use in an archaeology course to quantify the amount of lead in ancient bronze coins. The coins were corroded beyond visual identification, so provenance…

  1. Research and Teaching: Using Twitter in a Nonscience Major Science Class Increases Journal of College Science Teaching

    Science.gov (United States)

    Halpin, Patricia A.

    2016-01-01

    Nonscience majors often rely on general internet searches to locate science information. This practice can lead to misconceptions because the returned search information can be unreliable. In this article the authors describe how they used the social media site Twitter to address this problem in a general education course, BSCI 421 Diseases of the…

  2. Discovery of the Collaborative Nature of Science with Undergraduate Science Majors and Non-Science Majors through the Identification of Microorganisms Enriched in Winogradsky Columns

    Directory of Open Access Journals (Sweden)

    Jasmine Ramirez

    2015-08-01

    Full Text Available Today’s science classrooms are addressing the need for non-scientists to become scientifically literate. A key aspect includes the recognition of science as a process for discovery. This process relies upon interdisciplinary collaboration. We designed a semester-long collaborative exercise that allows science majors taking a general microbiology course and non-science majors taking an introductory environmental science course to experience collaboration in science by combining their differing skill sets to identify microorganisms enriched in Winogradsky columns. These columns are self-sufficient ecosystems that allow researchers to study bacterial populations under specified environmental conditions. Non-science majors identified phototrophic bacteria enriched in the column by analyzing the signature chlorophyll absorption spectra whereas science majors used 16S rRNA gene sequencing to identify the general bacterial diversity. Students then compiled their results and worked together to generate lab reports with their final conclusions identifying the microorganisms present in their column. Surveys and lab reports were utilized to evaluate the learning objectives of this activity. In pre-surveys, nonmajors’ and majors’ answers diverged considerably, with majors providing responses that were more accurate and more in line with the working definition of collaboration. In post-surveys, the answers between majors and nonmajors converged, with both groups providing accurate responses. Lab reports showed that students were able to successfully identify bacteria present in the columns. These results demonstrate that laboratory exercises designed to group students across disciplinary lines can be an important tool in promoting science education across disciplines. Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory

  3. Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

    Science.gov (United States)

    Cook, G. W.

    2012-12-01

    At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of itself—I take the opportunity in the first two weeks to introduce students to basic geology, including tectonics, earth materials, surface processes, and geologic time. In fact, this is a vital segment of the class, as the students

  4. Comparison of views of the nature of science between natural science and nonscience majors.

    Science.gov (United States)

    Miller, Marie C Desaulniers; Montplaisir, Lisa M; Offerdahl, Erika G; Cheng, Fu-Chih; Ketterling, Gerald L

    2010-01-01

    Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

  5. Lens Inquiry: An Astronomy Lab for Non-science Majors at Hartnell Community College

    CERN Document Server

    Putnam, Nicole M; McGrath, Elizabeth J; Lai, David K; Moth, Pimol

    2010-01-01

    We describe a three hour inquiry activity involving converging lenses and telescopes as part of a semester-long astronomy lab course for non-science majors at Hartnell Community College in Salinas, CA. Students were shown several short demonstrations and given the chance to experiment with the materials, after which there was a class discussion about the phenomena they observed. Students worked in groups of 2-4 to design their own experiments to address a particular question of interest to them and then presented their findings to the class. An instructor-led presentation highlighted the students' discoveries and the lab's content goals, followed by a short worksheet-based activity that guided them in applying their new knowledge to build a simple telescope using two converging lenses. The activity was successful in emphasizing communication skills and giving students opportunities to engage in the process of science in different ways. One of the biggest challenges in designing this activity was covering all ...

  6. Using the Theme of Mass Extinctions to Teach Science to Non-Science Major College and University Students

    Science.gov (United States)

    Boness, D. A.

    2013-12-01

    The general public is heavily exposed to "news" and commentary---and arts and entertainment---that either inadvertently misrepresents science or even acts to undermine it. Climate change denial and evolution denial is well funded and pervasive. Even university-educated people get little exposure to the aims, methods, debates, and results of scientific inquiry because unless they earn degrees in science they typically only take one or two introductory science courses at the university level. This presentation reports the development of a new, non-science major Seattle University course on mass extinctions throughout earth history. Seattle University is an urban, Jesuit Catholic university. The topic of mass extinctions was chosen for several reasons: (1) To expose the students to a part of current science that has rich historical roots yet by necessity uses methods and reasoning from geology, geophysics, oceanography, physics, chemistry, biology, and astronomy. This multidisciplinary course provides some coverage of sciences that the student would not typically ever see beyond secondary school. (2) To enable the students to learn enough to follow some of the recent and current debates within science (e.g., mass extinctions by asteroid impact versus massive volcanism, ocean anoxia, and ocean acidification), with the students reading some of the actual literature, such as articles in Science, Nature, or Nature Geoscience. (3) To emphasize the importance of "deep time" as evolutionary biological processes interact with massive environmental change over time scales from hundreds of millions of years down to the seconds and hours of an asteroid or comet strike. (4) To show the effects of climate change in the past, present, and future, due to both natural and anthropogenic causes. (5) To help the student critically evaluate the extent to which their future involves a human-caused mass extinction.

  7. Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

    Science.gov (United States)

    Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

    2010-12-01

    Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two

  8. Elementary School Teachers' Knowledge of Model Functions and Modeling Processes: A Comparison of Science and Non-Science Majors

    Science.gov (United States)

    Lin, Jing-Wen

    2014-01-01

    This study aimed to: (a) understand practicing teachers' knowledge of model functions and modeling processes, (b) compare the similarities and differences between the knowledge of science and non-science major teachers, and (c) explore the possible reasons for the similarities and differences between the knowledge of these 2 groups. A 4-point…

  9. Scientific reasoning abilities of non-science majors in physics-based courses

    CERN Document Server

    Moore, J Christopher

    2011-01-01

    We have found that non-STEM majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower pre-instruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. The majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget's theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Pre-scores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of...

  10. Construction and Evaluation of an Online Microbiology Course for Nonscience Majors

    Directory of Open Access Journals (Sweden)

    Lee Hughes

    2009-12-01

    Full Text Available The development of web-based technologies provides a new method for course delivery. As with any new technique, evaluation is a necessary tool to determine if the method is consistent with expectations. This study describes the conversion of a nonscience majors’ microbiology lecture course to online delivery and evaluates the hypothesis that the online course can be as effective as the traditional course. Course examination scores are compared between the face-to-face and online sections over a 3-year period. On all but one of the course examinations, no significant difference is found for those students in these two distinctly different course types. The success rate, as defined by those students earning grades of C or better, is high for both course types, although the traditional course success rate is slightly higher. Student evaluations of the courses are also positive, though some differences are noted. Overall, student performance in the online course is equivalent to that in the traditional course.

  11. Scientific reasoning abilities of nonscience majors in physics-based courses

    Directory of Open Access Journals (Sweden)

    J. Christopher Moore

    2012-02-01

    Full Text Available We have found that non-STEM (science, technology, engineering, and mathematics majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

  12. Scientific reasoning abilities of nonscience majors in physics-based courses

    Science.gov (United States)

    Moore, J. Christopher; Rubbo, Louis J.

    2012-06-01

    We have found that non-STEM (science, technology, engineering, and mathematics) majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

  13. Scientific reasoning abilities of nonscience majors in physics-based courses

    Directory of Open Access Journals (Sweden)

    J. Christopher Moore*

    2012-02-01

    Full Text Available We have found that non-STEM (science, technology, engineering, and mathematics majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower preinstruction on the Lawson’s Classroom Test of Scientific Reasoning (LCTSR in comparison to national average STEM majors. Based on LCTSR score, the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget’s theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Prescores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a reevaluation of the traditional approach to physics for non-STEM students.

  14. Impact of backwards faded scaffolding approach to inquiry-based astronomy laboratory experiences on undergraduate non-science majors' views of scientific inquiry

    Science.gov (United States)

    Lyons, Daniel J.

    NOSI. According to the results of a Wilcoxon Signed Rank test, there was a significant shift in the distributions of both samples toward a more informed understanding of DvE after the intervention curriculum was administered, while there was no significant change in either direction for understanding of MMS. The results of the instructor interview analysis suggested that the intervention curriculum provided multiple opportunities for students to evaluate and determine the relevance of data in the context of producing evidence-based conclusions directly related to specific research questions, thereby supporting the development of more informed views of DvE. These results also suggested that students might not have realized that they were exclusively engaged in non-experimental type inquiries, as various research methods were not explicitly addressed. The intervention curriculum used a consistently phased stepwise format, which may also have led the students to accommodate their astronomy inquiry experiences within persistent misconceptions of "The Scientific Method" as the only valid means of constructing scientific knowledge, thereby leading to no change in understanding of MMS. The results of the study suggest that a scaffolded, inquiry-based, introductory astronomy laboratory curriculum purposefully designed and scaffolded to enhance students' understandings could be effective in enhancing undergraduate non-science majoring students' views of certain aspects of NOSI. Through scaffolding inquiry experiences that deliver multiple opportunities to engage in authentic scientific inquiries, the novel curriculum provides a valuable resource for the astronomy education community to engage students in learning experiences that reflect the contemporary views of constructivist inquiry-based learning, which focuses on the interpretation of data to create evidence in light of specific questions, as well as opportunities to engage in authentic scientific discourse. As such it can

  15. A Different Kind of Science for the Non-Science Major.

    Science.gov (United States)

    Ibarra, Hector

    This paper reports on a small scale study undertaken at the University of Iowa to examine whether students perceive a difference as to the value of learning in General Education Requirement (GER) science classes compared to learning in science application courses. It also explores the need for a different approach to the teaching of science…

  16. Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University.

    Science.gov (United States)

    Caruso, Joseph P; Israel, Natalie; Rowland, Kimberly; Lovelace, Matthew J; Saunders, Mary Jane

    2016-03-01

    Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested "The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery" to see if it also improved student performance and the critical thinking of non-science majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution) in academic year 2014-15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI) and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

  17. Citizen Science: The Small World Initiative Improved Lecture Grades and California Critical Thinking Skills Test Scores of Nonscience Major Students at Florida Atlantic University

    Directory of Open Access Journals (Sweden)

    Joseph Paul Caruso

    2015-12-01

    Full Text Available Course-based undergraduate research is known to improve science, technology, engineering, and mathematics student achievement. We tested “The Small World Initiative, a Citizen-Science Project to Crowdsource Novel Antibiotic Discovery” to see if it also improved student performance and the critical thinking of nonscience majors in Introductory Biology at Florida Atlantic University (a large, public, minority-dominant institution in academic year 2014–15. California Critical Thinking Skills Test pre- and posttests were offered to both Small World Initiative (SWI and control lab students for formative amounts of extra credit. SWI lab students earned significantly higher lecture grades than control lab students, had significantly fewer lecture grades of D+ or lower, and had significantly higher critical thinking posttest total scores than control students. Lastly, more SWI students were engaged while taking critical thinking tests. These results support the hypothesis that utilizing independent course-based undergraduate science research improves student achievement even in nonscience students.

  18. Battling Ecophobia: Instilling Activism in Nonscience Majors when Teaching Environmental Issues

    Science.gov (United States)

    Bloom, Mark A.; Holden, Molly

    2011-01-01

    When learning about large-scale environmental problems such as climate change, species extinctions, overpopulation, and habitat destruction, students can become hopelessly dismayed and experience ecophobia--a state of mind in which the student is fearful of the looming environmental problems but senses that there is nothing that can be done to…

  19. Battling Ecophobia: Instilling Activism in Nonscience Majors when Teaching Environmental Issues

    Science.gov (United States)

    Bloom, Mark A.; Holden, Molly

    2011-01-01

    When learning about large-scale environmental problems such as climate change, species extinctions, overpopulation, and habitat destruction, students can become hopelessly dismayed and experience ecophobia--a state of mind in which the student is fearful of the looming environmental problems but senses that there is nothing that can be done to…

  20. Putting Students on the Hot Seat to Stimulate Interest in Biology in Non-Science Majors

    Science.gov (United States)

    Fowler, Samantha R.

    2012-01-01

    The Hot Seat is a discussion-based activity that requires students enrolled in a biology course for non-majors to pose a question to the class that is related to the current lecture topic and facilitate a brief class discussion. This paper describes the Hot Seat, how it is assessed, and how it has influenced students' attitudes toward the course…

  1. The Art of Astronomy: A New General Education Course for Non-Science Majors

    Science.gov (United States)

    Pilachowski, Catherine A.; van Zee, Liese

    2017-01-01

    The Art of Astronomy is a new general education course developed at Indiana University. The topic appeals to a broad range of undergraduates and the course gives students the tools to understand and appreciate astronomical images in a new way. The course explores the science of imaging the universe and the technology that makes the images possible. Topics include the night sky, telescopes and cameras, light and color, and the science behind the images. Coloring the Universe: An Insider's Look at Making Spectacular Images of Space" by T. A. Rector, K. Arcand, and M. Watzke serves as the basic text for the course, supplemented by readings from the web. Through the course, students participate in exploration activities designed to help them first to understand astronomy images, and then to create them. Learning goals include an understanding of scientific inquiry, an understanding of the basics of imaging science as applied in astronomy, a knowledge of the electromagnetic spectrum and how observations at different wavelengths inform us about different environments in the universe, and an ability to interpret astronomical images to learn about the universe and to model and understand the physical world.

  2. Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

    Science.gov (United States)

    Black, Alice A. (Jill)

    Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

  3. Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

    Science.gov (United States)

    Simon, Molly; Impey, Chris David; Buxner, Sanlyn

    2016-06-01

    A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

  4. Providing a Scientific Foundation in Climate Studies for Non-Science Majors

    Science.gov (United States)

    Brey, J. A.; Geer, I. W.; Moran, J. M.; Weinbeck, R. S.; Mills, E. W.; Lambert, J.; Blair, B. A.; Hopkins, E. J.; O'Neill, K. L.; Hyre, H. R.; Nugnes, K. A.; Moses, M. N.

    2010-12-01

    Climate change has become a politically charged topic, creating the necessity for a scientifically literate population. Therefore, the American Meteorological Society (AMS), in partnership with NASA, has produced an introductory level, climate science course that engages students, allows for course flexibility, and boosts scientific knowledge about climate. This course shares NASA’s goal of observing, understanding, and modeling the Earth system, to discover how it is changing, to better predict change, and to understand the consequences for life. In Spring 2010, AMS Climate Studies was piloted to determine the most effective method to foster an understanding of some of the more difficult concepts of climate science. This study was offered as part of the NASA grant. This presentation will report the results of that study. Faculty and students from fourteen colleges and universities throughout the country evaluated the course using pre- and post-test questions, which included multiple choice and short answer questions, weekly course content evaluations, and an extensive post-course evaluation. The large majority of participating teachers rated the overall course, scientific content, internet delivery, and study materials as ‘good’, the most positive response available. Feedback from faculty members as well as suggestions from NASA reviewers were used to enhance the final version of the textbook and Investigations Manual for the Fall 2010 academic semester. Following the proven course work of AMS Weather and AMS Ocean Studies, AMS Climate Studies is a turnkey package utilizing both printed and online materials. It covers topics such as the water in Earth’s climate system, paleoclimates, along with climate change and public policy. The Investigations include 30 complimentary lab-style activities including the Conceptual Energy Model, which explores the flow of energy from space to Earth. Additionally, the course website features Current Climate Studies where

  5. Finding Out What They Really Think: Assessing Non-Science Majors' Views of the Nature of Science

    Science.gov (United States)

    Beck-Winchatz, Bernhard; Parra, Ruben D.

    2013-01-01

    As institutions of higher learning are increasingly held accountable for student outcomes, faculty are faced with the challenge to clearly articulate and assess what students should learn in their courses. We report on the assessment of a liberal studies learning outcome related to the nature of science, which involved 178 students from 41…

  6. Finding Out What They Really Think: Assessing Non-Science Majors' Views of the Nature of Science

    Science.gov (United States)

    Beck-Winchatz, Bernhard; Parra, Ruben D.

    2013-01-01

    As institutions of higher learning are increasingly held accountable for student outcomes, faculty are faced with the challenge to clearly articulate and assess what students should learn in their courses. We report on the assessment of a liberal studies learning outcome related to the nature of science, which involved 178 students from 41…

  7. The teacher's role in college level classes for non-science majors: A constructivist approach for teaching prospective science teachers

    Science.gov (United States)

    Abbas, Abdullah Othman

    1997-12-01

    This interpretive research set out to investigate the characteristics of an exemplary college science instructor who endeavors to improve teaching and learning in a physical science course for prospective teachers. The course was innovative in the sense that it was designed to meet the specific needs of prospective elementary teachers who needed to have models of how to teach science in a way that employed materials and small group activities. The central purpose for this study is to understand the metaphors that Mark (a pseudonym), the chemistry instructor in the course, used as referents to conceptualize his roles and frame actions and interactions in the classroom. Within the theoretical frame of constructivism, human cognitive interests, and co-participation theories, an ethnographic research design, described by Erickson (1986), Guba and Lincoln (1989), and Gallagher (1991), was employed in the study. The main sources of data for this study were field notes, transcript analysis of interviews with the instructor and students, and analyses of videotaped excerpts. Additional data sources, such as student journals and the results of students' responses to the University/Community College Student Questionnaire which was developed by a group science education researchers at Florida State University, were employed to maximize that the assertions I constructed were consistent with the variety of data. Data analyses and interpretation in the study focused on identifying the aspects which the instructor and the researcher might find useful in reflecting to understand what was happening and why that was happening in the classroom. The analysis reveals how the instructor used constructivism as a referent for his teaching and the learning of his students. To be consistent with his beliefs and goals that prospective teachers should enjoy their journey of learning chemistry, Mark, the driver in the journey, used the roles of controller, facilitator, learner, and entertainer

  8. Case studies of community college non-science majors: Effects of self-regulatory interventions on biology self-efficacy and biological literacy

    Science.gov (United States)

    Maurer, Matthew J.

    Science literacy has been at the heart of current reform efforts in science education. The focus on developing essential skills needed for individual ability to be literate in science has been at the forefront of most K--12 science curricula. Reform efforts have begun to stretch into the postsecondary arena as well, with an ever increasing dialogue regarding the need for attention to science literacy by college students, especially non-science majors. This study set out to investigate how the use of self-regulatory interventions (specifically, goal setting, concept mapping, and reflective writing) affected student biology self-efficacy and biological literacy. This study employed a qualitative research design, analyzing three case studies. Participants in the study received ten self-regulatory interventions as a set of portfolio assignments. Portfolio work was qualitatively analyzed and coded for self-efficacy, as well as evidence of biological literacy. A biology self-efficacy survey was administered pre- and post- to provide a means of self-efficacy data triangulation. Literacy data was supported via a biological literacy rubric, constructed specifically for this study. Results indicated that mastery experiences were the source of biology self-efficacy. Self-efficacy for specific tasks increased over time, and changes in self-efficacy were corroborated by the self-efficacy survey. Students were found to express biological literacy at nominal, functional, or conceptual levels depending on the specific task. This was supported by data from the biological literacy rubric scores. Final conclusions and implications for the study indicated the need for further research with more samples of students in similar and different contexts. Given the fact that the literature in this area is sparse, the results obtained here have only begun to delve into this area of research. Generalization to other biology courses or contexts outside of the one presented in this study was

  9. Testing a Model of the Relationship of Demographic, Affective, and Fitness Variables to Academic Achievement among Non-Science Majors at an Independent University

    Science.gov (United States)

    Dutra, Andrew Martin

    The purpose of this study was to determine the relationship of specific attributes of college students to their academic achievement at an independent university in central Florida. Academic achievement was measured as the numeric score on the final exam in a survey-of-science course (EDS 1032) required for non-science majors. Attribute sets included personological, affective, and fitness variables. A hypothesized diagram of the direct and indirect effects among these attributes relative to academic achievement was developed and tested using data collected Spring 2014 from 168 students in four sections of EDS 1032 at Florida Institute of Technology. Multiple regression results revealed that 19% of the variance in a students' academic achievement was due to the influence of these three sets of research factors; this was found to be statistically significant. The results of mediation analyses also indicated that three variables had significant direct effects on academic achievement, namely gender, number of academic credits, and sports motivation. In addition, gender had a significant indirect effect on academic achievement via stress, and the number of academic credits had a significant indirect effect on academic achievement via sports motivation. These findings indicated that female students scored roughly six points higher than male students on this final exam. Also, gender's influence on academic achievement was partially attributable to the student's level of stress (e.g., male students with high levels of stress had lower grades on this final exam than female students with the same level of stress). In addition, it was found that students taking more academic credits were likely to score higher on this final exam than those students taking fewer credits. Further, as students' level of sports amotivation increased, the strength of the relationship between the number of student academic credits and academic achievement decreased. These results support Self

  10. Bringing the Cosmos Down to Earth: Assessing Student Learning in a Non-major Online Astronomy Course

    Science.gov (United States)

    Larsen, K.

    2011-09-01

    While there has been much attention paid to improving astronomy courses for non-science majors in the past decade, a fundamental question remains: How do we know that they are in fact learning in these courses? Online courses provide a fresh vehicle for testing new approaches to assessing student learning, especially assignments which focus on the higher levels of Bloom's taxonomy. Coupling this with assignments which engage the students with the material by making it relevant to their own lives leads to new methodologies for assessing student learning.

  11. Understanding Business Majors' Learning Styles

    Science.gov (United States)

    Giordano, James; Rochford, Regina A.

    2005-01-01

    Recently, business education programs have experienced a decline in enrollment and an increase in attrition. To understand these issues and recommend solutions, the learning styles of 503 first-year business majors at an urban community college were examined. The results demonstrated that: (a) 94% of the participants were analytic learners; (b)…

  12. Learning Styles of Non-Science and Non-Technology Students on Technical Courses in an Information Management Program

    Science.gov (United States)

    Amran, Noraizan; Bahry, Farrah Diana Saiful; Yusop, Zulkefli Mohd; Abdullah, Szarina

    2011-01-01

    The study was conducted among students with some or no background in science and technology subjects (non S&T students) who enrolled in the Faculty of Information Management in a Malaysian public university during semester 2009/2010. It aims to identify students' learning styles on technical courses in order to provide inputs to instructors'…

  13. "Did You Say 50% of My Grade?"--Teaching Introductory Physics to Non-Science Majors through a Haunted Physics Lab

    Science.gov (United States)

    Donaldson, Nancy

    2010-01-01

    Several years ago I attended an AAPT Haunted Physics Workshop taught by Dr. Tom Zepf from Creighton University. Dr. Zepf's highly successful Haunted Physics Lab at Creighton was put on every October by his physics majors. I found the concept of exhibiting physics projects in a "fun" way to students, faculty, and the public very exciting, so an…

  14. Enhancing the Educational Astronomical Experience of Non-Science Majors With the Use of an iPad and Telescope (Abstract)

    Science.gov (United States)

    Gill, R. M.; Burin, M. J.

    2012-12-01

    General Education (GE) classes are designed to broaden the understanding of all college and university students in areas outside their major interest. However, most GE classes are lecture type and do not facilitate hands-on experimental or observational activities related to the specific subject matter. Utilizing several astronomy application programs (apps), currently available for the iPad and iPhone, in conjunction with a small inexpensive telescope allows students unique hands-on experiences to explore and observe astronomical objects and concepts independently outside of class. These activities enhance the student's overall GE experience in a unique way not possible prior to the development of this technology.

  15. ON MAJOR FACTORS OF SUCCESSFUL LANGUAGE LEARNING

    Institute of Scientific and Technical Information of China (English)

    2001-01-01

    As is well known, some people are more successful thanothers in learning. This different levels of achievement may beattributed to variables associated with the learner. In recentyears there has been extensive research into aspects of differencesin learning a second language. This paper briefly reviews anddiscusses the major parameters of the differences among individu-als which research studies indicate may influence the success ofsecond language learning, citing six areas of interest: age, intel-ligence, cognitive styles, personality, motivation and attitude.

  16. Vibrations and Waves: Using Computer Assisted Learning.

    Science.gov (United States)

    Cox, M. J.; Lewis, D.

    Described is the development of computer assisted learning packages for nonscience major undergraduate students. The equipment needed to run the packages is described as well as the role and value of the packages. Several examples of the kind of computer graphics used in the computing laboratory are illustrated. The problems associated with the…

  17. A Learning Cycle on Exponential Growth and the Energy Crises.

    Science.gov (United States)

    Dykstra, D. I., Jr.

    1982-01-01

    Describes nature and logistics of a learning cycle approach to teaching exponential growth and the energy crisis. Used with both science and nonscience majors, the cycle uses no algebra, never mentions the terms exponential or logarithmic, and requires a calculator. Instructions for obtaining student and instructor materials are provided.…

  18. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  19. Vocabulary Learning Strategies of English Majors in Professional Universities

    Institute of Scientific and Technical Information of China (English)

    楚承华; 张宇超

    2007-01-01

    The study adopted qualitative method to investigate vocabulary learning strategies utilized by English majors in professional universities.The findings of the research show that English majors in professional universities employ a wide range of vocabulary learning strategies including metacognitive and cognitive strategies.

  20. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  1. Approaching a Conceptual Understanding of Enzyme Kinetics and Inhibition: Development of an Active Learning Inquiry Activity for Prehealth and Nonscience Majors

    Science.gov (United States)

    House, Chloe; Meades, Glen; Linenberger, Kimberly J.

    2016-01-01

    Presented is a guided inquiry activity designed to be conducted with prenursing students using an analogous system to help develop a conceptual understanding of factors impacting enzyme kinetics and the various types of enzyme inhibition. Pre- and postconceptual understanding evaluations and effectiveness of implementation surveys were given to…

  2. Approaching a Conceptual Understanding of Enzyme Kinetics and Inhibition: Development of an Active Learning Inquiry Activity for Prehealth and Nonscience Majors

    Science.gov (United States)

    House, Chloe; Meades, Glen; Linenberger, Kimberly J.

    2016-01-01

    Presented is a guided inquiry activity designed to be conducted with prenursing students using an analogous system to help develop a conceptual understanding of factors impacting enzyme kinetics and the various types of enzyme inhibition. Pre- and postconceptual understanding evaluations and effectiveness of implementation surveys were given to…

  3. Guided Inquiry Activities for Learning about the Macro- and Micronutrients in Introductory Nutrition Courses

    Science.gov (United States)

    Smith, Andri L.; Purcell, Rebecca J.; Vaughan, Joel M.

    2015-01-01

    Most students enroll in general education introductory nutrition classes because they want to improve their diets in order to lose weight or enhance athletic performance. These nonscience majors are often less interested in learning about the fundamental biochemical principles underlying nutrition or are surprised that this foundational knowledge…

  4. Looking Back to Move Ahead: How Students Learn Geologic Time by Predicting Future Environmental Impacts

    Science.gov (United States)

    Zhu, Chen; Rehrey, George; Treadwell, Brooke; Johnson, Claudia C.

    2012-01-01

    This Scholarship of Teaching and Learning project discusses the effectiveness of using distance metaphor-building activities along with a case study exam to help undergraduate nonscience majors understand and apply geologic time. Using action research, we describe how a scholarly teacher integrated previously published and often-used teaching…

  5. Guided Inquiry Activities for Learning about the Macro- and Micronutrients in Introductory Nutrition Courses

    Science.gov (United States)

    Smith, Andri L.; Purcell, Rebecca J.; Vaughan, Joel M.

    2015-01-01

    Most students enroll in general education introductory nutrition classes because they want to improve their diets in order to lose weight or enhance athletic performance. These nonscience majors are often less interested in learning about the fundamental biochemical principles underlying nutrition or are surprised that this foundational knowledge…

  6. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

    Directory of Open Access Journals (Sweden)

    TAN KHYE CHUIN

    2015-01-01

    Full Text Available This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990 Strategy Inventory of Language Learning (SILL and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students’ perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.

  7. Language Learning Strategy Use: Perceptions of Female Arab English Majors

    Science.gov (United States)

    Riazi, Abdolmehdi

    2007-01-01

    This study investigated the patterns of language learning strategy use among 120 female Arabic-speaking students majoring in English at a university in Qatar. Perceptions of strategy use were measured by the Strategy Inventory for Language Learning (SILL, ESL/EFL Student Version). The study found that (1) this group of EFL learners featured medium…

  8. Creating and Teaching a Web-Based, University-Level Introductory Chemistry Course that Incorporates Laboratory Exercises and Active Learning Pedagogies

    Science.gov (United States)

    Phipps, Linda R.

    2013-01-01

    An introductory, nonscience-majors chemistry course was converted to a Web-based course. The differences in student populations, teaching strategies, laboratory methods, and learning outcomes are described. Practical information is also given on the use of software and other online technology to implement course conversion. (Contains 2 tables.)

  9. Teaching Quantitative Reasoning for Nonscience Majors through Carbon Footprint Analysis

    Science.gov (United States)

    Boose, David L.

    2014-01-01

    Quantitative reasoning is a key intellectual skill, applicable across disciplines and best taught in the context of authentic, relevant problems. Here, I describe and assess a laboratory exercise that has students calculate their "carbon footprint" and evaluate the impacts of various behavior choices on that footprint. Students gather…

  10. A Sustainable Energy Laboratory Course for Non-Science Majors

    Science.gov (United States)

    Nathan, Stephen A.; Loxsom, Fred

    2016-01-01

    Sustainable energy is growing in importance as the public becomes more aware of climate change and the need to satisfy our society's energy demands while minimizing environmental impacts. To further this awareness and to better prepare a workforce for "green careers," we developed a sustainable energy laboratory course that is suitable…

  11. Developing Scientific Literacy in Non-science Majors

    Science.gov (United States)

    Winrich, C.; Holt, S.; Philips, J.; Laprise, S.; Simons, L.

    2004-12-01

    We present a three-tiered interdisciplinary program designed for business students at Babson College. At the foundation level, we introduce fundamental ideas in physical and biological science as they relate to a particular theme. In the intermediate tier, we discuss the technologies that arise from the broad understanding of science developed at the previous level, and their impact on society. In the optional advanced tier, we further explore the relationship between science and society. At all levels, the broader impact of technological and scientific progress is explored through discussion of current events, works of art, and popular culture.

  12. The learning curve in laparoscopic major liver resection.

    Science.gov (United States)

    Kluger, Michael D; Vigano, Luca; Barroso, Ryan; Cherqui, Daniel

    2013-02-01

    Laparoscopic major hepatectomy remains a relatively rare operation because it is a difficult and technically demanding procedure, and a standard, safe, reproducible technique has not been widely adopted. This is compounded by "major hepatectomy" encompassing multiple different operations each with their own anatomic and procedural considerations. In 2010, we investigated our learning curve for laparoscopic liver resection. We found a significant increase in the number of major hepatectomies performed over a 12-year period, with concurrent reductions in the use of hand-assistance, pedicle clamping, median clamping time, median operative time, blood loss and morbidity. This learning curve was confirmed by a subsequent multinational study. Both hospital and surgeon volume have been shown to affect outcomes, and defining a sufficient number of repetitions before the learning curve plateaus is not easy for laparoscopic major hepatectomy. We recommend that laparoscopic competencies be developed upon a foundation of open liver surgery and that laparoscopic major hepatectomy should only be attempted after competency with less technically complex laparoscopic resections. A center advanced along its institutional learning curve provides the collective expertise necessary for safe patient selection and management. An environment with colleagues willing to share their acquired proficiency allows the surgeon to observe and critique his or her performance against colleagues. Also, the guidance of like-minded surgeons supports technical development and improved outcomes. In conclusion, steady progress can be made along the learning curve through committed practice of increasingly complex tasks and with proper coaching in a high-volume environment.

  13. Designing Inductive Instructional Activities in a Teacher Training Program to Enhance Conceptual Understandings in Science for Thai Science and Non-Science Teachers

    Science.gov (United States)

    Narjaikaew, Pattawan; Jeeravipoonvarn, Varanya; Pongpisanou, Kanjana; Lamb, Dennis

    2016-01-01

    Teachers are viewed as the most significant factor affecting student learning. However, research in science education showed that teachers often demonstrate misunderstandings of science very similar to students. The purpose of this research was to correct conceptual difficulties in science of Thai primary school science and non-science teachers…

  14. Informal learning in SME majors for African American female undergraduates

    Directory of Open Access Journals (Sweden)

    Ezella McPherson

    2014-11-01

    Full Text Available This research investigates how eight undergraduate African American women in science, math, and engineering (SME majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as the framework to better understand their opportunities to engage in free-choice science learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. In primary and secondary schools, African American girls acquire cultural capital and access to free-choice science learning in the home environment, museums, science fairs, student organizations and clubs. However, in high school African American female teenagers have fewer informal science learning opportunities like those such as those provided in primary school settings. In college, cultural capital is transmitted through informal science learning that consisted of involvement in student organizations, research projects, seminars, and conferences. These experiences contributed to their engagement and persistence in SME fields in K-16 settings. This research adds to cultural capital and informal science learning research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science through informal science settings throughout the educational pipeline.

  15. "Bohr and Einstein": A Course for Nonscience Students

    Science.gov (United States)

    Schlegel, Richard

    1976-01-01

    A study of the concepts of relativity and quantum physics through the work of Bohr and Einstein is the basis for this upper level course for nonscience students. Along with their scientific philosophies, the political and moral theories of the scientists are studied. (CP)

  16. Learning how to Learn : a study of English vocabulary learning strategies among English major students at a Chinese university

    OpenAIRE

    Zhou, Ningjue

    2011-01-01

    This paper reports on the study of the strategy use of Chinese English majors in vocabulary learning; the individual differences between effective and less effective learners in employing vocabulary learning strategies and the relationship between their strategies and their outcome in English learning. In this research, 118 junior English majors inChineseUniversitywere investigated. The participants were asked to take a vocabulary test and complete a vocabulary-learning questionnaire.   The d...

  17. Medical students from natural science and nonscience undergraduate backgrounds. Similar academic performance and residency selection.

    Science.gov (United States)

    Dickman, R L; Sarnacki, R E; Schimpfhauser, F T; Katz, L A

    1980-06-27

    The majority of matriculating US medical students continue to major in the natural sciences as college undergraduates in the belief that this will enhance their chances of admission to and their performance in medical school. The present study compared the academic performance and residency selection of natural science and nonscience majors in three separate medical school classes at the State University of New York at Buffalo. Statistical analysis of grades in the first two years of medical school, clinical performance in the third year, and part I and part II National Board Medical Examination scores revealed no significant differences across three class replications. Residency selection among graduating seniors was also independent of undergraduate major. It is suggested that admissions committees, premedical advisors, and students reconsider their attitudes about the necessity of concentration in the natural sciences before entering medical school.

  18. How Our Majors Believe They Learn: Student Learning Strategies in an Undergraduate Theory Course

    Science.gov (United States)

    Pelton, Julie A.

    2014-01-01

    In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning…

  19. How Our Majors Believe They Learn: Student Learning Strategies in an Undergraduate Theory Course

    Science.gov (United States)

    Pelton, Julie A.

    2014-01-01

    In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning…

  20. Authentic Learning and Alien Worlds

    Science.gov (United States)

    Watt, Sara D.; Watt, Keith; Gleim, Brian

    2015-01-01

    Glendale Community College has developed a laboratory course and observing program which provides non-science majors with opportunities to perform authentic science in a community college setting. The program is designed around experiential learning which allows students to meaningfully construct concepts within contexts that involve real-world problems that are relevant to the learner. Students learn observational astronomy and data analysis techniques by observing exoplanet transits using 8-inch Celestron telescopes. The exoplanet data gathered and analyzed by the students is contributed to the exoplanet database. This poster presents an overview of the program and highlights early educational results.

  1. Reaching Nonscience Students through Science Fiction

    Science.gov (United States)

    Smith, Donald A.

    2009-01-01

    In 2006 I had the chance to design a physics course for students not majoring in scientific fields. I chose to shape the course around science fiction, not as a source for quantitative problems but as a means for conveying important physics concepts. I hoped that, by encountering these concepts in narratives, students with little or no science or…

  2. The Correlation between Teacher Feedback and Learner Motivation in Language Learning among non-English Majors

    Institute of Scientific and Technical Information of China (English)

    魏发国

    2015-01-01

    This paper centers on the correlation between teacher feedback and learner motivation in language learning among English majors.Quantitative research is employed in this study.100 non-English majors and 20 teachers participated in the study.The major finding is that there is a significant positive correlation between teacher feedback and learner motivation in language learning among non-English majors.

  3. Vocabulary learning strategies:Most frequently used strategies between English major students and non-English major students in China

    Institute of Scientific and Technical Information of China (English)

    徐衍洁

    2014-01-01

    The purpose of this research was to compare vocabulary learning strategies(VLS)used by two groups of Chinese English learners,which are English major students and non-English major students,and systematically focused on three main strategy categories. The purpose was to investigate the different VLS using frequencies between two groups of English language learners.

  4. The Major Obstacles of Correct Pronunciation: for Lithuanians Learning Spanish and for Spanish Learning Lithuanian

    Directory of Open Access Journals (Sweden)

    Loreta Alešiūnaitė

    2012-06-01

    Full Text Available When a person starts learning a new foreign language and tries to speak to a native speaker, it is a common situation when he/she is asked to repeat (sometimes more than once because the listener does not understand the speaker‘s pronunciation. As a consequence, the speaker’s confidence in his/her language competence is shaken as well as motivation for the use of this foreign language. This situation shows the importance of correct pronunciation which is one of the significant components of successful foreign language learning. Recently, the learning of Spanish and Lithuanian as foreign languages has become increasingly popular in Kaunas. From 2009 a quarter of LUHS foreign students are Spanish students, and Spanish is the first most chosen from 26 of those taught as a second foreign language at VMU. During the analysis of Spanish and Lithuanian phonetic similarities and differences, the main purpose is to discuss, compare and identify the major obstacles in pronunciation for Lithuanians learning Spanish and for Spanish students learning Lithuanian. The experimental mirror principle reveals the main obstacles to correct pronunciation which indicate the cases where Spanish students make pronunciation mistakes in the Lithuanian language, and, respectively, those cases are the same where the pronunciation obstacles for Lithuanians speaking Spanish arise. Learning of phonetics is one of the most important parts of communicative competence – that is why it is recommended to pay attention to the orthoepy in foreign languages and begin to develop pronunciation from the very first levels of language learning, because the positive results appear in the long run and after much practice.

  5. Language Learning Projects(LLPs)for English Majors

    Institute of Scientific and Technical Information of China (English)

    古敏

    2008-01-01

    In self-directed language learning,students are usually studying language part-time and voluntarily.This often leads to the situations that they abandon the language learning projects.This paper focuses on designing ways in LLPs that make it as interesting and appealing as possible.

  6. A Comparison of Motivation to Learn English between English Major and Non-English Major Students in a Vietnamese University

    Science.gov (United States)

    Ngo, Huong; Spooner-Lane, Rebecca; Mergler, Amanda

    2017-01-01

    Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the…

  7. Teaching Ethics to Marketing and Logistics Majors: A Transformative Learning Experiment

    Science.gov (United States)

    Aguirre, Grant; Hyman, Michael R.; Goudge, Darrell; Genchev, Stefan; Carrell, Amy; Hamilton, Corey

    2017-01-01

    Within the context of a transformative learning field experiment, the ethical ideologies of marketing majors, logistics majors, and nonbusiness majors were found to differ. Based on this finding, a field experiment was conducted to determine the effect (if any) that ethics instruction has on marketing and logistics majors versus nonbusiness…

  8. The Opinions of Economics Majors before and after Learning Economics

    Science.gov (United States)

    Hammock, Michael R.; Routon, P. Wesley; Walker, Jay K.

    2016-01-01

    Using longitudinal data on undergraduates from 463 American colleges and universities from 1994-99, the authors examine how majoring in economics affects student opinions on 13 social, political, and economic issues. Economics majors were found to begin and end their college tenure with differing opinions on several issues when compared to other…

  9. The Opinions of Economics Majors before and after Learning Economics

    Science.gov (United States)

    Hammock, Michael R.; Routon, P. Wesley; Walker, Jay K.

    2016-01-01

    Using longitudinal data on undergraduates from 463 American colleges and universities from 1994-99, the authors examine how majoring in economics affects student opinions on 13 social, political, and economic issues. Economics majors were found to begin and end their college tenure with differing opinions on several issues when compared to other…

  10. A Study of Effective Strategies to Stimulate College Non-English Majors' Motivation for Learning English

    Institute of Scientific and Technical Information of China (English)

    向玉

    2008-01-01

    As an English teacher for non-English majors in a college in Wuhan,I find that most of my students are not interested in learning English.Thus.I am concerned about how to stimulate my students' motivation in learning English.This paper discusses some effective strategies to stimulate college non-English majors' motivation for learning English.such as creating a comfortable atmosphere,buiIding students' confidence,promoting cooperative learning.and incorporating the multiple intelligences concept in the classroom.These strategies do have practical application in my classroom and have motivated my students' interest in English learning.

  11. A Case Study on English major Postgraduates Second Foreign Language Learning Strategy

    Institute of Scientific and Technical Information of China (English)

    Long Chunxiu

    2015-01-01

    In order to know the strategy use of second foreign language learning of postgraduates majoring in English,this paper uses a qualitative study of 26 English major postgraduates to describe the strategy use in SFL learning.A questionnaire based on Oxford’s classification of language learning strategy is used to collect data and some interviews are employed to clarify some doubts to make the finding more convincing and reliable. The findings show that postgraduates use direct strategy more frequently than use indirect strategy,there is almost no gender difference in postgraduates SFL learning and different second foreign language learners do not significantly affect the use of language learning strategy.

  12. The Obstacles in Learning English of English Majors

    Institute of Scientific and Technical Information of China (English)

    陈树琴

    2015-01-01

    In recent years,more and more foreign language researchers have taken the obstacle factors into consideration. Among the obstacle factors influencing language learning,anxiety ranks high.This paper focuses on the obstacle factors analysis and the way to reduce the negative effects they cause.

  13. The Obstacles in Learning English of English Majors

    Institute of Scientific and Technical Information of China (English)

    陈树琴

    2015-01-01

    In recent years,more and more foreign language researchers have taken the obstacle factors into consideration.Among the obstacle factors influencing language learning,anxiety ranks high.This paper focuses on the obstacle factors analysis and the way to reduce the negative effects they cause.

  14. Abnormal Temporal Difference Reward-Learning Signals in Major Depression

    Science.gov (United States)

    Kumar, P.; Waiter, G.; Ahearn, T.; Milders, M.; Reid, I.; Steele, J. D.

    2008-01-01

    Anhedonia is a core symptom of major depressive disorder (MDD), long thought to be associated with reduced dopaminergic function. However, most antidepressants do not act directly on the dopamine system and all antidepressants have a delayed full therapeutic effect. Recently, it has been proposed that antidepressants fail to alter dopamine…

  15. Enhancing Astronomy Major Learning Through Group Research Projects

    Science.gov (United States)

    McGraw, Allison M.; Hardegree-Ullman, K.; Turner, J.; Shirley, Y. L.; Walker-Lafollette, A.; Scott, A.; Guvenen, B.; Raphael, B.; Sanford, B.; Smart, B.; Nguyen, C.; Jones, C.; Smith, C.; Cates, I.; Romine, J.; Cook, K.; Pearson, K.; Biddle, L.; Small, L.; Donnels, M.; Nieberding, M.; Kwon, M.; Thompson, R.; De La Rosa, R.; Hofmann, R.; Tombleson, R.; Smith, T.; Towner, A. P.; Wallace, S.

    2013-01-01

    The University of Arizona Astronomy Club has been using group research projects to enhance the learning experience of undergraduates in astronomy and related fields. Students work on two projects that employ a peer-mentoring system so they can learn crucial skills and concepts necessary in research environments. Students work on a transiting exoplanet project using the 1.55-meter Kuiper Telescope on Mt. Bigelow in Southern Arizona to collect near-UV and optical wavelength data. The goal of the project is to refine planetary parameters and to attempt to detect exoplanet magnetic fields by searching for near-UV light curve asymmetries. The other project is a survey that utilizes the 12-meter Arizona Radio Observatory on Kitt Peak to search for the spectroscopic signature of infall in nearby starless cores. These are unique projects because students are involved throughout the entire research process, including writing proposals for telescope time, observing at the telescopes, data reduction and analysis, writing papers for publication in journals, and presenting research at scientific conferences. Exoplanet project members are able to receive independent study credit for participating in the research, which helps keep the project on track. Both projects allow students to work on professional research and prepare for several astronomy courses early in their academic career. They also encourage teamwork and mentor-style peer teaching, and can help students identify their own research projects as they expand their knowledge.

  16. Delayed Majority Game with Heterogeneous Learning Speeds for Financial Markets

    Science.gov (United States)

    Yoshimura, Yushi; Yamada, Kenta

    There are two famous statistical laws, so-called stylized facts, in financial markets. One is fat tail where the tail of price returns obeys a power law. The other is volatility clustering in which the autocorrelation function of absolute price returns decays with a power law. In order to understand relationships between the stylized facts and dealers' behaviors, we constructed a new agent-based model based on the grand canonical minority game (GCMG) and the Giardina-Bouchaud (GB) model. The recovery of stylized facts by GCMG and GB lacks of robustness. Therefore, based on the GCMG and GB model, we develop a new model that can reproduce stylized facts robustly. Furthermore, we find that heterogeneity of learning speeds of agents is important to reproduce the stylized facts.

  17. The Role of Cultural Factors in Chinese non-English Majors' EFL Learning and Teaching

    Institute of Scientific and Technical Information of China (English)

    刘红英; 谢秋恩

    2007-01-01

    This article aims at the discussion of cultural interferences in foreign language teaching and learning for Chinese non-English majors. It also calls for more attention from teachers, textbook compilers, and students themselves.

  18. Nora’s Medulla: A Problem-Based Learning Case for Neuroscience Fundamentals

    Science.gov (United States)

    Roesch, Leah A.; Frenzel, Kristen

    2016-01-01

    Students work through this Problem-Based Learning Case in order to discover how Nora ended up blue lipped and non-responsive. By exploring fundamental mechanisms of neuronal communication, students examine facts, research concepts, and propose hypotheses about how Nora’s physiology was disrupted to cause her respiratory distress. The dramatic context supports student learning at many levels – from systems neurophysiology to synaptic pharmacology. The case as written is used in an undergraduate course for non-science majors, but because the case focuses on basic fundamental neuroscience concepts, the case could be easily used in high school or other undergraduate courses that cover basic neuroscience. PMID:27385927

  19. The Perspectives of Major Stakeholders on Video Enriched Problem-Based Learning for Chinese Teacher Education

    Science.gov (United States)

    Ma, Angela Kit Fong; O'Toole, John Mitchell

    2013-01-01

    The study described in this paper investigated how the major stakeholders of a teacher education institution responded to a particular suite of educational products that involved video-based educational learning objects. It aims to look into stakeholder attitudes to potential technological development in fostering student-centred learning in…

  20. The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

    Science.gov (United States)

    Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

    2015-01-01

    Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

  1. The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

    Science.gov (United States)

    Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

    2015-01-01

    Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

  2. A Report on Non-Egnlish Majors' Motivation and Achievement of Learning English

    Institute of Scientific and Technical Information of China (English)

    王粉

    2009-01-01

    A large number of non-English majors seldom consider what strategies of learning English they are using to regulate their motivation and how their motivation is related to achievement. Data were collected from 4000 college non-English-majors at Guizhou University using a questionnaire. This paper contrasts students' motivation and strategies of learning English. Some teaching approaches are offered to motivate students to do their best in attaining higher achievement.

  3. Science-Technology-Society literacy in college non-majors biology: Comparing problem/case studies based learning and traditional expository methods of instruction

    Science.gov (United States)

    Peters, John S.

    This study used a multiple response model (MRM) on selected items from the Views on Science-Technology-Society (VOSTS) survey to examine science-technology-society (STS) literacy among college non-science majors' taught using Problem/Case Studies Based Learning (PBL/CSBL) and traditional expository methods of instruction. An initial pilot investigation of 15 VOSTS items produced a valid and reliable scoring model which can be used to quantitatively assess student literacy on a variety of STS topics deemed important for informed civic engagement in science related social and environmental issues. The new scoring model allows for the use of parametric inferential statistics to test hypotheses about factors influencing STS literacy. The follow-up cross-institutional study comparing teaching methods employed Hierarchical Linear Modeling (HLM) to model the efficiency and equitability of instructional methods on STS literacy. A cluster analysis was also used to compare pre and post course patterns of student views on the set of positions expressed within VOSTS items. HLM analysis revealed significantly higher instructional efficiency in the PBL/CSBL study group for 4 of the 35 STS attitude indices (characterization of media vs. school science; tentativeness of scientific models; cultural influences on scientific research), and more equitable effects of traditional instruction on one attitude index (interdependence of science and technology). Cluster analysis revealed generally stable patterns of pre to post course views across study groups, but also revealed possible teaching method effects on the relationship between the views expressed within VOSTS items with respect to (1) interdependency of science and technology; (2) anti-technology; (3) socioscientific decision-making; (4) scientific/technological solutions to environmental problems; (5) usefulness of school vs. media characterizations of science; (6) social constructivist vs. objectivist views of theories; (7

  4. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    Science.gov (United States)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-02-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and understanding was validated through an exploratory factor analysis of participants' responses. As for the questionnaire regarding the students' biology learning self-efficacy (BLSE), an exploratory factor analysis revealed a total of four factors including higher-order cognitive skills (BLSE-HC), everyday application (BLSE-EA), science communication (BLSE-SC), and practical works (BLSE-PW). The results of the cluster analysis according to the participants' conceptions of learning biology indicated that students in the two major clusters either viewed learning biology as understanding or possessed mixed-conceptions of memorizing and understanding. The students in the third cluster mainly focused on memorizing in their learning while the students in the fourth cluster showed less agreement with both conceptions of memorizing and understanding. This study further revealed that the conception of learning as understanding was positively associated with the BLSE of university students with biology-related majors. However, the conception of learning as memorizing may foster students' BLSE only when such a notion co-exists with the conception of learning with understanding.

  5. A Case Study on English major Postgraduates Second Foreign Language Learning Strategy

    Institute of Scientific and Technical Information of China (English)

    Long; Chunxiu

    2015-01-01

    In order to know the strategy use of second foreign language learning of postgraduates majoring in English,this paper uses a qualitative study of 26 English major postgraduates to describe the strategy use in SFL learning.A questionnaire based on Oxford’s classification of language learning strategy is used to collect data and some interviews are employed to clarify some doubts to make the finding more convincing and reliable.The findings show that postgraduates use direct strategy more frequently than use indirect strategy,there is almost no gender difference in postgraduates SFL learning and different second foreign language learners do not significantly affect the use of language learning strategy.

  6. Current Situation of English Major Students’ Web-based Autonomous English Learning

    Institute of Scientific and Technical Information of China (English)

    李新华

    2015-01-01

    Through an interview of three English major students and a field observation, the study explores English major students’ web-based autonomous English learning situation and the problems on their way. The findings show that web-based English materials are most helpful to speaking and listening, and that students’ insufficient information retrieval skill is the main problem on their way.

  7. Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors

    Science.gov (United States)

    Marbach-Ad, Gili; McGinnis, J. Randy; Pease, Rebecca; Dai, Amy H.; Schalk, Kelly A.; Benson, Spencer

    2010-01-01

    We investigated a pedagogical innovation in an undergraduate microbiology course (Microbes and Society) for non-majors and education majors. The goals of the curriculum and pedagogical transformation were to promote active learning and concentrate on clarity in teaching. This course was part of a longitudinal project (Project Nexus) which…

  8. The Major Field Test in Business: A Solution to the Problem of Assurance of Learning Assessment?

    Science.gov (United States)

    Green, Jeffrey J.; Stone, Courtenay Clifford; Zegeye, Abera

    2014-01-01

    Colleges and universities are being asked by numerous sources to provide assurance of learning assessments of their students and programs. Colleges of business have responded by using a plethora of assessment tools, including the Major Field Test in Business. In this article, the authors show that the use of the Major Field Test in Business for…

  9. Establishing the Empirical Relationship Between Non-Science Majoring Undergraduate Learners' Spatial Thinking Skills and Their Conceptual Astronomy Knowledge. (Spanish Title: Estableciendo Una Relación Empírica Entre el Razonamiento Espacial de los Estudiantes de Graduación de Carreras no Científicas y su Conocimento Conceptual de la Astronomía.) Estabelecendo Uma Relação Empírica Entre o RacioCínio Espacial dos Estudantes de Graduação EM Carreiras Não Científicas e Seu Conhecimento Conceitual da Astronomia

    Science.gov (United States)

    Heyer, Inge; Slater, Stephanie J.; Slater, Timothy F.

    2013-12-01

    The astronomy education community has tacitly assumed that learning astronomy is a conceptual domain resting upon spatial thinking skills. As a first step to formally identify an empirical relationship, undergraduate students in a non-major introductory astronomy survey class at a mediumsized, Ph.D. granting, mid-western US university were given pre- and post-astronomy conceptual diagnostics and spatial reasoning diagnostics, Instruments used were the "Test Of Astronomy Standards" and "What Do You Know?" Using only fully matched data for analysis, our sample consisted of 86 undergraduate non-science majors. Students' normalized gains for astronomy surveys were low at .26 and .13 respectively. Students' spatial thinking was measured using an instrument designed specifically for this study. Correlations between the astronomy instruments' pre- to post-course gain scores and the spatial assessment instrument show moderate to strong relationships suggesting the relationship between spatial reasoning and astronomy ability can explain about 25% of the variation in student achievement. La comunidad de educación en astronomía ha supuesto de forma tácita que el aprendizaje de la astronomía consiste en un dominio conceptual fundamentado en el razonamiento espacial. Como un primer paso para identificar formalmente una relación empírica entre estas dos cosas, utilizamos como muestra los estudantes de graduación de carreras no científicas de un curso experimental en una universidad norteamericana del medioeste de porte mediano con programa de Doctorado em curso, en el cual estos estudiantes se sometieron a un diagnóstico de razonamiento espacial y conceptos astronómicos antes e después del mismo. Las herramientas utilizadas fueron el Test Of Astronomy Standards (TOAST) y el cuestionario What do you know? Utilizando solo los datos completamente consistentes para este análisis, nuestra muestra consistió en 86 estudantes de graduación. Las mejoras, depués de

  10. English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write

    OpenAIRE

    Hasan Sağlamel; Mustafa Naci Kayaoğlu

    2015-01-01

    English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write Abstract Even though writing as a language skill takes a back seat especially with reference to the natural order hypothesis, appreciation of writing in academic settings propel learners to challenge the validity of this order. It is not surprising therefore that writing deserves a higher priority in academic settings due much to its immediate practical application in a v...

  11. Studies on English Vocabulary Learning Strategies of Three-year Business English Majors

    Institute of Scientific and Technical Information of China (English)

    Liu Fang-rong

    2008-01-01

    Vocabulary learning strategies have been studied by a lot of scholars and teachers to a different extent on language learner of different levels. Little research has been done on three-year .Business English majors. This study is intended to examine the vocabulary learning strategies applied by those students to their vocabulary learning during the course of English learning. This study is carried out in the form of doing a questionnaire among 117 three-year Business English majors. The collected data is analyzed in the computer by using the SPSS software. The result is that most of the students give up the concept and strategy of repetition and accept the concept of context and practicing. In addition, most of the students know how to make use of cognitive strategies to learn vocabulary. However, those students seldom employ metacognitive strategies and social/affective strategies to facilitate their vocabulary learning. In fight of these, some recommendations have given to those students to help them learn more vocabulary by appropriately using the vocabulary learning strategies.

  12. Comparison of College Science Major Students’ Learning Styles and Critical Thinking Disposition

    Directory of Open Access Journals (Sweden)

    Songül TÜMKAYA

    2011-08-01

    Full Text Available The current study aimed to investigate science major students' learning styles and critical thinking disposition. A total of 650 students; 169 of them biology major, 167 of them physics major, 145 of them chemistry major, and 169 of them mathematics major participated to the study. Students‟ scores highest on Analyticity subscale. Independent t-test results showed that there is a significant difference in some subscales of students‟ regards to gender critical thinking disposition. LSD results showed that seniors‟ scores are significantly higher than the freshman‟s on the Self-confidence subscale scores. LSD analysis showed that academically achievement students have higher critical thinking disposition and critical thinking disposition decreases with the decreasing academic achievement. Analysis showed that more than half of the students learning style have categorized as Assimilator, 29.4 % have categorized as Diverger, 10.5 % have categorized as Converger and 7.5 % have categorized as Accomodator.

  13. Spatial affect learning restricted in major depression relative to anxiety disorders and healthy controls.

    Science.gov (United States)

    Gollan, Jackie K; Norris, Catherine J; Hoxha, Denada; Irick, John Stockton; Hawkley, Louise C; Cacioppo, John T

    2014-01-01

    Detecting and learning the location of unpleasant or pleasant scenarios, or spatial affect learning, is an essential skill that safeguards well-being (Crawford & Cacioppo, 2002). Potentially altered by psychiatric illness, this skill has yet to be measured in adults with and without major depressive disorder (MDD) and anxiety disorders (AD). This study enrolled 199 adults diagnosed with MDD and AD (n=53), MDD (n=47), AD (n=54), and no disorders (n=45). Measures included clinical interviews, self-reports, and a validated spatial affect task using affective pictures (IAPS; Lang, Bradley, & Cuthbert, 2005). Participants with MDD showed impaired spatial affect learning of negative stimuli and irrelevant learning of pleasant pictures compared with non-depressed adults. Adults with MDD may use a "GOOD is UP" heuristic reflected by their impaired learning of the opposite correlation (i.e., "BAD is UP") and performance in the pleasant version of the task.

  14. Part Two: Learning Science Through Digital Video: Student Views on Watching and Creating Videos

    Science.gov (United States)

    Wade, P.; Courtney, A. R.

    2014-12-01

    The use of digital video for science education has become common with the wide availability of video imagery. This study continues research into aspects of using digital video as a primary teaching tool to enhance student learning in undergraduate science courses. Two survey instruments were administered to undergraduate non-science majors. Survey One focused on: a) What science is being learned from watching science videos such as a "YouTube" clip of a volcanic eruption or an informational video on geologic time and b) What are student preferences with regard to their learning (e.g. using video versus traditional modes of delivery)? Survey Two addressed students' perspectives on the storytelling aspect of the video with respect to: a) sustaining interest, b) providing science information, c) style of video and d) quality of the video. Undergraduate non-science majors were the primary focus group in this study. Students were asked to view video segments and respond to a survey focused on what they learned from the segments. The storytelling aspect of each video was also addressed by students. Students watched 15-20 shorter (3-15 minute science videos) created within the last four years. Initial results of this research support that shorter video segments were preferred and the storytelling quality of each video related to student learning.

  15. Physics Myth Busting: A Lab-Centered Course for Non-Science Students

    Science.gov (United States)

    Madsen, Martin John

    2011-01-01

    There is ongoing interest in how and what we teach in physics courses for non-science students, so-called "physics for poets" courses. Art Hobson has effectively argued that teaching science literacy should be a key ingredient in these courses. Hobson uses Jon Millers definition of science literacy, which has two components: first, "a basic…

  16. Current Situation of English Major Students’ Web-based Autonomous English Learning

    Institute of Scientific and Technical Information of China (English)

    李新华

    2015-01-01

    Through an interview of three English major students and a fi eld observation,the study explores English major students’web-based autonomous English learning situation and the problems on their way.The findings show that web-based English materials are most helpful to speaking and listening,and that students’insufficient information retrieval skill is the main problem on their way.

  17. Learning from Negative Feedback in Patients with Major Depressive Disorder is Attenuated by SSRI Antidepressants

    Directory of Open Access Journals (Sweden)

    Mohammad M. Herzallah

    2013-09-01

    Full Text Available One barrier to interpreting past studies of cognition and Major Depressive Disorder (MDD has been the failure in many studies to adequately dissociate the effects of MDD from the potential cognitive side effects of Selective Serotonin Reuptake Inhibitors (SSRI use. To better understand how remediation of depressive symptoms affects cognitive function in MDD, we evaluated three groups of subjects: medication-naïve patients with MDD, medicated patients with MDD receiving the SSRI paroxetine and healthy control subjects. All were administered a category-learning task that allows for dissociation between learning from positive feedback (reward versus learning from negative feedback (punishment. Healthy subjects learned significantly better from positive feedback than medication-naïve and medicated MDD groups, whose learning accuracy did not differ significantly. In contrast, medicated patients with MDD learned significantly less from negative feedback than medication-naïve patients with MDD and healthy subjects, whose learning accuracy was comparable. A comparison of subject’s relative sensitivity to positive versus negative feedback showed that both the medicated MDD and healthy control groups conform to Kahneman and Tversky’s (1979 Prospect Theory, which expects losses (negative feedback to loom psychologically slightly larger than gains (positive feedback. However, medicated MDD and HC profiles are not similar, which indicates that the state of medicated MDD is not ‘normal’ when compared to HC, but rather balanced with less learning from both positive and negative feedback. On the other hand, medication-naïve patients with MDD violate Prospect Theory by having significantly exaggerated learning from negative feedback. This suggests that SSRI antidepressants impair learning from negative feedback, while having negligible effect on learning from positive feedback. Overall, these findings shed light on the importance of dissociating the

  18. A Survey Study of Autonomous Learning by Chinese Non-English Major Post-Graduates

    Science.gov (United States)

    Xu, Jianping

    2009-01-01

    This thesis reports a survey study of the autonomous L2 learning by 100 first-year non-English-major Chinese post-graduates via the instruments of a questionnaire and semi-structured interview after the questionnaire. It attends to address the following research question: To what extent do Chinese postgraduate students conduct autonomous L2…

  19. Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

    Science.gov (United States)

    McPherson, Ezella

    2014-01-01

    This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants'…

  20. Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results

    Science.gov (United States)

    Strang, Kenneth David

    2014-01-01

    An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

  1. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    Science.gov (United States)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and…

  2. A comparison of ethnic minority and majority students: social and academic integration, and quality of learning

    NARCIS (Netherlands)

    Severiens, S.; Wolff, R.P.

    2008-01-01

    This article examines students from ethnic minorities and majorities with regard to the relationships between their social and academic integration and their quality of learning. A total of 523 students at four universities completed a questionnaire: analyses of variance were used to examine mean di

  3. Conceptions of Memorizing and Understanding in Learning, and Self-Efficacy Held by University Biology Majors

    Science.gov (United States)

    Lin, Tzu-Chiang; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    This study aims to explore Taiwanese university students' conceptions of learning biology as memorizing or as understanding, and their self-efficacy. To this end, two questionnaires were utilized to survey 293 Taiwanese university students with biology-related majors. A questionnaire for measuring students' conceptions of memorizing and…

  4. Natural Science Majors and Liberal Education: The Impact of a Living-Learning Community

    Science.gov (United States)

    Hutt, Chris D.

    2012-01-01

    The purpose of this study was to explore the articulated experiences of natural science majors who were participating in a liberal arts living-learning community. Using the American Association of College and University's (2002) report, "Greater Expectations" as an organizing framework, this study sought to determine how--if at…

  5. Worms under cover: relationships between performance in learning tasks and personality in great tits (Parus major).

    Science.gov (United States)

    Amy, Mathieu; van Oers, Kees; Naguib, Marc

    2012-09-01

    In animals, individual differences in learning ability are common and are in part explained by genetic differences, developmental conditions and by general experience. Yet, not all variations in learning are well understood. Individual differences in learning may be associated with elementary individual characteristics that are consistent across situations and over time, commonly referred to as personality or temperament. Here, we tested whether or not male great tits (Parus major) from two selection lines for fast or slow exploratory behaviour, an operational measure for avian personality, vary in their learning performance in two related consecutive tasks. In the first task, birds had to associate a colour with a reward whereas in the second task, they had to associate a new colour with a reward ignoring the previously rewarded colour. Slow explorers had shorter latencies to approach the experimental device compared with fast explorers in both tasks, but birds from the two selection lines did not differ in accomplishing the first task, that is, to associate a colour with a reward. However, in the second task, fast explorers had longer latencies to solve the trials than slow explorers. Moreover, relative to the number of trials needed to reach the learning criteria in the first task, birds from the slow selection line took more trials to associate a new colour with a reward while ignoring the previously learned association compared with birds from the fast selection line. Overall, the experiments suggest that personality in great tits is not strongly related to learning per se in such an association task, but that birds from different selection lines might express different learning strategies as birds from the different selection lines were differently affected by their previous learning performance.

  6. Using Internet-Based Robotic Telescopes to Engage Non-Science Majors in Astronomical Observation

    Science.gov (United States)

    Berryhill, K. J.; Coble, K.; Slater, T. F.; McLin, K. M.; Cominsky, L. R.

    2013-12-01

    Responding to national science education reform documents calling for students to have more opportunities for authentic research experiences, several national projects have developed online telescope networks to provide students with Internet-access to research grade telescopes. The nature of astronomical observation (e.g., remote sites, expensive equipment, and odd hours) has been a barrier in the past. Internet-based robotic telescopes allow scientists to conduct observing sessions on research-grade telescopes half a world away. The same technology can now be harnessed by STEM educators to engage students and reinforce what is being taught in the classroom, as seen in some early research in elementary schools (McKinnon and Mainwaring 2000 and McKinnon and Geissinger 2002), middle/high schools (Sadler et al. 2001, 2007 and Gehret et al. 2005) and undergraduate programs (e.g., McLin et al. 2009). This project looks at the educational value of using Internet-based robotic telescopes in a general education introductory astronomy course at the undergraduate level. Students at a minority-serving institution in the midwestern United States conducted observational programs using the Global Telescope Network (GTN). The project consisted of the use of planetarium software to determine object visibility, observing proposals (with abstract, background, goals, and dissemination sections), peer review (including written reviews and panel discussion according to NSF intellectual merit and broader impacts criteria), and classroom presentations showing the results of the observation. The GTN is a network of small telescopes funded by the Fermi mission to support the science of high energy astrophysics. It is managed by the NASA E/PO Group at Sonoma State University and is controlled using SkyNet. Data includes course artifacts (proposals, reviews, panel summaries, presentations, and student reflections) for six semesters plus student interviews. Using a grounded theory approach, the data were coded to examine the value that the students did or did not gain from the project, including students' understanding of the process of science. Preliminary analysis of course artifacts and interviews suggest that students value using research-grade instrumentation after obtaining their own scientific data and develop deeper understandings of the nature of scientific research when formulating proposals for telescope use.

  7. Healthcare and biomedical technology in the 21st century an introduction for non-science majors

    CERN Document Server

    Baran, George R; Samuel, Solomon Praveen

    2014-01-01

    This textbook introduces students not pursuing degrees in science or engineering to the remarkable new applications of technology now available to physicians and their patients and discusses how these technologies are evolving to permit new treatments and procedures.  The book also elucidates the societal and ethical impacts of advances in medical technology, such as extending life and end of life decisions, the role of genetic testing, confidentiality, costs of health care delivery, scrutiny of scientific claims, and provides background on the engineering approach in healthcare and the scientific method as a guiding principle. This concise, highly relevant text enables faculty to offer a substantive course for students from non-scientific backgrounds that will empower them to make more informed decisions about their healthcare by significantly enhancing their understanding of these technological advancements. This book also: ·         Presents scientific concepts from modern medical science using r...

  8. Learning from negative feedback in patients with major depressive disorder is attenuated by SSRI antidepressants.

    Science.gov (United States)

    Herzallah, Mohammad M; Moustafa, Ahmed A; Natsheh, Joman Y; Abdellatif, Salam M; Taha, Mohamad B; Tayem, Yasin I; Sehwail, Mahmud A; Amleh, Ivona; Petrides, Georgios; Myers, Catherine E; Gluck, Mark A

    2013-01-01

    One barrier to interpreting past studies of cognition and major depressive disorder (MDD) has been the failure in many studies to adequately dissociate the effects of MDD from the potential cognitive side effects of selective serotonin reuptake inhibitors (SSRIs) use. To better understand how remediation of depressive symptoms affects cognitive function in MDD, we evaluated three groups of subjects: medication-naïve patients with MDD, medicated patients with MDD receiving the SSRI paroxetine, and healthy control (HC) subjects. All were administered a category-learning task that allows for dissociation between learning from positive feedback (reward) vs. learning from negative feedback (punishment). Healthy subjects learned significantly better from positive feedback than medication-naïve and medicated MDD groups, whose learning accuracy did not differ significantly. In contrast, medicated patients with MDD learned significantly less from negative feedback than medication-naïve patients with MDD and healthy subjects, whose learning accuracy was comparable. A comparison of subject's relative sensitivity to positive vs. negative feedback showed that both the medicated MDD and HC groups conform to Kahneman and Tversky's (1979) Prospect Theory, which expects losses (negative feedback) to loom psychologically slightly larger than gains (positive feedback). However, medicated MDD and HC profiles are not similar, which indicates that the state of medicated MDD is not "normal" when compared to HC, but rather balanced with less learning from both positive and negative feedback. On the other hand, medication-naïve patients with MDD violate Prospect Theory by having significantly exaggerated learning from negative feedback. This suggests that SSRI antidepressants impair learning from negative feedback, while having negligible effect on learning from positive feedback. Overall, these findings shed light on the importance of dissociating the cognitive consequences of MDD

  9. The Investigation and Analysis of Learning Motivation in English-Education Majors

    Institute of Scientific and Technical Information of China (English)

    罗兰

    2016-01-01

    Learning motivation is regarded as the critical fact of affecting the learners' learning. This article focuses on the local normal colleges, which offer the abundant resource of teachers; guarantee the education rights of students'. This article is based on the related literature and the statistics offered by questionnaires and surveys. The participants were 80 English-education majors from a local normal university in Beijing and the surveys choose randomly 6 of them to get the answer. Through these two ways, we've found that the main motivation type for English-education majors is instrumental motivation. Family background, society and teaching model may lead to this phenomenon. The findings suggest that teachers should guide students to utilize their learnt knowledge into use and opening a book saloon to increase their interest and understanding of teaching might be a good way to improve students' integrative motivation.

  10. Verbal Learning and Memory in Older Adults with Minor and Major Depression

    Science.gov (United States)

    Mesholam-Gately, Raquelle I.; Giuliano, Anthony J.; Zillmer, Eric A.; Barakat, Lamia P.; Kumar, Anand; Gur, Ruben C.; McAndrew, Lisa M.; Bilker, Warren B.; Elderkin-Thompson, Virginia; Moberg, Paul J.

    2012-01-01

    Late-life minor depression (miD) is a prevalent but poorly understood illness. Verbal learning and memory profiles have commonly been used to characterize neuropsychiatric disorders. This study compared the performance of 27 older adults with miD on the California Verbal Learning Test (CVLT) with 26 age-matched individuals with Major Depressive Disorder (MDD) and 36 non-depressed controls. Results revealed that the miD group performed comparably with controls and significantly better than the MDD group on several CVLT indices. Moreover, cluster analysis revealed three distinct groups, consistent with theoretical representations of “normal,” “subcortical,” and “cortical” verbal learning and memory profiles. The majority of the miD group showed “normal” profiles (74%), whereas most individuals with MDD displayed “subcortical” profiles (54%). The findings suggest that depression in the elderly is a heterogeneous entity and that the CVLT may be a useful tool for characterizing learning and memory in late-onset depressive disorders. PMID:22189596

  11. Natural science majors and liberal education: The impact of a living-learning community

    Science.gov (United States)

    Hutt, Chris D.

    The purpose of this study was to explore the articulated experiences of natural science majors who were participating in a liberal arts living-learning community. Using the American Association of College and University's (2002) report, Greater Expectations as an organizing framework, this study sought to determine how - if at all - students in this learning community were encountering the organizational educational principles consistent with classical and contemporary liberal education. The study was a qualitative inquiry that examined students' precollege experiences and beliefs, their current perceptions on their academic experiences, and student reflections on the meaning of these experiences. The data collected and analyzed in the completion of this study consisted of a series of 19 individual interviews with students enrolled in both a natural science major and in a living- learning community (LLC). Analysis of the interview data led the researcher to identify four themes: (a) Students attributed intellectual growth to experiences in both the major and the LLC, and that the science curriculum was in some ways separated from the liberal arts curriculum; (b) Students experienced and defined diversity in meaningful ways; (c) Physical place and social space of the LLC contributed significantly to the program; and (d) Students reflected learning experiences and outcomes consistent with both classical and contemporary liberal educational environments. Ultimately, the students in this study viewed their participation in the LLC as a meaningful supplement to the science major. Further analysis of the findings, as well as conclusions and recommendations for both policy and practice, are discussed in the final chapter of the study.

  12. UPGRADING THE UNIT-TYPE LEARNING PROGRAMS IN THE MAJOR “PRE-SCHOOL LEARNING AND UPBRINGING

    Directory of Open Access Journals (Sweden)

    Rahila AUBAKIROVA

    2014-01-01

    Full Text Available The paper emphasized the practices in implementing the project TEMPUS EDUCA JEP 517504-DE-2011 in the subject area “Upgrading and Developing the Curricula (Training pro-grams in Pedagogics and Education Management in the Countries of Central Asia“. Specific attention has been given to practices in working out the unit-type curricula in the ma-jor “Preschool Teaching and Upbringing” in Kazakhstan. The review submitted descriptions of the curricula units, the competences required for the B.A. graduates majored in “Preschool Teaching and Upbringing”. The paper gave a detailed description of the purpose, tasks and the outcomes of learning; and considered general and specific competenc-es, and the competences of the major subject area. General competences of a graduate were specified, with require-ments for general erudition taken into account and social and moral competences, and economic and managerial competences as well.

  13. The Effect of Cognitive Learning Style-Based Reading Program on the Achievement of Jordanian Freshmen English Majors

    Science.gov (United States)

    Al-Hajaya, Nail; Al-Khresheh, Taisir

    2012-01-01

    The purpose of this study was to investigate cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. The subjects of the study consisted of 104 freshmen English majors enrolled for Reading Skills 1 in Tafila Technical University in Jordan in the fall semester 2007/2008. Students' learning styles,…

  14. Perceived learning needs according to patients who have undergone major coronary interventions and their nurses.

    Science.gov (United States)

    Mosleh, Sultan M; Eshah, Nidal F; Almalik, Mona Ma

    2017-02-01

    The aim of this study was to identify the differences in perceived learning needs between cardiac patients who have undergone major coronary interventions and their nurses. The decrease in length of stay after cardiac interventions has signalled an urgent need to provide effective in-hospital health education. Therefore, the content of health education should bridge the gap between nurses' and patients' views of what information is important for ensuring patients' optimum recovery. A descriptive comparative design was employed. Patients were invited to participate if they had undergone angioplasty or bypass surgery and were ready for discharge within 24-48 hours. A convenience sample of 365 cardiac patients and 166 cardiac nurses participated in this study. Baseline data on patients' and nurses' sociodemographics, clinical history and experience were collected through personal interviews. Then, participants completed the Patient Learning Needs Scale to identify their perceptions of the learning needs after cardiac interventions. The top-priority learning needs according to both patients and cardiac nurses was information on wound care and medication. In contrast, the lowest-priority learning need was physical activity. Nurses perceived information about physical activity as most needed to patients, whereas patients perceived information about medications, postintervention complications and postintervention concerns as mostly needed. The disparity between perceptions of patient and nurses on the essential content to be learned highlights the importance of considering both of these parties when establishing health education programmes. In addition, nurses should focus more on information related to the recovery period and immediate needs after discharge. Information about wound care, medication and potential complications should be the core of predischarge education programmes. In addition, nurses should focus on improve patients' awareness of secondary prevention

  15. A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

    Science.gov (United States)

    Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Consiglio, D.; Gonzaga, V.

    2010-01-01

    This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.

  16. Learning How to Observe: It's Not Just the Same Old Shell Game.

    Science.gov (United States)

    Sarinsky, Gary B.; Biermann, Carol A.

    1989-01-01

    Presented is an activity designed to teach the use of the scientific method to non-science majors. Collecting, classification, and follow-up activities for a beach trip are discussed. Two simple dichotomous keys are included. (CW)

  17. English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write

    Directory of Open Access Journals (Sweden)

    Hasan Sağlamel

    2015-12-01

    Full Text Available English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write Abstract Even though writing as a language skill takes a back seat especially with reference to the natural order hypothesis, appreciation of writing in academic settings propel learners to challenge the validity of this order. It is not surprising therefore that writing deserves a higher priority in academic settings due much to its immediate practical application in a variety of academic tasks such as examination questions, essays, research reports, dissertation thesis and so on. In line with this constant practice with writing, English majoring students are quite usually subject to production of texts in the academic essay genre and desire to position themselves in academic discourse community through following the desired academic conventions. However, a considerable number of students fail to achieve the desired proficiency; cultural variations intrude into the language classrooms and differences in meaning learners attach to the writing activities are evident, which makes it necessary to explore students’ perceptions from academic writing courses. To this end, questionnaires on students’ writing efficacy were distributed to the freshman students enrolled in Academic Writing class, and interviews were carried out to have a broader understanding of the expectations from the course. Data from the questionnaire were analyzed using the SPSS and content analysis was employed to analyze the interviews.

  18. Larger error signals in major depression are associated with better avoidance learning

    Directory of Open Access Journals (Sweden)

    James F eCavanagh

    2011-11-01

    Full Text Available The medial prefrontal cortex (mPFC is particularly reactive to signals of error, punishment, and conflict in the service of behavioral adaptation and it is consistently implicated in the etiology of Major Depressive Disorder (MDD. This association makes conceptual sense, given that MDD has been associated with hyper-reactivity in neural systems associated with punishment processing. Yet in practice, depression-related variance in measures of mPFC functioning often fails to relate to performance. For example, neuroelectric reflections of mediofrontal error signals are often found to be larger in MDD, but a deficit in post-error performance suggests that these error signals are not being used to rapidly adapt behavior. Thus, it remains unknown if depression-related variance in error signals reflects a meaningful alteration in the use of error or punishment information. However, larger mediofrontal error signals have also been related to another behavioral tendency: increased accuracy in avoidance learning. The integrity of this error-avoidance system remains untested in MDD. In this study, EEG was recorded as 21 symptomatic, drug-free participants with current or past MDD and 24 control participants performed a probabilistic reinforcement learning task. Depressed participants had larger mPFC EEG responses to error feedback than controls. The direct relationship between error signal amplitudes and avoidance learning accuracy was replicated. Crucially, this relationship was stronger in depressed participants for high conflict lose-lose situations, demonstrating a selective alteration of avoidance learning. This investigation provided evidence that larger error signal amplitudes in depression are associated with increased avoidance learning, identifying a candidate mechanistic model for hypersensitivity to negative outcomes in depression.

  19. Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

    Science.gov (United States)

    England, Benjamin J; Brigati, Jennifer R; Schussler, Elisabeth E

    2017-01-01

    Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated.

  20. Exploring Major Predictors of Student Satisfaction: An Input towards a Learning-Friendly School Environment.

    Directory of Open Access Journals (Sweden)

    Marilyn L. Balmeo

    2014-02-01

    Full Text Available The study sought to determine the perceived level of importance and perceived level of satisfaction of college students on 16 areas of student service commonly provided in a tertiary education setting within any university as prescribed and observed by local and international standards of tertiary education. Each area was tested to determine the existence of a significant relationship between the measured response by respondents on their perceived level of importance and perceived level of satisfaction. The existence of a significant relationship between the two variables indicates that the given area of the learning environment is a major predictor towards student satisfaction. Item analysis was also performed on each area of the learning environment to determine specific indicators of student satisfaction. The results of this research serves as a benchmark to any university [with similar status as the locale of the study] in identifying particular areas of the learning environment that are crucial in determining student satisfaction and must be focus of university maintenance and development so as to achieve a learner-friendly school environment. The research was conducted with 399 students enrolled in Saint Louis University distributed in proportion to the population distribution of students in the different colleges within the said University.

  1. Understanding E-Learning Adoption in Brazil: Major Determinants and Gender Effects

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    Shintaro Okazaki

    2012-10-01

    Full Text Available The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1 ease of use –› perceived usefulness; (2 perceived usefulness –› attitude, and (3 intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil.

  2. Social justice pedagogies and scientific knowledge: Remaking citizenship in the non-science classroom

    Science.gov (United States)

    Lehr, Jane L.

    This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape educational practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of

  3. Role of "Thinking" and "Understanding" as Two Other Major Skills in Learning a Language: A Pedagogical Interpretation

    Science.gov (United States)

    Obaidullah, Md.

    2016-01-01

    It is a long established notion that learning a language means becoming skilled in the four major skills--Listening, Speaking, Reading and Writing. Without being expert in the aforementioned skills, language learning is quite impossible. But there are other two skills like "Thinking" and "Understanding" which appear to be…

  4. E?ffects of English Language Proficiency on the Choice of Language Learning Strategies by Saudi English-Major Undergraduates

    Science.gov (United States)

    Javid, Choudhary Z.; Al-thubaiti, Turki S.; Uthman, Awwadh

    2013-01-01

    It is reported that language learning is a creative and dynamic process and the learners are active partners in this process. This trend in language teaching motivated the researchers to investigate the learners' individual differences and the identification of language learning strategies (LLS) has become a major area of interest in this regard…

  5. Language Learning Strategies Employed by Chinese English-Major Pre-Service Teachers in Relation to Gender and Personality Types

    Science.gov (United States)

    Zhou, Chaoying; Intaraprasert, Channarong

    2015-01-01

    This study was intended to investigate the use of language learning strategy employed by English-major pre-service teachers in Midwest China in relation to their gender and personality types. The modified Strategy Inventory for Language Learning (SILL) and adopted personality type inventory were used to collect the data. ANOVA and Chi-square tests…

  6. Effect of Academic Major on Students' Use of Language Learning Strategies: A Diary Study in a Chinese Context

    Science.gov (United States)

    Rao, Zhenhui; Liu, Fulan

    2011-01-01

    The research reported here explored how students' use of language learning strategies (LLS) was affected by their academic major. The data were collected by asking students to keep a four-week diary, and then the findings were examined within the model of learning developed by Biggs. An analysis of diary entries showed that, although there were…

  7. A decade of major vascular trauma: Lessons learned from gang and civilian warfare.

    Science.gov (United States)

    Ramdass, M J; Harnarayan, P

    2017-01-01

    INTRODUCTION Trinidad and Tobago is a trans-shipment point for the illegal trade of drugs, arms and ammunition and, as such, has a high incidence of gang-related warfare and drug-related crimes. This has led to a high incidence of gunshot and stab wounds, with associated major vascular injuries. We describe our management strategies learned from a decade of vascular trauma experience. METHODS A retrospective analysis of age, gender, type of trauma, vessel injured, procedure and outcome for all cases of vascular trauma between 2006 and 2015 at two surgical units in Trinidad and Tobago. RESULTS There were 198 vascular trauma cases (232 procedures), involving 159 (80%) males at a mean age of 33 years. Gunshots accounted for 103 (52%) cases, followed by stabs/chops (n=50; 25%) and lacerations (n=15; 8%). The most commonly injured vessels were the radial/ulnar arteries (n=39; 20%) and the superficial femoral artery (n=37; 19%). There were seven pseudoaneurysms and three traumatic arteriovenous fistulae. Repair techniques included primary (n=82; 35%), reversed vein (n=63; 27%), polytetrafluoroethylene (n=58; 25%), oversew (n=24; 10%) and endovascular (n=5; 2%) techniques. There were eight (4%) secondary amputations and eight (4%) deaths. CONCLUSIONS Major vascular trauma causes significant morbidity and mortality in Trinidad and Tobago, with the majority of cases due to gunshot injuries secondary to gang-related warfare and civilian violence. We compare our experience with that in the literature on the epidemiology and management of vascular trauma.

  8. On Learning Motivation and Strategies of Non-English Major College Students

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    <正>Based on the positive correlation between learning motivation and strategies,this paper investigates the influence of different motivation orientations on learner’s management of learning strategies.The relation between learning strategies and language proficiency is further probed in order to highlight the significance of managing learning strategies and adjusting motivational orientation in the process of language learning.

  9. A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

    Science.gov (United States)

    Smith, Geoffrey R.

    2010-01-01

    Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

  10. The Effectiveness of Grammar Learning in Impro ving Reading Comprehension of English Majors

    Institute of Scientific and Technical Information of China (English)

    田晓

    2015-01-01

    The importance of grammar knowledge has al-ways been neglected in reading comprehension. To help English teachers and learners see the value of grammar analysis, this pa-per, therefore, explores the correlation between grammar and reading comprehension. Forty-four freshmen of English majors were involved in the experiment, completing two tests of grammar and reading comprehension respectively, and it was followed by a personal interview for some exceptional cases after a week. The result of data analysis shows that grammar analysis accompanying with vocabulary, emotion, as well as other factors produce an ef-fect on learners’reading comprehension to a certain degree. It is suggested that language teachers as well as learners therefore should attach importance to learning grammatical knowledge.

  11. Grasha-richmann college students’ learning styles of classroom participation: Role of gender and major

    Directory of Open Access Journals (Sweden)

    ALI REZA BANESHI

    2014-07-01

    Full Text Available Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors. Methods: 1039 individuals were selected through the proportional stratified random sampling method among undergraduate and graduate students in Humanities (n=421 and Science (n=618 faculties of Tehran University. In the Humanities group, there were 285 females and 136 males, and in the Science group, there were 208 females and 410 males. The participants answered the Grasha-Riechmann student learning styles scale. Results: The findings indicated that the females obtained significantly higher means in collaborative, participative, and dependent styles than males, but in avoidant, and independent styles, the means for males were higher than those for females. Also, the science group’s means in collaborative, participative, dependent, and competitive styles were significantly higher than those for the humanities group. Conclusion: According to the findings, it seems that due to psychological characteristics, female students tend to collaborate with other students of the same sex and participate in their activities. In this way, they also are more dependent on their teacher and classroom, because otherwise they will face some problems such as anxiety. In addition, it seems that science students in comparison to humanities students are more participative and collaborative because they need more collaboration in their projects and course work.

  12. Affective personality predictors of disrupted reward learning and pursuit in major depressive disorder.

    Science.gov (United States)

    DelDonno, Sophie R; Weldon, Anne L; Crane, Natania A; Passarotti, Alessandra M; Pruitt, Patrick J; Gabriel, Laura B; Yau, Wendy; Meyers, Kortni K; Hsu, David T; Taylor, Stephen F; Heitzeg, Mary M; Herbener, Ellen; Shankman, Stewart A; Mickey, Brian J; Zubieta, Jon-Kar; Langenecker, Scott A

    2015-11-30

    Anhedonia, the diminished anticipation and pursuit of reward, is a core symptom of major depressive disorder (MDD). Trait behavioral activation (BA), as a proxy for anhedonia, and behavioral inhibition (BI) may moderate the relationship between MDD and reward-seeking. The present studies probed for reward learning deficits, potentially due to aberrant BA and/or BI, in active or remitted MDD individuals compared to healthy controls (HC). Active MDD (Study 1) and remitted MDD (Study 2) participants completed the modified monetary incentive delay task (mMIDT), a behavioral reward-seeking task whose response window parameters were individually titrated to theoretically elicit equivalent accuracy between groups. Participants completed the BI Scale and BA Reward-Responsiveness and Drive Scales. Despite individual titration, active MDD participants won significantly less money than HCs. Higher Reward-Responsiveness scores predicted more won; Drive and BI were not predictive. Remitted MDD participants' performance did not differ from controls', and trait BA and BI measures did not predict r-MDD performance. These results suggest that diminished reward-responsiveness may contribute to decreased motivation and reward pursuit during active MDD, but that reward learning is intact in remission. Understanding individual reward processing deficits in MDD may inform personalized intervention addressing anhedonia and motivation deficits in select MDD patients.

  13. The effect of negative mood and major depressive episode on working memory and implicit learning.

    Science.gov (United States)

    Borbély-Ipkovich, Emőke; Janacsek, Karolina; Németh, Dezső; Gonda, Xenia

    2014-03-01

    Major depressive episode (MDE) is one of the most common psychiatric diagnoses and it has long-term mental and physiological consequences. The status of cognitive functions is of specific importance in case of affective disorders, due to their influence not only on patients' behaviour, but to a certain extent also on the success of psychotherapy. In addition, examining the impact of mood and affective disorders on cognitive functions also helps us understand the relationship between brain plasticity and neurocognitive networks. While the relationship between explicit, conscious memory and mood are relatively well-explored, the effect of mood and affective disorders on working memory and implicit sequence learning received less attention. The present review aims to overview available results in these less-explored areas. Research suggests that while working memory performance shows impairments in MDE and in some specific mood conditions, effects of affective disorders and mood on implicit sequence learning are more contradictory, highlighting the need for further studies in this field.

  14. Grasha-Richmann college students' learning styles of classroom participation: role of gender and major.

    Science.gov (United States)

    Baneshi, Ali Reza; Dehghan Tezerjani, Mahnaz; Mokhtarpour, Hasan

    2014-07-01

    This study aimed to investigate the male and female students' learning styles of classroom participation and these styles' differences between Humanities and Science majors. 1039 individuals were selected through the proportional stratified random sampling method among undergraduate and graduate students in Humanities (n=421) and Science (n=618) faculties of Tehran University. In the Humanities group, there were 285 females and 136 males, and in the Science group, there were 208 females and 410 males. The participants answered the Grasha-Riechmann student learning styles scale. The findings indicated that the females obtained significantly higher means in collaborative, participative, and dependent styles than males, but in avoidant, and independent styles, the means for males were higher than those for females. Also, the science group's means in collaborative, participative, dependent, and competitive styles were significantly higher than those for the humanities group. According to the findings, it seems that due to psychological characteristics, female students tend to collaborate with other students of the same sex and participate in their activities. In this way, they also are more dependent on their teacher and classroom, because otherwise they will face some problems such as anxiety. In addition, it seems that science students in comparison to humanities students are more participative and collaborative because they need more collaboration in their projects and course work.

  15. Grasha-Richmann college students’ learning styles of classroom participation: role of gender and major

    Science.gov (United States)

    BANESHI, ALI REZA; DEHGHAN TEZERJANI, MAHNAZ; MOKHTARPOUR, HASAN

    2014-01-01

    Introduction: This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors. Method: 1039 individuals were selected through the proportional stratified random sampling method among undergraduate and graduate students in Humanities (n=421) and Science (n=618) faculties of Tehran University. In the Humanities group, there were 285 females and 136 males, and in the Science group, there were 208 females and 410 males. The participants answered the Grasha-Riechmann student learning styles scale. Results: The findings indicated that the females obtained significantly higher means in collaborative, participative, and dependent styles than males, but in avoidant, and independent styles, the means for males were higher than those for females. Also, the science group’s means in collaborative, participative, dependent, and competitive styles were significantly higher than those for the humanities group. Conclusion: According to the findings, it seems that due to psychological characteristics, female students tend to collaborate with other students of the same sex and participate in their activities. In this way, they also are more dependent on their teacher and classroom, because otherwise they will face some problems such as anxiety. In addition, it seems that science students in comparison to humanities students are more participative and collaborative because they need more collaboration in their projects and course work. PMID:25512929

  16. Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

    Science.gov (United States)

    Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.

    2004-01-01

    Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…

  17. Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

    Science.gov (United States)

    Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.

    2004-01-01

    Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…

  18. Reconstructing tuberculosis services after major conflict: experiences and lessons learned in East Timor.

    Directory of Open Access Journals (Sweden)

    Nelson Martins

    2006-10-01

    Full Text Available BACKGROUND: Tuberculosis (TB is a major public health problem in developing countries. Following the disruption to health services in East Timor due to violent political conflict in 1999, the National Tuberculosis Control Program was established, with a local non-government organisation as the lead agency. Within a few months, the TB program was operational in all districts. METHODS AND FINDINGS: Using the East Timor TB program as a case study, we have examined the enabling factors for the implementation of this type of communicable disease control program in a post-conflict setting. Stakeholder analysis was undertaken, and semi-structured interviews were conducted in 2003 with 24 key local and international stakeholders. Coordination, cooperation, and collaboration were identified as major contributors to the success of the TB program. The existing local structure and experience of the local non-government organisation, the commitment among local personnel and international advisors to establishing an effective program, and the willingness of international advisers and local counterparts to be flexible in their approach were also important factors. This success was achieved despite major impediments, including mass population displacement, lack of infrastructure, and the competing interests of organisations working in the health sector. CONCLUSIONS: Five years after the conflict, the TB program continues to operate in all districts with high notification rates, although the lack of a feeling of ownership by government health workers remains a challenge. Lessons learned in East Timor may be applicable to other post-conflict settings where TB is highly prevalent, and may have relevance to other disease control programs.

  19. It Loses Something in the Translation: Syntax and Survival of Key Words in Science and Nonscience Press Releases.

    Science.gov (United States)

    Walters, Lynne Masel; Walters, T. N.

    1996-01-01

    Examines the relationship between public relations practitioner and journalist in the transmission of the language of science to the public. The grammatical structure of original press releases was compared with the resulting newspaper stories for both science and nonscience releases to determine differences in syntax and editing. (Author/LRW)

  20. SoSTI Course: An Elective Science Course for Thai Upper Secondary School Non-Science Students

    Science.gov (United States)

    Pruekpramool, Chaninan; Phonphok, Nason; White, Orvil L.; Musikul, Kusalin

    2013-01-01

    This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and…

  1. The Inspiration and Cultivation of Motivation in English Language Learning for English Major Students

    Institute of Scientific and Technical Information of China (English)

    王苗苗; 秦彩凤

    2008-01-01

    Motivation plays a very important role in second language learning and acquisition.And it is also one of the affecfive variables of language learning.Therefore.foreign language teacher should pay more attention to the students'motivation in the process of language teaching for creating efficiency of teaching and learning.

  2. Worms under cover: relationship between performance in learning tasks and personality in great tits (Parus major)

    NARCIS (Netherlands)

    Amy, M.; Van Oers, K.; Naguib, M.

    2012-01-01

    In animals, individual differences in learning ability are common and are in part explained by genetic differences, developmental conditions and by general experience. Yet, not all variations in learning are well understood. Individual differences in learning may be associated with elementary

  3. Worms under cover: relationships between performance in learning tasks and personality in great tits (Parus major)

    NARCIS (Netherlands)

    Amy, M.; Oers, van K.; Naguib, M.

    2012-01-01

    In animals, individual differences in learning ability are common and are in part explained by genetic differences, developmental conditions and by general experience. Yet, not all variations in learning are well understood. Individual differences in learning may be associated with elementary

  4. Machine learning classifier using abnormal brain network topological metrics in major depressive disorder.

    Science.gov (United States)

    Guo, Hao; Cao, Xiaohua; Liu, Zhifen; Li, Haifang; Chen, Junjie; Zhang, Kerang

    2012-12-05

    Resting state functional brain networks have been widely studied in brain disease research. However, it is currently unclear whether abnormal resting state functional brain network metrics can be used with machine learning for the classification of brain diseases. Resting state functional brain networks were constructed for 28 healthy controls and 38 major depressive disorder patients by thresholding partial correlation matrices of 90 regions. Three nodal metrics were calculated using graph theory-based approaches. Nonparametric permutation tests were then used for group comparisons of topological metrics, which were used as classified features in six different algorithms. We used statistical significance as the threshold for selecting features and measured the accuracies of six classifiers with different number of features. A sensitivity analysis method was used to evaluate the importance of different features. The result indicated that some of the regions exhibited significantly abnormal nodal centralities, including the limbic system, basal ganglia, medial temporal, and prefrontal regions. Support vector machine with radial basis kernel function algorithm and neural network algorithm exhibited the highest average accuracy (79.27 and 78.22%, respectively) with 28 features (Pnetwork topological metrics and statistically significant nodal metrics can be successfully used for feature selection in classification algorithms.

  5. Silencing the Majority of Cerebellar Granule Cells Uncovers Their Essential Role in Motor Learning and Consolidation

    Directory of Open Access Journals (Sweden)

    Elisa Galliano

    2013-04-01

    Full Text Available Cerebellar granule cells (GCs account for more than half of all neurons in the CNS of vertebrates. Theoretical work has suggested that the abundance of GCs is advantageous for sparse coding during memory formation. Here, we minimized the output of the majority of GCs by selectively eliminating their CaV2.1 (P/Q-type Ca2+ channels, which mediate the bulk of their neurotransmitter release. This resulted in reduced GC output to Purkinje cells (PCs and stellate cells (SCs as well as in impaired long-term plasticity at GC-PC synapses. As a consequence modulation amplitude and regularity of simple spike (SS output were affected. Surprisingly, the overall motor performance was intact, whereas demanding motor learning and memory consolidation tasks were compromised. Our findings indicate that a minority of functionally intact GCs is sufficient for the maintenance of basic motor performance, whereas acquisition and stabilization of sophisticated memories require higher numbers of normal GCs controlling PC firing.

  6. A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

    Science.gov (United States)

    Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

    2011-09-01

    This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

  7. PEER TUTORING IN LEARNING A FOREIGN LANGUAGE AS A NON-MAJOR

    Directory of Open Access Journals (Sweden)

    E. A. Makarova

    2017-01-01

    Full Text Available Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee».The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university.Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation.Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more

  8. The Use and Ranking of Different English Language Learning Strategies by English Major Iranian Female University Level Learners

    Science.gov (United States)

    Fazeli, Seyed Hossein

    2012-01-01

    This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except for the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.

  9. Enhancing Student Learning across Disciplines: A Case Example Using a Systems Analysis and Design Course for MIS and ACS Majors

    Science.gov (United States)

    Surendran, Ken; Ehie, Ike C.; Somarajan, Chellappan

    2005-01-01

    This paper illustrates an approach used to enhance student learning outcomes in a combined cross-listed Systems Analysis and Design (SA&D) course and examines benefits perceived by students through analysis of assessment and students feedback. The SA&D course is a required course in both the Management Information Systems (MIS) major and the…

  10. Assurance of Learning in an MBA Program: Exploration of the Value Added by the Graduate Major Field Test in Business

    Science.gov (United States)

    Kass, Darrin; Grandzol, Christian

    2014-01-01

    The use of standardized tests as a piece of outcomes assessment has risen in recent years in order to satisfy external accrediting bodies such as the Association to Advance Collegiate Schools of Business International. The authors explore the value added by the Graduate Major Field Test in Business (GMFT-B) for assurance of learning in a master of…

  11. Teaching Effectiveness and Student’s Learning Acquisition in Selected Major Courses in the International Tourism and Hospitality Management Program

    Directory of Open Access Journals (Sweden)

    Merlita C. Medallon

    2014-02-01

    Full Text Available Assessment in the classroom is done to determine the effectiveness of the lesson delivery and the extent of learning acquired by the students. The study identified the determinants of teaching effectiveness and learning acquisition of students enrolled in selected major courses in the International Hospitality Management Program. Utilizing a descriptive-evaluative design, data were collected from 210 students enrolled in courses of the International Tourism and Hospitality Management Program. Findings show that the level of interest of the students is a great consideration in increasing their level of learning acquisition. The significant determinants of teaching effectiveness are number of absences and the level of interest of the students. The significant determinant of learning acquisition is the level of interest of the students.

  12. FL Vocabulary Learning of Undergraduate English Majors in Western China: Perspective, Strategy Use and Vocabulary Size

    Science.gov (United States)

    Zhang, Baicheng

    2009-01-01

    The present study, by use of questionnaire and vocabulary tests, has investigated the foreign language vocabulary learning situation of 481 undergraduates in terms of their perspective of vocabulary learning, strategy use and vocabulary size. Based on the questionnaire investigation and vocabulary level tests, the characteristics of the subjects'…

  13. How College Business Students Learn with Emphasis on Differences between Majors

    Science.gov (United States)

    Shoemaker, Nikki; Kelly, Marie

    2015-01-01

    Students' learning styles play an important role in their success in the classroom and beyond. This study explores the learning styles of business students so that professors can better understand the instructional methods that are most beneficial for their students. A survey of 205 business students in an introductory accounting course revealed…

  14. LEARNING STRATEGIES AND THEIR RELATIONSHIP TO LEARNING ACHIEVEMENT IN READING COMPREHENSION——A REPORT ON NON-ENGLISH MAJORS IN CHINA

    Institute of Scientific and Technical Information of China (English)

    2000-01-01

    This paper reports on a study of the relationship between learning strategies and reading comprehension. To establish the variables, a learning strategies’ questionnaire was administered to about 200 students in the second-year of a non-English majors degree course in a university in Changchun. Their learning achievement was established by their scores on a reading comprehension test. The relationship between learning strategies and achievement was then examined through the SPSS 8.0 statistical analysis system. It was found that cognitive strategies were the strongest predictor to reading achievement and four other variables (metacognitive strategies, social-affective strategies, reading habits and examination strategies) also demonstrated a significant relationship with reading achievement to differing degrees. Among these variables, social-affective strategies were the only negative predictor. In addition, a significant difference existed between the high-score group and the low-score group in the use of cognitive strategies, metacognitive strategies and examination strategies.

  15. Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study

    Directory of Open Access Journals (Sweden)

    James David

    2009-01-01

    Full Text Available Abstract Background It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. Methods The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000, who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. Results There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge predicted Clinical Knowledge, p Conclusion This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject.

  16. A Study on the Sex Differences of Vocabulary Learning Strategies of Col-lege Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    温荣芬

    2013-01-01

      The paper deals with a study on the sex differences of vocabulary learning strategies employed by the college non-English majors through a questionnaire. The author found some significant differences between some strategies employed by these two groups of students, but there were no significant differences between most of them employed by both sexes. Thus some tentative suggestions to the college English teachers in the vocabulary teaching were provided.

  17. Possible Major Influences of Children Learning Social Studies on Academic Self Concept and Achievement

    Directory of Open Access Journals (Sweden)

    Laurens Kaluge

    2016-02-01

    Full Text Available This study was aimed at finding the best model to explain pupil academic attainment in learning social studies. The data came from pupils learning Social Studies at grade 3 and 4 of primary schools. The structural equation model contained 2 exogenous constructs–attitudes toward school and locus of control–and 2 endogenous constructs–self-concept and academic achievement. It was confirmed that the academic self-concept and achievement related to each other and both were influenced by attitudes toward school and internal locus of control. The model was fitting differently for different grade.

  18. Glabridin as a major active isoflavan from Glycyrrhiza glabra (licorice) reverses learning and memory deficits in diabetic rats.

    Science.gov (United States)

    Hasanein, Parisa

    2011-06-01

    Cognitive impairment occurs in diabetes mellitus. Glabridin as a major active flavonoids in Glycyrrhiza glabra (licorice) improves learning and memory in mice. In the present study, we investigated the effect of chronic treatment with glabridin (5, 25 and 50 mg/kg, p.o.) on cognitive function in control and streptozotocin (STZ)-induced diabetic rats.Animals were divided into untreated control, glabridin-treated control (5, 25 and 50 mg/kg), untreated diabetic and glabridin treated diabetic (5, 25 and 50 mg/kg) groups. Treatments were begun at the onset of hyperglycemia. Passive avoidance learning (PAL) and memory was assessed 30 days later. Diabetes caused cognition deficits in the PAL and memory paradigm. While oral glabridin administration (25 and 50 mg/kg) improved learning and memory in non-diabetic rats, it reversed learning and memory deficits of diabetic rats. Low dose glabridin (5 mg/kg) did not alter cognitive function in non-diabetic and diabetic groups. Glabridin treatment partially improved the reduced body weight and hyperglycemia of diabetic rats although the differences were not significant. The combination of antioxidant, neuroprotective and anticholinesterase properties of glabridin may all be responsible for the observed effects. These results show that glabridin prevented the deleterious effects of diabetes on learning and memory in rats. Further studies are warranted for clinical use of glabridin in the management of demented diabetic patients.

  19. An Investigation of Saudi English-Major Learners' Perceptions of Formative Assessment Tasks and Their Learning

    Science.gov (United States)

    Umer, Muhammad; Omer, Abdul Majeed Attayib

    2015-01-01

    The effect of standardised and summative assessment on teaching and learning has been explored in various settings. Formative assessment or classroom assessment, however, has not captured considerable attention of washback researchers. The prime goal of the inclusion of formative assessment in the assessment regime of a curriculum is to allow…

  20. Inexpressible Memories and Learning for Reconstruction: Between the Major Earthquake Disasters in Postwar in Japan

    Science.gov (United States)

    Yamazumi, Katsuhiro

    2013-01-01

    Learning for disaster reconstruction carried out by teachers and children in schools faces the fundamental contradiction of how tragic memories leaving deep scars can be told and shared, and the attempts to deal with this problem. In this paper, in order to approach the issue of whether an educational practice which overcomes this contradiction is…

  1. A Survey of Tuition-Free English Major Students' Use of Language Learning Strategies

    Science.gov (United States)

    Zheng, Jianfeng

    2013-01-01

    In order to have a clear understanding of the differences between tuition-free students and non-tuition-free students in the strategies they employ and to prepare for the conduction of the Language Learning Strategy Course to the two groups of students, the author decided to conduct a survey as to the students' current use of language learning…

  2. DISTANCE LEARNING TECHNOLOGIES IN ORGANIZING SELF-STUDY WORK OF STUDENTS MAJORING IN PHILOLOGY

    Directory of Open Access Journals (Sweden)

    Natalia V. Maiier

    2017-06-01

    Full Text Available In this article, on the basis of the analysis of didactic potentialities of three kinds of distance learning technologies (case technology, Internet technology, TV technology, the feasibility of integrating case and Internet technologies to design an "electronic case" as a means of students' self-studying in e-learning of foreign languages and cultures is substantiated. The content of educational, monitoring, motivating and informative functions of the "electronic case" in self-studying is defined. The constituent features of the "electronic case" are described. The structure examples of the "electronic case" and its content for developing business letter writing and reading skills are given. To create an "electronic case" a course management system Moodle should be used as its educational potential enables implementation of the suggested requirements for its designing.

  3. Language Anxiety as a Major Impediment in Learning/Teaching English

    OpenAIRE

    Asha Choubey

    2011-01-01

    Feelings of anxiety, apprehension and nervousness are commonly expressed by second/foreign language learners in learning to speak a second/foreign language. These feelings are considered to exert a potentially negative and detrimental effect on communication in the target language. I shall dwell on my own experience as a practitioner of ELT, and narrate the lessons that I learnt by trial and error method. I can divide my class in four distinct groups, (the Rural Hindi group /the Urban Hindi g...

  4. Non-English Majors' English Learning Attribution Studies and Corresponding Improving Strategies

    Institute of Scientific and Technical Information of China (English)

    李雪; 蒋重清; 郭继东

    2015-01-01

    归因是心理学中的概念,但在二语习得方面有很重要的应用。在韦纳动机归因理论和其他国外研究的基础上,我国学者对中国学生,尤其是非英语专业大学生的英语学习归因情况做了大量研究,并从二语习得归因理论、外语教学归因、归因对学习动机的影响、成败归因及其对策等方面进行了阐述和讨论。结果表明,正确的成败归因将促进自主学习,而不适当的归因可能导致习得性无助。对此,文末给出了学生和老师的归因改进策略以促进非英语专业大学生的英语学习。%Attribution is a psychological concept,whereas it has important application in second language acquisition (SLA). Based on Weiner’s Motivation Attribution Theory and other studies abroad,researchers at home have done lots of work on Chinese students’,especially non-English majors’ English-learning attribution,where the SLA attribution theory,foreign language teaching attribution,attribution’s influence on learning motivation and success or failure attribution and its countermeasures are analyzed and discussed.The results show that correct attribution of success and failure will promote autonomous learning,however,incorrect attribution can lead to learned-helplessness.Aiming to correct the inappropriate attribution,strategies are proposed for students and teachers in the end of this paper to improve non-English majors’ English-learning.

  5. When Science and Information Literacy Meet: An Approach to Exploring the Sources of Science News with Non-Science Majors

    Science.gov (United States)

    Majetic, Cassie; Pellegrino, Catherine

    2014-01-01

    The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of…

  6. Understandings of Nature of Science and Multiple Perspective Evaluation of Science News by Non-Science Majors

    Science.gov (United States)

    Leung, Jessica Shuk Ching; Wong, Alice Siu Ling; Yung, Benny Hin Wai

    2015-01-01

    Understandings of nature of science (NOS) are a core component of scientific literacy, and a scientifically literate populace is expected to be able to critically evaluate science in the media. While evidence has remained inconclusive on whether better NOS understandings will lead to critical evaluation of science in the media, this study aimed at…

  7. PENGEMBANGAN DESAIN BLENDED LEARNING UNTUK PROGRAM PELATIHAN PENDALAMAN MATERI IPA BERBASIS KEBUTUHAN MAHASISWA PGSD

    Directory of Open Access Journals (Sweden)

    Suci Utami Putri

    2014-10-01

    Full Text Available The Curriculum 2013 for primary school education which is now applied in Indonesia put emphasis on thematic learning model using the scientific approach. The application of this curriculum has raised certain concerns on teachers and student teachers of primary school. The lack of confidence and the lack of mastery of science concepts by student teachers, especially those whose major are nonscience department have the potential to affect the quality of thematic science teaching when they carry out their duties in the future. Development of in-depth understanding from science material training program and its relevance to the curriculum 2013 using blended learning model can be one of the ways to overcome these problems. Blended learning is a learning strategy that combines offline or online interaction with face-to-face learning interaction. The training programs for in-depth understanding of science material using blended learning models is expected to increase the self-confidence, mastery of science concepts, and the ability to design a thematic science learning for elementary school student teachers. Keywords: science material training program, blended learning, preservice teacher program.

  8. Ventral striatum response during reward and punishment reversal learning in unmedicated major depressive disorder.

    NARCIS (Netherlands)

    Robinson, O.J.; Cools, R.; Carlisi, C.O.; Sahakian, B.J.; Drevets, W.C.

    2012-01-01

    OBJECTIVE: Affective biases may underlie many of the key symptoms of major depressive disorder, from anhedonia to altered cognitive performance. Understanding the cause of these biases is therefore critical in the quest for improved treatments. Depression is associated, for example, with a negative

  9. Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors

    Science.gov (United States)

    Eisen, Arri; Huang, Junjian

    2014-01-01

    Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project--(1) providing students with strategies to…

  10. The effects of problem-based learning on the self-efficacy and attitudes of beginning biology majors

    Science.gov (United States)

    Rajab, Adel Mohammad

    The problem of low persistence of science majors has resulted in calls for changes in undergraduate instruction toward environments that foster positive self-efficacy among beginning science majors. Low science self-efficacy and poor attitudes toward science may contribute to high attrition rates of science majors. Classroom environments that foster positive self-efficacy development include pedagogies that promote authentic learning contexts and involve collaborative learning teams. Problem-based learning (PBL) is an instructional model that attempts to create both conditions and may provide every source of information needed for the development of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological states) as postulated by Albert Bandura. The degree to which these sources of self-efficacy are delivered to individuals within a PBL group may depend on how the group members interact and how students perceive the PBL process itself. This study examined the development of biology self-efficacy and attitudes among biology majors in a PBL setting and in a traditional lecture-based setting. Specifically, this project investigated changes in students' biology self-efficacy beliefs, mediating aspects of PBL in self-efficacy development, the relationship between PBL processes and group collective efficacy, the predictive nature of entering self-efficacy levels on attitudes toward PBL and mid-term grades, and changes in student attitudes toward biology. The study design was quasi-experimental and included quantitative pre- and post-surveys, qualitative interviews, and classroom observations. Findings revealed that students enrolled in a PBL class exhibited greater gains in biology self-efficacy and were likely to report more favorable attitudes toward biology compared to students enrolled in a traditional class. The aspects of PBL that most accounted for these findings were students' ownership of the learning process, their

  11. Language Anxiety as a Major Impediment in Learning/Teaching English

    Directory of Open Access Journals (Sweden)

    Asha Choubey

    2011-07-01

    Full Text Available Feelings of anxiety, apprehension and nervousness are commonly expressed by second/foreign language learners in learning to speak a second/foreign language. These feelings are considered to exert a potentially negative and detrimental effect on communication in the target language. I shall dwell on my own experience as a practitioner of ELT, and narrate the lessons that I learnt by trial and error method. I can divide my class in four distinct groups, (the Rural Hindi group /the Urban Hindi group/ the Classroom Exposure group and the Classroom & Social Exposure group; RH/UH/CE/CSE as they sit together in the Engineering class. Since I am more interested in the psychological aspect of language anxiety, I have used humour, relaxation and even distraction to therapeutic effects.

  12. Project-Based Learning as a Vehicle for Teaching Science at the University Level

    Science.gov (United States)

    Courtney, A. R.; Wade, P.

    2012-12-01

    In a typical science course learning is teacher directed. Students are presented with knowledge and concepts via textbooks and lecture and then given the opportunity to apply them. Project-based learning (PBL) creates a context and reason to learn information and concepts. In PBL, learning is student directed and teacher facilitated. Students take ownership of their learning by finding, evaluating and synthesizing information from a variety of resources and via interaction between each other. In PBL, the project is central rather than peripheral to the curriculum. It is not just an activity that provides examples, additional practice or applications of the course content, but rather, the vehicle through which major concepts are discovered. The PBL process requires students to do revision and reflection encouraging them to think about what and how they are learning. PBL projects also allow students to develop important life-work skills such as collaboration, communication and critical thinking within the discipline. We have employed PBL in both Liberal Arts courses for non-science majors and upper division courses for science students. Three examples will be discussed. The first will be the production of video documentaries in a non-science major course; the second, a student generated electronic textbook in a 300-level energy course for science students; and lastly, a student designed analysis project in a chemistry major capstone laboratory course. The product in each of these examples was used to deliver knowledge to others in the class as well as members of the public providing motivation for students to do high-quality work. In our examples, student documentaries are publicly screened as part of a university-wide Academic Excellence Showcase; the student generated electronic textbook is available for public use on the internet; and the results of the student designed analysis were communicated to the real-world clients via letters and reports. We will discuss

  13. Courseware Integration into Task-Based Learning: A Case Study of Multimedia Courseware-Supported Oral Presentations for Non-English Major Students

    Science.gov (United States)

    Tsai, Shu-Chiao

    2011-01-01

    This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted.…

  14. The Overall Relationships between the Use of English Language Learning Strategies and Personality Traits among the Female University Level Learners of English Language as a University Major

    Science.gov (United States)

    Fazeli, Seyed Hossein

    2012-01-01

    The current study aims to explore the overall relationships between use of English language learning strategies and personality traits of the female university level learners of English language as a university major. Four instruments were used, which were Adapted Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background…

  15. Learning about light and optics in on-line general education classes using at-home experimentation

    Science.gov (United States)

    Millspaw, Jacob; Wang, Gang; Masters, Mark F.

    2014-07-01

    College students are facing a constantly evolving educational system. Some still see mostly the traditional face to face lecture type classes where as others may never set foot on campus thanks to distance learning programs. In between they may enroll in a mix of face-to-face, two-way broadcasted interactive courses, streaming lecture courses, hybrid face-to-face/ on-line courses and the ominous MOOC! A large number of these non-traditional courses are general education courses and play an important role in developing non-science majors' understanding of science in general, and of physics in particular. We have been keeping pace with theses modern modes of instruction by offering several on-line courses such as Physics for Computer Graphics and Animation and Light and Color. These courses cover basic concepts in light, color and optics.

  16. Using Social Networks to Educate Seismology to Non-Science Audiences in Costa Rica

    Science.gov (United States)

    Lücke, O. H.; Linkimer, L.

    2013-12-01

    5,6) showed a jump of nearly 25,000 followers. We see the RSN Facebook page as an opportunity to engage non-science audiences and encourage the population to participate in reporting seismic observations and thus providing intensity data for felt earthquakes. This approach to science education might transform the view of geological processes for Costa Ricans and might positively alter the current perception towards hazards.

  17. The impact of a Classroom Performance System on learning gains in a biology course for science majors

    Science.gov (United States)

    Marin, Nilo Eric

    This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after

  18. 非英语专业新生英语学习信念调查%A Survey of Non-English Major Freshmen's English Learning Beliefs

    Institute of Scientific and Technical Information of China (English)

    刘霞

    2012-01-01

    Language learning beliefs have a far-reaching effect on learners.Positive beliefs contribute to overcome learning difficulties and upkeep learning motivation,while the negative beliefs may lead to waned learning enthusiasm,senses of frustration and anxiety.This survey of non-English major freshmen's learning beliefs would help freshmen learn their learning ability,use effective learning strategies to form realistic,positive language learning beliefs;and they also help teachers influence and intervene students' learning beliefs by a variety of means in teaching practice.%语言学习信念对学习者有着深远的影响,积极的、正面的信念有助于克服学习困难,保持学习动力,而消极的信念可能导致学习积极性减弱,挫折和焦虑感。通过对非英语专业新生学习信念的调查帮助新生了解、发展自己能力和使用有效的学习策略、形成对语言学习现实的、积极的信念。同时帮助教师了解学生学习信念并在实践教学中采用多种手段加以影响和干预。

  19. Research and Teaching: Factors Related to College Students' Understanding of the Nature of Science--Comparison of Science Majors and Nonscience Majors

    Science.gov (United States)

    Partin, Matthew L.; Underwood, Eileen M.; Worch, Eric A.

    2013-01-01

    To develop a more scientifically literate society, students need to understand the nature of science, which may be affected by controversial topics such as evolution. There are conflicting views among researchers concerning the relationships between understanding evolution, acceptance of evolution, and understanding of the nature of science. Four…

  20. Research and Teaching: Factors Related to College Students' Understanding of the Nature of Science--Comparison of Science Majors and Nonscience Majors

    Science.gov (United States)

    Partin, Matthew L.; Underwood, Eileen M.; Worch, Eric A.

    2013-01-01

    To develop a more scientifically literate society, students need to understand the nature of science, which may be affected by controversial topics such as evolution. There are conflicting views among researchers concerning the relationships between understanding evolution, acceptance of evolution, and understanding of the nature of science. Four…

  1. The effects of social concern goals on the value of learning and on the intentions of medical students to change their majors.

    Science.gov (United States)

    Park, Soowon; Cho, Seunghee; Lee, Jun-Young

    2017-01-01

    In the process of developing a professional medical expertise, goals can become a psychological impetus and act as a source of retaining an individual's persistency. Therefore, the goals of medical students should be considered when designing a curriculum for health professions. The purpose of this study was to examine relative effects of goal categories on the value of learning and intention to change one's major. Data were obtained from the Korea Education Longitudinal Study, which included 1938 representative Korean college freshmen majoring in medicine, engineering, natural science and humanities. They answered a survey questionnaire about goal categories (i.e., social concern, affiliation, self-growth, leisure, wealth, and fame), the value of learning, and intention to change one's major. For medical students, social concern goals were positively related to the value of learning and negatively related to the intention to change one's major. Social concern goals decreased the intention to change one's major directly, and also indirectly through increased value of learning. Providing context for enhancing medical students' social concern goals is necessary in a medical training curriculum, not only for the students' professional development but also for improving society. GCT: Goal contents theory GPA: Grade point average KELS: Korea education longitudinal study SDLA: Self-directed learning abilities SDT: Self-determination theory.

  2. Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

    Science.gov (United States)

    Lee, Ahlam

    2011-12-01

    Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students

  3. Insights from a decade of research into the teaching and learning of space science. (Invited)

    Science.gov (United States)

    Prather, E.

    2009-12-01

    Members of the Center for Astronomy Education (CAE) have conducted research in classes with less than ten students and classes with over 300. We have investigated the learning that occurs in online learning environments and in-person formal classrooms. We have examined the effectiveness of instruction while working with the public, non-science majors, pre- and in-service teachers, graduate students and college faculty. The journey helped create a theoretical framework for teaching and learning that informs the many national projects that we currently run today through the NSF sponsored Collaboration of Astronomy Teaching Scholars (CATS). We will highlight the development of research-validated active engagement instructional strategies designed to help students’ overcome their naïve beliefs and reasoning difficulties. We will share results from a study involving more than 4000 student from 69 classes across the country in which the Light and Spectra Concept Inventory (LSCI) was used to measure students’ gains in understanding after an entire semester of instruction. This study, coupled with a multivariate analysis of student information over 15 demographics provides significant evidence that the most important aspect of helping students learn rests with how effective one implements interactive learning strategies in their classroom. Thus a critical need faces our community for professional development opportunities that focus on improving instructors’ Pedagogical Content Knowledge (PCK).

  4. Effect of Process-Oriented Guided-Inquiry Learning on Non-majors Biology Students' Understanding of Biological Classification

    Science.gov (United States)

    Wozniak, Breann M.

    The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students' understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students' understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in BIOL 100 Summer Session. One section was taught with the traditional curriculum (n = 6) and the other section in the POGIL curriculum (n = 10) developed by the researcher. Three students from each section were selected to take part in pre and post interviews. There were no significant differences within each teaching method (p vs. M = 7.330 +/- .330; z =-1.729, p = .084) and the traditional group may have scored higher on the pretest than the posttest (M = 8.333 +/- .333 vs M = 7.333 +/- .333; z = -1.650 , p = .099). Two themes emerged after the interviews and instructor reflections: 1) After instruction students had a more extensive understanding of classification in three areas: vocabulary terms, physical characteristics, and types of evidence used to classify. Both groups extended their understanding, but only POGIL students could explain how molecular evidence is used in classification. 2) The challenges preventing students from understanding classification were: familiar animal categories and aquatic habitats, unfamiliar organisms, combining and subdividing initial groupings, and the hierarchical nature of classification. The POGIL students were the only group to surpass these challenges after the teaching intervention. This

  5. Hands-on Science and Basic Skills Learning by Culturally and Academically Diverse Students: A Test of the IALs.

    Science.gov (United States)

    Sitman, Francis X.; And Others

    1997-01-01

    Summarizes a study to determine effects of the Integrated Activity Learning Sequence (IALS) instructional approach on fourth graders' science, mathematics, and writing achievement; to discover teachers' and students' attitudes toward this approach; and to determine if nonscience elementary teachers could develop science instructional materials.…

  6. 论个体差异与英语学习%Major Individual Differences on English Learning

    Institute of Scientific and Technical Information of China (English)

    樊林

    2011-01-01

    Motivation of learning falls into two categories in psychology, one is intrinsic motivation and the other is extrinsic motivation. Intrinsic motivation is learner' s intrinsic interest, curiosity, achievement need and so on which cause the motivation of learning. Extrinsic motivation is extrinsic praise or punishment, afraid of failing and so on which cause the motivation of learning. That is to say, some students learn English just for interest, they can feel happy and satisfaction during the study, but some learn English to improve their English level so that they can achieve some tasks, such as exams and promotions.

  7. On the Importance of Second Foreign Language Learning for English Majors%英语专业学生二外学习的重要性

    Institute of Scientific and Technical Information of China (English)

    姚海燕

    2015-01-01

    Second foreign language learning for English majors, as an important content of teaching for this major, has been given more and more attention with the continuously increasing demand for foreign language talents. Through analyzing the importance of second foreign language learning for English majors, this paper intends to learn about the current situation and existing problems of English majors' second foreign language learning, grasp the rules of secondary foreign language teaching for English majors, pay more attention to the improvement of second foreign language teaching ability, and realize scientific and standardized teaching practice. Combined with the real needs of foreign language teaching in China, this paper learns about the future application of foreign languages, improves the emphasis on second foreign language education for English majors, considers students' needs and realistic development. With the second language learning situation of English majors as the research focus, this paper car-ries out rational teaching discussions, aiming to improve the em-phasis on second foreign language teaching for English majors as well as teachers' teaching ability, promote the flexible and com-prehensive development and construction of English majors.%英语专业二外教学作为本专业教学的重要内容之一,随着社会对外语人才的需求不断提升越来越得到重视。本文通过对英语专业学生第二外语学习的重要性进行解析,了解英语专业学生第二外语学习现状和存在问题。把握英语专业二外教学的教学规律,重视二外教学的能力提升,实现科学和规范化的教学实践。结合我国外语教学的现实需求,了解外语的应用前景,提升对于英语二外教育的重视程度,关注学生的需求、关注现实的发展,以高校英语教学二外学习情况为研究中心,展开合理的教学讨论,旨在提升英语专业二外教学的重视程度和教

  8. Testing a machine-learning algorithm to predict the persistence and severity of major depressive disorder from baseline self-reports

    NARCIS (Netherlands)

    Kessler, R. C.; van Loo, H. M.; Wardenaar, K. J.; Bossarte, R. M.; Brenner, L. A.; Cai, T.; Ebert, D. D.; Hwang, I.; Li, J.; de Jonge, P.; Nierenberg, A. A.; Petukhova, M. V.; Rosellini, A. J.; Sampson, N. A.; Schoevers, R. A.; Wilcox, M. A.; Zaslavsky, A. M.

    2016-01-01

    Heterogeneity of major depressive disorder (MDD) illness course complicates clinical decision-making. Although efforts to use symptom profiles or biomarkers to develop clinically useful prognostic subtypes have had limited success, a recent report showed that machine-learning (ML) models developed f

  9. Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

  10. Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

    Science.gov (United States)

    Owhoso, Vincent; Malgwi, Charles A.; Akpomi, Margaret

    2014-01-01

    The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL])…

  11. Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major among Adolescents with Learning Disabilities

    Science.gov (United States)

    Brown, Dikla; Cinamon, Rachel Gali

    2016-01-01

    The current study focuses on the contribution of five personality traits to the development of self-efficacy and outcome expectations regarding selecting a high school major among adolescents with learning disabilities (LD). Social cognitive career theory and the Big Five personality traits model served as the theoretical framework. Participants…

  12. Does Participation in a Computer-Based Learning Program in Introductory Financial Accounting Course Lead to Choosing Accounting as a Major?

    Science.gov (United States)

    Owhoso, Vincent; Malgwi, Charles A.; Akpomi, Margaret

    2014-01-01

    The authors examine whether students who completed a computer-based intervention program, designed to help them develop abilities and skills in introductory accounting, later declared accounting as a major. A sample of 1,341 students participated in the study, of which 74 completed the intervention program (computer-based assisted learning [CBAL])…

  13. A Comparative Study of University of Wisconsin-Stout Freshmen and Senior Education Major's Computing and Internet Technology Skills/Knowledge and Associated Learning Experiences

    Science.gov (United States)

    Sveum, Evan Charles

    2010-01-01

    A study comparing University of Wisconsin-Stout freshmen and senior education majors' computing and Internet technology skills/knowledge and associated learning experiences was conducted. Instruments used in this study included the IC[superscript 3][R] Exam by Certiport, Inc. and the investigator's Computing and Internet Skills Learning…

  14. Understanding the Correlations Among Undergraduates’ Spatial Reasoning Skills and Their Ability to Learn Astronomy Concepts

    Science.gov (United States)

    Heyer, Inge

    2012-01-01

    We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in astronomy understanding using established assessment tools, including the Test Of Astronomy STandards (TOAST) over the duration of instruction. In the middle of the semester they were tested for spatial reasoning ability using a subset of reliable spatial thinking assessment tools from the Spatial Intelligence and Learning Center (SILC). Results suggest some instructional techniques can be predicted as successful a priori while others are as yet unresolved. This work was supported, in part, by the Wyoming Excellence in Higher Education Endowment.

  15. Learning Science Through Digital Video: Views on Watching and Creating Videos

    Science.gov (United States)

    Wade, P.; Courtney, A. R.

    2013-12-01

    In science, the use of digital video to document phenomena, experiments and demonstrations has rapidly increased during the last decade. The use of digital video for science education also has become common with the wide availability of video over the internet. However, as with using any technology as a teaching tool, some questions should be asked: What science is being learned from watching a YouTube clip of a volcanic eruption or an informational video on hydroelectric power generation? What are student preferences (e.g. multimedia versus traditional mode of delivery) with regard to their learning? This study describes 1) the efficacy of watching digital video in the science classroom to enhance student learning, 2) student preferences of instruction with regard to multimedia versus traditional delivery modes, and 3) the use of creating digital video as a project-based educational strategy to enhance learning. Undergraduate non-science majors were the primary focus group in this study. Students were asked to view video segments and respond to a survey focused on what they learned from the segments. Additionally, they were asked about their preference for instruction (e.g. text only, lecture-PowerPoint style delivery, or multimedia-video). A majority of students indicated that well-made video, accompanied with scientific explanations or demonstration of the phenomena was most useful and preferred over text-only or lecture instruction for learning scientific information while video-only delivery with little or no explanation was deemed not very useful in learning science concepts. The use of student generated video projects as learning vehicles for the creators and other class members as viewers also will be discussed.

  16. Research on Learning Burnout Condition of Physical Education Major Students%体育教育专业学生学习倦怠现状研究

    Institute of Scientific and Technical Information of China (English)

    吴春成

    2012-01-01

    Based on the questionnaire survey, mathematical statistics and literature review, this paper made study on learning burnout condition of physical education major students. The result showed that there existed certain learning burnout for physical education major students at present. In the three dimensions of learning burnout, misconduct is the most serious. Male and female students had significant different on learning burnout, while the female students learning burnout is better than male students. The learning burnout had significant difference be- tween skill class and culture class, while skill class is better than culture class. The school three grade students learning burnout tend to the trend, the grade is higher, and the learning burnout is more serious.%本文采用问卷调查、数理统计、文献资料等研究方法,对体育教育专业的学生学习倦怠现状进行分析与研究。研究发现:目前体育教育专业在校学生整体上存在一定的学习倦怠,在学习倦怠的三个维度中行为不当最为严重;男女生的学习倦怠存在着显著性的差异,女生的学习倦怠情况要好于男生;技术课与理论课的学习倦怠程度有显著性差异,技术课的学习倦怠情况相对要好于理论课;体育教育专业在校三个年级的学生学习倦怠呈现年级越高,学习倦怠越为严重的趋势。

  17. The Relationships between Epistemic Beliefs in Biology and Approaches to Learning Biology among Biology-Major University Students in Taiwan

    Science.gov (United States)

    Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-01-01

    The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and…

  18. The Relationship between Saudi English Major University Students' Writing Performance and Their Learning Style and Strategy Use

    Science.gov (United States)

    Alkubaidi, Miriam A.

    2014-01-01

    This study investigates the link between writing tasks, learners' learning style preference, and writing strategy use. It also investigates if students with various proficiency levels stem from different learning style preference and use different writing strategies. This research attempts to answer the following research questions: what are the…

  19. Vocational College English Learning Strategy and Cultivation of Non-English Major Students' Autonomous Learning%非英语专业高职生英语学习策略与自主学习能力培养

    Institute of Scientific and Technical Information of China (English)

    龚聪琮; 王美娥

    2012-01-01

    本文从非英语专业高职生英语学习的现状入手,结合教学实践和学生实际,从四个方面阐述了提高学生自主学习能力的方法和途径。%English teaching is difficult and important in the vocational college education and the English teaching of non-English major students is more difficult.So it is extremely urgent to research students' English learning strategy and cultivate their self-study ability.Integrating with teaching practice and students' reality,the paper starts from the current learning situation of non-English major students and elaborates ways from four aspects to improve students' self-study ability.So students' learning initiative is improved and they will be the master of learning.

  20. Assessment of creativity based learning environment for major instrument courses: A case study of Buca Faculty of Education, Department of Music Education

    Directory of Open Access Journals (Sweden)

    Aslı Kaya

    2016-07-01

    Full Text Available The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students’ creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning environments for their own students’ creative potential, is dependent on their training in such a learning environment. In this regard, one aim of this research is to develop a scale which can assess the creativity based learning environment for Major Instrument courses carried out within faculties of Education, Fine Arts Education, Music Education programs. The second aim is to evaluate using this scale, the creativity based learning environment for the Major Instrument courses carried out in the Buca Faculty of Education, Department of Music Education. The scale was developed as 5 point Likert scale and was applied to 528 students who were studying in the Faculty of Education, Fine Arts Education, Music Education Department in several universities during the 2012–2013 academic year. The data was analyzed with SPSS 16.0. Additionally, the LISREL 8.8 program was used for confirmatory factor analyses. After items distorting the factor structure were removed, the scale was left with 12 items. The scale’s Cronbach Alpha value was determined as .928. At the end of the confirmatory factor analysis the level of fit criteria were found to be; : 4.0; RMSEA: .07; NNFI: .98; CFI: .98; GFI: .94. The data show that the scale in general has an improved fit. The scale was applied to 72 students studying at the Buca Faculty of Education, Fine Arts Education, Music Education Department in the 2014–2015 academic year with the aim of determining the Major Instrument courses’ learning environments. The scale’s Cronbach Alpha value was determined as .948. Responses by students taking Major Instrument courses showed

  1. Task-specific enhancement of hippocampus-dependent learning in mice deficient in monoacylglycerol lipase, the major hydrolyzing enzyme of the endocannabinoid 2-arachidonoylglycerol

    Directory of Open Access Journals (Sweden)

    Yasushi eKishimoto

    2015-06-01

    Full Text Available Growing evidence indicates that the endocannabinoid system is important for the acquisition and/or extinction of learning and memory. However, it is unclear which endocannabinoid(s play(s a crucial role in these cognitive functions, especially memory extinction. To elucidate the physiological role of 2-arachidonoylglycerol (2-AG, a major endocannabinoid, in behavioral and cognitive functions, we conducted a comprehensive behavioral test battery in knockout (KO mice deficient in monoacylglycerol lipase (MGL, the major hydrolyzing enzyme of 2-AG. We found age-dependent increases in spontaneous physical activity in MGL KO mice. Next, we tested the MGL KO mice using 5 hippocampus-dependent learning paradigms (i.e., Morris water maze [MWM], contextual fear conditioning, novel object recognition test, trace eyeblink conditioning, and water-finding test. In the MWM, MGL KO mice showed normal acquisition of reference memory, but exhibited significantly faster extinction of the learned behavior. Moreover, they showed faster memory acquisition on the reversal-learning task of the MWM. In contrast, in the contextual fear conditioning, MGL KO mice tended to show slower memory extinction. In the novel object recognition and water-finding tests, MGL KO mice exhibited enhanced memory acquisition. Trace eyeblink conditioning was not altered in MGL KO mice throughout the acquisition and extinction phases. These results indicate that 2-AG signaling is important for hippocampus-dependent learning and memory, but its contribution is highly task-dependent.

  2. The Application of Cooperative Learning to the Teaching of Tourism English Major%合作学习在旅游英语专业中的应用

    Institute of Scientific and Technical Information of China (English)

    张浩群; 蔡祥

    2012-01-01

    The Tourism English Major emphasizes the cultivation of language applied ability, which requires a suit- able teaching mode. Cooperative Learning which advocates student-centered learning and group coordination to com- plete real-situation resembling tasks can just meet this teaching demand and has been implemented since the teaching reform of the major. By adopting the teaching mode of cooperative learning in the major of Tourism English, the students' learning initiative has been greatly improved, they are more skilled in using learning strategies and what is learned in class can be applied to practical work more quickly than before.%旅游英语专业因为其特别注重语言应用能力培养的特点,需要采用适应这一特点的教学方法。合作学习以学生为中心,小组合作完成模拟真实情景的学习任务的教学模式恰恰可以满足旅游英语专业的教学要求。通过在旅游英语专业教学中采用合作学习的教学模式,学生的学习主动性明显加强,更擅于采用各种学习策略,课堂所学能更快地被运用到实际工作中。

  3. Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors

    Science.gov (United States)

    Cavallo, Ann M. L.; Rozman, Michelle; Potter, Wendell H.

    2004-01-01

    This study investigated differences and shifts in learning and motivation constructs among male and female students in a nonmajors, yearlong structured inquiry college physics course and examined how these variables were related to physics understanding and course achievement. Tests and questionnaires measured students' learning approaches,…

  4. Humor from a university didactical perspective – an innovative learning tool for education administration majors: snatching pedagogical smiles

    OpenAIRE

    2014-01-01

    This article discusses the use of humor as a learning tool not only in university classrooms, but also, as an innovative way of improving academic administrative settings. Humor can create a better work environment, improve the learning experience and encourages habits based on harmony, respect and the students’ own perception of humor that can be replicated in other educational scenarios which are compiled here as exercises, ideas and general information.  This, in turn, contributes to impro...

  5. The Survey and Analysis on Non- English Majors' Learning Motivation%非英语专业学生学习动机的调查与分析

    Institute of Scientific and Technical Information of China (English)

    韩敏

    2005-01-01

    本文对我院2004届来自四个省(四川,陕西,青海和西藏)的不同专业的非英语专业大学生的英语学习动机做了一份问卷调查.动机是一个非智力因素,对英语学习起着非常重要的作用.本文作者在调查分析的基础上对英语教师如何激发学生的动机提出了自己的几点建议.%This paper makes a survey on the English learning motivation of non - English majors. Learning motivation is a non- intelligent factor, which is one of the most active factors in language learners' personal qualities. Language learning motivation plays a very important role in study activity. It is necessary for language teachers to adopt some suitable teaching strategies and measures to take advantage of some certain incentives to cultivate and stimulate non - English majors' learning motivation.

  6. Study on the Needs Analysis of Non-English Majors for English Learning--A Case Study on Dongchang College of Liaocheng University

    Institute of Scientific and Technical Information of China (English)

    王婷婷

    2015-01-01

    Needs analysis is an important link in the process of course designs,and it is the important basis for teachers to organize teaching and evaluate teaching results.Based on the theory of needs analysis,taking questionnaire method,choosing 100 non-English majors of Dongchang College of Liaocheng University as research objects,the thesis investigates the current situation of English learning and teaching.

  7. 非英语专业学生学习风格喜好研究%A Study on Non-English Major College Students' Learning Style Preferences

    Institute of Scientific and Technical Information of China (English)

    冯英琪

    2010-01-01

    本文的研究主要包括两个方面内容:非英语专业大学生学习风格倾向和学习风格与语言学习成绩间的关系.学习风格作为学习者自身差异的因素,受到了极大的关注,但是对非英语专业大学生外语学习风格的研究工作较少.本研究采取了Joy Reid的学习风格调查问卷、访谈和标准测试等方法,同时使用SPSS 13.0对数据进行分析.探讨非英语专业学生就6种学习风格的使用喜好,通过了解大学生的学习风格,教师在教学中能把教学风格与学习风格相匹配,提高课堂教学效率,同时教师可针对不同学生的学习风格采取不同的教学方法.%This thesis is to study the learning styles preferences of non-English major students and to study relationship between learning style and academic achievement of foreign language. Learning styles have been acquired great concern as learner's own different factors, but learning styles study on foreign language of non-English major college student is less. This study adopts Joy Reid's Perceptual Learning Styles Preference Survey questionnaire, interviews, and standard test methods, using SPSS 13.0 for data analysis,to look into these six learning styles by analyzing the use preference. Findings of this study suggest that students in the college in question generally showed a variety of style preferences in English learning. Therefore, teaching approaches and methods should be varied to accommodate the diversified learning style preferences

  8. An investigation of factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe

    Science.gov (United States)

    Mlenga, Francis Howard

    The purpose of the study was to determine factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. The study was conducted at one of the Primary School Teachers' Colleges in Zimbabwe. A sample of two hundred and thirty-eight female student teachers was used in the study. Of these one hundred and forty-two were non-science majors who had been randomly selected, forty-one were science majors and forty-five were math majors. Both science and math majors were a convenient sample because the total enrollment of the two groups was small. All the subjects completed a survey questionnaire that had sixty-eight items. Ten students from the non-science majors were selected for individual interviews and the same was done for the science majors. A further eighteen were selected from the non-science majors and divided into three groups of six each for focus group interviews. The same was done for the science majors. The interviews were audio taped and transcribed. Data from the survey questionnaires were analyzed using Binary Logistic Regression which predicted factors that affected students' choice of science as a major. The transcribed interview data were analyzed used using domain, taxonomic and componential analyses. Results of the study indicated that elementary female students' choice of science as a major at college level is affected by students' attitudes toward science, teacher behavior, out-of-school experiences, role models, gender stereotyping, parental influence, peer influence, in-school experiences, and societal expectations, namely cultural and social expectations.

  9. Science in the Community: Pre-service Teachers Learning Science Through Service Learning

    Science.gov (United States)

    Maes, S. M.; Cosgrove, M.; Benzing, P.; Smith, J. A.; Sturgess, K.

    2010-12-01

    Service learning is a valued component of Fundamentals of Science, a two course series required for Childhood and Special Education majors who are non-science concentrators at The College of Saint Rose. Service learning provides an opportunity for students to teach science content in the community and as a result, they begin to recognize the importance of science in the elementary classroom. A Day in the Life of the Hudson River and Project Learning Tree® (PLT) are two service learning opportunities in which the students participate. A Day in the Life of the Hudson River, an annual event sponsored by the New York State Department of Environmental Conservation Hudson River Estuary Program and Lamont-Doherty Earth Observatory, provides students with an opportunity to collect scientific data in the Hudson River. The undergraduate students partner with local K-6 classrooms and lead the collection of scientific data (chlorophyll, sediment cores, water quality) to create a snapshot of the river. The collected data are shared with the larger community and may be used by the K-6 teachers in science-based, multidiscipline lessons. Some of the findings contribute to ongoing research at Lamont-Doherty Earth Observatory. Project Learning Tree® is an environmental education program developed by the American Forest Foundation. This past year, undergraduate students participating in Project Learning Tree® were trained in a curriculum aligned with state and national science standards. In conjunction with Earth Day, the students planted trees and conducted the PLT activities in seven local schools. At the end of the service learning activity, the students wrote a reflection which provided a description of their project and indicated the connection it had with the content/skills learned in the classroom. The students also described the impact the activity had on their own learning Service learning in the pre-service teacher classroom promotes science literacy at all levels of

  10. Preliminary correlational data on the relationships between undergraduates' spatial reasoning skills and their ability to learn space science concepts

    Science.gov (United States)

    Heyer, I.; Slater, S. J.; Slater, T. F.

    2011-12-01

    We tacitly assume that space science is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students' spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students' spatial reasoning ability and their ability to learn space science content in K-12 and college science classes have yet to reveal insight into how students cognitively engage in learning space science. In response, researchers at the CAPER Center for Astronomy and Physics Education Research describe preliminary data describing a first-steps correlational study of 170 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students' cognition is measured for pretest and posttest gains in space science understanding using established assessment tools, including the Test Of Astronomy STandards (TOAST) over the duration of instruction. In the middle of the semester they are tested for spatial reasoning ability using a subset of an established spatial thinking assessment tools (such as a modified Purdue Rotations Test). Preliminary results suggest some instructional techniques can be predicted as successful a priori while others are as yet unresolved. This work is supported, in part, by the Wyoming Excellence in Higher Education Endowment.

  11. Video Creation: A Tool for Engaging Students to Learn Science

    Science.gov (United States)

    Courtney, A. R.

    2016-12-01

    Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons

  12. Friends: Words - Melting Pot for Vocabulary Learning Feasibility Report of English Communicative Lexical Acquisition for English Majors

    Institute of Scientific and Technical Information of China (English)

    钦白兰

    2009-01-01

    Lexical acquisition plays an essential part in getting any natural language processing system to function in the real world. [Branimir Boguraev, 1996:4] In China, English major undergraduates turn to various kinds of vocabulary pamphlets for vocabulary accumulation. However, enormous efforts produce dubious outcomes. This paper provides an efficient way to these L2 learners to gain access to real language acquisition. It sets out with empirical research on the script of Friends, then along with a brief overview on related findings, it concludes that watching Friends results in better communication.

  13. The creation of a synchronous learning environment to support a study abroad program for nursing majors at a traditional liberal arts university.

    Science.gov (United States)

    Folse, Victoria N; Jarvis, Carolyn M; Swanlund, Susan L; Timan, Mitzi Runyard

    2015-01-01

    In response to an increased need for Spanish-speaking and culturally competent nurses, a small private undergraduate-only liberal arts university implemented a semester-long study abroad program for nursing majors in Barcelona, Spain. Prior to the creation of this program, study abroad for nursing students was limited because of prelicensure requirements and limitations of a traditional nursing curriculum. Students studying in Spain enroll in four courses--including two core nursing courses delivered using Polycom hardware and telepresence software by nursing faculty who remain in the United States, a Spanish language course, and one general education course taught either by the University's Spain Director or by an experienced Spanish professor. Participants live with host families and participate in clinical and community observational experiences in Spanish health care agencies. Students then complete direct patient care requirements upon return to the United States. To our knowledge, no other undergraduate-only institution offers a semester-long study abroad experience for nursing majors embedded within the curriculum using synchronous learning; we believe our Spain program, which is in its fourth year being open to nursing majors, is truly an innovative approach to establish cultural competence for undergraduate nursing majors that could serve as a model for other schools of nursing and health disciplines. Copyright © 2015 Elsevier Inc. All rights reserved.

  14. Development of a Microbiology Course for Diverse Majors; Longitudinal Survey of the Use of Various Active, Problem-Based Learning Assignments

    Directory of Open Access Journals (Sweden)

    Diana R. Cundell

    2009-12-01

    Full Text Available Educators are increasingly being encouraged to use more active- and problem-based-learning techniques and assignments in the classroom to improve critical and analytical thinking skills. Active learning-based courses have been purported to be more time consuming than traditional lecture methods and for many instructors have therefore proven difficult to include in many one-semester science courses. To address this problem, a series of assignments was developed for use in a basic microbiology course involving sophomore-, junior-, and senior-level students from five different biology majors (environmental science, biology, biochemistry, premedicine, and physician assistant. Writing assignments included global, historical, and social themes for which a standardized grading format was established. Students also participated in a class debate in which the merits of the living microbial kingdoms were discussed, with only one kingdom being saved from an imaginary global catastrophe. Traditional lectures were facilitated by the use of a dedicated note packet developed by the instructor and specific for course content. Laboratories involved group analysis of mini-case history studies involving pathogenic microbes. Students’ perceptions of the subject were assessed using an exit questionnaire sent to 100 of the 174 students who had taken the course during the 5-year time period. The majority of the 64 students who responded were sophomores (78%, in keeping with the target audience, and their perception of the course’s challenge level was significantly higher (p < 0.03, 8.7 than their junior and senior counterparts (7.9. Students rated the most useful learning tools as case history studies (9.4 and the class debate (9.1, with the introduction of a dedicated microbiology links web page to the University website representing the sole component resulting in a statistically significant increase in students’ perceptions of the importance of the course (p

  15. The HeLa Documentary Film: An Engaging Writing and Culturally Relevant Assignment on Cell Division and Ethics for Nonscience Majors

    Directory of Open Access Journals (Sweden)

    Diann Jordan

    2015-02-01

    Full Text Available Historically black institutions play a pivotal role in educating the next generation of scientists and engineers as well as promoting scientific literacy among all of its students. Students would like to have more culturally relevant assignments that reflect their life experiences as it relates to course content.  We used the HeLa documentary film, "The Way of All Flesh Film," as an effective teaching tool in the first survey course of general biology to supplement our discussion on the cell cycle and ethics in scientific studies.  Over 90% of our students preferred this additional teaching method compared to a traditional lecture only.  Furthermore, the exercise enhanced the students' writing, research, and critical thinking skills through the ethical implications of the film.

  16. 护理专升本学生心理特点及学习动机培养%Psychological Characteristics and Learning Motive Development of Master Degree Candidates Majoring in Nursing

    Institute of Scientific and Technical Information of China (English)

    黄静; 钱桂生

    2003-01-01

    The author of this article has explored how to train and stimulate the learning motives of the master degee candidates majoring in nuring by the analysis of the investigation of the psychological characteristics combined with psychological throries, cognition, application of course target, variety of teaching methods, feedebck of teaching effects, enrichment of extracurricular activities, and so on. By investigation, master degree candidates majoring in nursing are found to be in urgent need of training and stimulation of learning motives.

  17. A study of machine learning regression methods for major elemental analysis of rocks using laser-induced breakdown spectroscopy

    Energy Technology Data Exchange (ETDEWEB)

    Boucher, Thomas F., E-mail: boucher@cs.umass.edu [School of Computer Science, University of Massachusetts Amherst, 140 Governor' s Drive, Amherst, MA 01003, United States. (United States); Ozanne, Marie V. [Department of Astronomy, Mount Holyoke College, South Hadley, MA 01075 (United States); Carmosino, Marco L. [School of Computer Science, University of Massachusetts Amherst, 140 Governor' s Drive, Amherst, MA 01003, United States. (United States); Dyar, M. Darby [Department of Astronomy, Mount Holyoke College, South Hadley, MA 01075 (United States); Mahadevan, Sridhar [School of Computer Science, University of Massachusetts Amherst, 140 Governor' s Drive, Amherst, MA 01003, United States. (United States); Breves, Elly A.; Lepore, Kate H. [Department of Astronomy, Mount Holyoke College, South Hadley, MA 01075 (United States); Clegg, Samuel M. [Los Alamos National Laboratory, P.O. Box 1663, MS J565, Los Alamos, NM 87545 (United States)

    2015-05-01

    dimensionality of the data (6144 channels) relative to the small number of samples studied. The best-performing models were SVR-Lin for SiO{sub 2}, MgO, Fe{sub 2}O{sub 3}, and Na{sub 2}O, lasso for Al{sub 2}O{sub 3}, elastic net for MnO, and PLS-1 for CaO, TiO{sub 2}, and K{sub 2}O. Although these differences in model performance between methods were identified, most of the models produce comparable results when p ≤ 0.05 and all techniques except kNN produced statistically-indistinguishable results. It is likely that a combination of models could be used together to yield a lower total error of prediction, depending on the requirements of the user. - Highlights: • We compared 9 machine learning regression models for predicting mineral composition from LIBS. • These models vary over factors: linear/nonlinear, sparse/dense, univariate/multivariate. • The linear models evaluated generalized well for out-of-sample predictions. • The nonlinear models evaluated tended to overfit the training data and generalize poorly. • Sparse models best predicted the elements with a small number of high transition probability emission lines.

  18. Creating Bilingual Teaching and Learning Environment for Tourism Management Majors%高校旅游管理专业双语教学环境的营造

    Institute of Scientific and Technical Information of China (English)

    杨颖; 孟丽

    2011-01-01

    To create bilingual teaching and learning environment for tourism management majors,the school should give support in policies,finance,and teaching practice arrangement.The department should improve its teaching quality by improving course design,strengthening classroom teaching and open the second classroom,and the students should enhance their language learning both inside and outside class.%营造高校旅游管理专业良好的双语教学环境和氛围,首先,学校要从政策支持、资金支持、实践教学等方面加强双语教学的建设;其次,教学单位要从课程、课堂及第二课堂的建设来改善教学环境,提高教学质量;最后学生要在自己的学习和生活中加强语言学习,为双语教学打下良好的语言基础。

  19. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

    Science.gov (United States)

    Walters, Kristi L.

    The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the

  20. Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

    Science.gov (United States)

    Crossgrove, Kirsten; Curran, Kristen L

    2008-01-01

    Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

  1. Survey of learning strategies of English major students' metacognitive monitoring%英语专业学生元认知监控学习策略调查

    Institute of Scientific and Technical Information of China (English)

    张冬艳

    2012-01-01

      本文以元认知为基础,对英语专业学生英语学习中元认知监控策略的使用情况作了调查,目的在于发现英语专业学生四级成绩是否与元认知监控策略的使用显著相关。在此基础上,对英语专业教师及学生提出一些教学及学习建议%  In this paper, based on metacognition, to make investigation on the circumstance of metacognitive monitoring strategies of English majors' English study, aims at the discovery of whether students majoring in English level Four achievement has correlation with metacognitive monitoring strategies. On the basis of this, to put forward some teaching and learning for the English teachers and students.

  2. Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

    Science.gov (United States)

    Wade, P.; Courtney, A.

    2012-12-01

    This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

  3. Design and Assessment of a General Science STEM Course with a Blended Learning Approach

    Science.gov (United States)

    Courtier, A. M.; Liu, J. C.; St John, K. K.

    2015-12-01

    Blended learning, a combination of classroom- and computer-mediated teaching and learning, is becoming prominent in higher education, and structured assessment is necessary to determine pedagogical costs and benefits. Assessment of a blended general education science class at James Madison University used a mixed-method causal-comparative design: in Spring 2014, two classes with identical content and similar groups of non-science majors were taught by the same instructor in either blended or full face-to-face formats. The learning experience of 160 students in the two classes was compared based on course and exam grades, classroom observation, and student survey results. Student acquisition of content in both classes was measured with pre-post tests using published concept inventories, and surveys, quizzes, and grade reports in the Blackboard learning management system were additionally used for data collection. Exams were identical between the two sections, and exam questions were validated in advance by a faculty member who teaches other sections of the same course. A course experience questionnaire was administered to measure students' personal experiences in both classes, addressing dimensions of good teaching, clear goals and standards, generic skills, appropriate assessment and workload, and emphasis on independence. Using a STEM classroom observation checklist, two researchers conducted in-class observations for four 75-minute face-to-face meetings with similar content focus in both classes, which allowed assessment of student engagement and participation. We will present details of the course design and research plan, as well as assessment results from both quantitative and qualitative analysis. The preliminary findings include slightly higher average grade distribution and more ready responses to in-class activities in the blended class.

  4. Executive summary of major NuMI lessons learned: a review of relevant meetings of Fermilab's DUSEL Beamline Working Group

    Energy Technology Data Exchange (ETDEWEB)

    Andrews, Mike; Appel, Jeffrey A.; Bogert, Dixon; Childress, Sam; Cossairt, Don; Griffing, William; Grossman, Nancy; Harding, David; Hylen, Jim; Kuchler, Vic; Laughton, Chris; /Fermilab /Argonne /Brookhaven /LBL, Berkeley

    2009-05-01

    We have gained tremendous experience with the NuMI Project on what was a new level of neutrino beams from a high power proton source. We expect to build on that experience for any new long baseline neutrino beam. In particular, we have learned about some things which have worked well and/or where the experience is fairly directly applicable to the next project (e.g., similar civil construction issues including: tunneling, service buildings, outfitting, and potential claims/legal issues). Some things might be done very differently (e.g., decay pipe, windows, target, beam dump, and precision of power supply control/monitoring). The NuMI experience does lead to identification of critical items for any future such project, and what issues it will be important to address. The DUSEL Beamline Working Group established at Fermilab has been meeting weekly to collect and discuss information from that NuMI experience. This document attempts to assemble much of that information in one place. In this Executive Summary, we group relevant discussion of some of the major issues and lessons learned under seven categories: (1) Differences Between the NuMI Project and Any Next Project; (2) The Process of Starting Up the Project; (3) Decision and Review Processes; (4) ES&H: Environment, Safety, and Health; (5) Local Community Buy-In; (6) Transition from Project Status to Operation; and (7) Some Lessons on Technical Elements. We concentrate here on internal project management issues, including technical areas that require special attention. We cannot ignore, however, two major external management problems that plagued the NuMI project. The first problem was the top-down imposition of an unrealistic combination of scope, cost, and schedule. This situation was partially corrected by a rebaselining. However, the full, desirable scope was never achievable. The second problem was a crippling shortage of resources. Critical early design work could not be done in a timely fashion, leading to

  5. Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

    Science.gov (United States)

    Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

    2010-05-01

    Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure

  6. 中职院校焊接专业学生学习情况初探%The learning situation of vocational college welding major students

    Institute of Scientific and Technical Information of China (English)

    邢子健

    2012-01-01

      The welding is an important work of current manufacturing industry. This paper studies the present situation and the existing problems of classroom teaching and practical training of secondary vocational welding major students, from accelerating the reform of classroom teaching, improving the quality of teachers, strengthening safety management and other aspects to propose suggestions to improve welding professional learning and training.%  焊接是当前制造业不可缺少的重要作业工种之一。根据中职院校焊接专业学生在课堂教学和实习培训等方面现状及存在的问题,从加快课堂教学改革、提高教师队伍素质、加强安全管理等方面提出了改进焊接专业学习和实训的建议。

  7. How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

    Science.gov (United States)

    Ding, Lin; Mollohan, Katherine N.

    2015-01-01

    This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

  8. How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

    Science.gov (United States)

    Ding, Lin; Mollohan, Katherine N.

    2015-01-01

    This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

  9. A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

    Science.gov (United States)

    Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

    2009-01-01

    We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (Naffected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

  10. Teaching the Media and Information Technology Major an Introduction to Engineering of Modern Communication Systems

    Directory of Open Access Journals (Sweden)

    Christine Zakzewski

    2006-12-01

    Full Text Available The Information Revolution has had a profound impact on technical and non-technical professions. Therefore, an understanding of the basic scientific and engineering principles behind computers and electronic communication is important for students from all disciplines, especially those students majoring in Media and Information Technology (MIT. The Department of Physics and Electrical Engineering at The University of Scranton has met this need through a two semester series of courses for the non-science major entitled Introduction to Consumer Technology (PHYS 104 and Information Technology (PHYS 204. Although these courses assume no prior engineering background, they provide a meaningful technical experience that includes a quantitative approach to problem solving. This paper will outline the challenges faced teaching engineering to the non-engineering major and the topics covered in the first semester of these introductory engineering courses.

  11. Preliminary Analysis on the Present Situation and Countermeasures of Learning Literature in English for the Students of English Major%英语专业学生英语文学学习现状及对策

    Institute of Scientific and Technical Information of China (English)

    赵彤; 立木文兰

    2012-01-01

      英语文学是英语专业学生的一门十分重要的课程,它是英语专业高年级学生的必修课。英语文学是英语专业学生提高和丰富自身英语文化的重要途径。本文通过对我院英语专业学生英语文学的学习现状,简析了英语文学学习困难的原因,并提出相应建议和策略%  Literature in English is a very important course for the students of English major. It is a compulsory course for the senior students of English major. Learning literature in English is an important way to improve and deepen English culture for the students of English major. Through a questionnaire on learning literature in English for the students of English major in our college,this paper briefly analyses the difficult reasons on learning literature in English and presents some advices and countermeasures on how to learn literature in English.

  12. 大学生语音学习的调查与策略研究%Research on Phonetic Learning for College English Majors

    Institute of Scientific and Technical Information of China (English)

    陆彦

    2015-01-01

    采取问卷方法考察了英语专业新生英语语音学习现状,运用SPSS软件对数据进行了因子分析、多重反应下的频数分析等。研究结果认为:学生充分认识到语音学习的重要性;学生英语语音语调知识、技能有欠缺;学生语音学习中在音段和超音段层面都存在困难,超音段层面存在的问题更突出。据此建议语音培训中,注重把单音练习和超音位练习有机地结合起来,并努力搭建由课堂的模拟训练走向真实场景中的语用平台,这样才能顺利完成跨文化交流活动。%After using methods of factor analysis and frequency under the multiple response analysis on the da-ta, from a questionnaire-survey to study the current situation of pronunciation learning among college freshmen who major in business English or tourism English, from the above analysis some conclusions we can draw as follows:(1) freshmen fully realized the importance of pronunciation;(2)they lack some basic knowledge, skills of English pronunciation and intonation; and ( 3 ) they found it difficult to deal with some problems in segmental phonemes and especially suprasegmental phonemes like liaison, sentence stress. Thus some measures should be taken to ena-ble learners to accomplish cross-cultural communication.

  13. Major Roads

    Data.gov (United States)

    Minnesota Department of Natural Resources — This data set contains roadway centerlines for major roads (interstates and trunk highways) found on the USGS 1:24,000 mapping series. These roadways are current...

  14. Major Links.

    Science.gov (United States)

    Henderson, Tona

    1995-01-01

    Provides electronic mail addresses for resources and discussion groups related to the following academic majors: art, biology, business, chemistry, computer science, economics, health sciences, history, literature, math, music, philosophy, political science, psychology, sociology, and theater. (AEF)

  15. 我院英语专业学生自主学习能力调查研究%Survey of Self-Autonomous Learning Ability of English Major Students in the College of Yili Normal University

    Institute of Scientific and Technical Information of China (English)

    万晓卉

    2011-01-01

    The research investigates the degree of English autonomous learning competence of English major sophomores and junior students in the College of Yili Normal University and is carried out with descriptive and qualitative analysis based on a questionnaire. The findings show that the degree of English major students' autonomy competence was on the whole at a medium level, and they are especially deficient in the use of learning strategies. It suggests that teachers should arouse students' awareness of autonomous learning, stimulate their inner drive to learn English and instruct them to use various learning strategies.%主要以问卷形式,运用描述性分析和定量分析方法,调查研究了我院英语专业大二、大三学生自主学习能力的现状。结果发现,我院英语专业学生自主学习能力处于中等水平,特别是对学习策略的了解不多,有意识地使用和监控学习策略的意识不强。教师应该提高学生自主学习意识,激发学生学习的内在动机并且教授学生使用不同的学习策略。

  16. Develop research of adult education of English major students learning motivation strategy%成人教育英语专业学生学习动机策略的培养研究

    Institute of Scientific and Technical Information of China (English)

    白蓝

    2015-01-01

    In the second language learning, learning motivation in language learners' individual factors is one of the most dynamic factors. Stimulate students' learning motivation is beneficial to cultivate the students' interest in learning, improve the students' English level. Based on the school of continuing education, English major students as the research object, focus on how to develop the adult education students' learning motivation. At present, the adult education in learning form is too loose, teaching time is too concentrated, English foundation is generally poor. In order to solve the difficulties of students, this paper put forward the strategies of the learning motivation, including create a good learning atmosphere, hierarchical teaching model and set up diversified learning goals.%在二语学习中,学习动机是语言学习者个体因素中最具能动性的因素之一.激发学生的学习动机有利于培养学生的学习兴趣,提高学生英语水平.本文以继续教育学院英语专业学生为研究对象,集中探讨如何培养成人教育学生的学习动机.目前,成人教育在学习形式上过于松散、授课时间过于集中、英语基础普遍较差.为了解决学生面临的困难,本文提出激发学习动机的策略,具体包括营造良好的学习氛围,组织分层次教学模式以及树立多元化学习目标.

  17. English Teaching Strategy based on Learning Motivation of Nursing Major Students%护理专业英语学习动机与教学策略

    Institute of Scientific and Technical Information of China (English)

    白亚楠

    2015-01-01

    In the process of English teaching, the students,learning motivation is an important factor to influence learning effects. More and more researches show that learning motivation is closely related to learners’learning attitude, learning strategy and learning achievement, which is also the direct cause and driving force of their learning behavior. From the perspective of educa⁃tional psychology, this paper aims to propose the appropriate teaching strategy recommendations on how to improve students , Eng⁃lish learning motivation based on the survey of nursing students’English learning motivation and interviews with some students.%在英语教学过程中,学生的学习动机是影响学习效果的一个重要因素。越来越多的研究表明,学习动机与学习者的学习态度、学习策略、学习成绩有着密切关系,是其学习行为的直接原因和内部动力。该文从教育心理学的角度,对护理专业学生的英语学习动机进行了问卷调查,并结合对部分学生的访谈分析其英语学习动机情况,从而就如何提高学生的英语学习动力,提出相应的教学策略建议。

  18. The Impact of Police College Students'Learning Motivation on Their Major Identity%公安院校大学生学习动机对专业认同的影响研究

    Institute of Scientific and Technical Information of China (English)

    刘启刚; 周立秋

    2015-01-01

    为考察公安院校大学生学习动机对专业认同的影响,以某公安院校228名大学生为调查对象,采用“大学生学习动机量表”和“大学生专业认同问卷”进行测量。结果表明,公安院校大学生学习动机和专业承诺处于中等偏上水平;除个别维度外,公安院校大学生专业认同与学习动机存在显著正相关;内生动机对专业认同及其附属维度均具有显著的预测效果,外生动机对认知性、行为性与专业认同总分具有显著的预测效果。%In order to investigate the impact of police college students'learning motivation on their major identity, this study used col-lege students'learning motivation scale and college students'major identity scale.228 police college students were tested.The results showed that the police college students'learning motivation and major identity was above medium level; most dimensions of the police college students'learning motivation and major identity were significantly positively correlated; The results of regression showed that the intrinsic motivation has effective prediction variable to major identity, and the extrinsic motivation has effective prediction variable to cog-nition, behavior and the total sore of specialty identity.

  19. What does it take to create an effective and interactive learning environment with 700 students in a college Gen. Ed. Astro Course?

    Science.gov (United States)

    Prather, Edward E.; Brissenden, G.; Cormier, S.; Eckenrode, J.; Collaboration of Astronomy Teaching Scholars CATS

    2012-01-01

    College-level general education (gen ed.) curricula in the US have many goals: exposing students to the breadth of human ideas; elevating their reading comprehension, writing abilities, critical reasoning skills; and providing an understanding of, and appreciation for, subjects outside of their chosen field of study. Unfortunately the majority of the teaching and learning for gen ed. courses takes place in large enrollment courses. In the wake of the recent US financial crisis, many institutions of higher learning face extreme budget cuts, leading many faculty to teach in substantially larger classes with increasingly fewer resources. At the University of Arizona this issue manifests itself in mega-classes with enrollments from 700-1400. We discuss key programmatic and pedagogical changes involved in successfully implementing proven collaborative learning strategies into an Astro 101 mega-class. From devising new ways to hand out and collect papers, to altering course seating, to outlawing cell phones and laptops, to implementing new ways of administering tests. We take a "what ever it takes” approach to engineering this mega-course environment so it can succeed as a learner-centered classroom. Paramount to the success of this course has been the creation of the new CAE Ambassadors program which advances the leadership role of prior non-science majors along the continuum from student, to teaching assistant, to science education researcher, to STEM minor. This material is based in part upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  20. A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

    Science.gov (United States)

    Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

    2011-09-01

    We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

  1. 广西体育教育专业本科生篮球学习投入与教学创新研究%Study on the Basketball Learning Engagement and Teaching Innovation of Guangxi Physical Education Majors

    Institute of Scientific and Technical Information of China (English)

    刘小明

    2016-01-01

    运用文献资料调研、专家访谈和问卷调查等方法,以广西体育教育专业本科生为研究对象,对其篮球学习投入现状进行调查分析。篮球学习投入包括:主动学习、师生交流、学习收获和物质投入等4个维度。基于篮球学习投入存在的不足,提出篮球教学创新要贯彻“多元性教学”和“生命化教学”理念,培养学生创新能力,塑造良好的心理品质;完善篮球教学内容,重视篮球理论教学,以提高体育教育专业学生的篮球学习投入水平。%Using the methods of literature research, expert interview and questionnaire survey, this study was con-ducted to investigate the status of basketball learning engagement in Guangxi physical education majors.Basketball learning engagement include:active learning, teacher and student exchanges, learning and material inputs, such as the 4 dimensions.Based on basketball learning problems of investment, put forward innovation of basketball teaching to implement the concept of"diversity teaching"and"life education", to develop the innovate ability of students , mold the good psychological quality;improve the content of basketball teaching, paying attention to the teaching of basketball theory, in order to improve sports education for students majoring in basketball learning en-gagement level.

  2. Using the Humanities to Teach Neuroscience to Non-majors.

    Science.gov (United States)

    McFarlane, Hewlet G; Richeimer, Joel

    2015-01-01

    We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement.

  3. Exploration into Learning Style of Non-English Majors & Inspirations%非英语专业本科生学习风格探究及启示

    Institute of Scientific and Technical Information of China (English)

    贾永妍

    2012-01-01

    研究学习风格和英语学习成绩之间存在的关系。利用PLSPQ对河南省洛阳市三所高校的479名非英语专业二年级学生进行调查问卷,以学生的四级成绩为依据,分析其学习风格总体状况及其偏好以及在学习风格上所呈现出的差异。结果表明,非英语专业本科生触觉型学习风格的倾向性最为明显,听觉型学习风格倾向最弱,就学习风格而言,英语学习成绩优异者与成绩较差者存在较为明显的差异。结论是学习风格与学习成绩之间并没有显著的关系。%The article is to study the possible relationship between learning style and English grade.The article makes questionnaires on 479 sophomores of non-English majors in three universities in Luoyang City,Henan Province through PLSPQ,and makes analysis on their overall learning style and preference as well as differences in learning style on the basis of their grades of CET 4.Results show that non-English majors focus much more attention on written English rather than on listening.In terms of learning style,there is a significant difference between good students and poor students.Therefore,it can be concluded that learning style does not affect grades greatly.

  4. Learning

    Directory of Open Access Journals (Sweden)

    Mohsen Laabidi

    2014-01-01

    Full Text Available Nowadays learning technologies transformed educational systems with impressive progress of Information and Communication Technologies (ICT. Furthermore, when these technologies are available, affordable and accessible, they represent more than a transformation for people with disabilities. They represent real opportunities with access to an inclusive education and help to overcome the obstacles they met in classical educational systems. In this paper, we will cover basic concepts of e-accessibility, universal design and assistive technologies, with a special focus on accessible e-learning systems. Then, we will present recent research works conducted in our research Laboratory LaTICE toward the development of an accessible online learning environment for persons with disabilities from the design and specification step to the implementation. We will present, in particular, the accessible version “MoodleAcc+” of the well known e-learning platform Moodle as well as new elaborated generic models and a range of tools for authoring and evaluating accessible educational content.

  5. A Study of Current English Learning and Teaching for College Art Majors and a Brief Discussion of Art-based English Teaching Strategy

    Institute of Scientific and Technical Information of China (English)

    张静

    2015-01-01

    In accord with the current general testing regulation and reformation of the entrance examination in China, there has appeared to be various contradic-tories in the process of English teaching for art majors. Thus, English teaching has witnessed a turning point and teaching methods have been calling for transforma-tion and advancement. Art-based English teaching method, i.e., teaching languages through art, is still a new concept to many of the English teachers for art major though it has been discussed for a long time among domestic educators and even abroad for its targeted effects for art major students. This article aims at stating and analyzing English teaching for art major from two aspects in general, the current teaching condition and the introduction of art-based teaching method.

  6. 英语专业学生自主管理英语阅读学习行为研究%A Study of the Autonomous Behaviors of English Majors for Learning Management in EFL Reading

    Institute of Scientific and Technical Information of China (English)

    强云; 滕骁; 范东生

    2012-01-01

    In view of the significance of leaner autonomy in managing EFL Reading, the article, based on the framework of learner autonomy at the learning management level, aims to discuss the autonomous behaviors of English majors for their learning management in EFL reading, with particular reference to prereading planning, while-reading monitoring and post-reading evaluation. It is also revealed from the study that self-efficacy, dependency on the traditional teaching modes and ambiguity in motivation and strategy are three major factors that influence their autonomy in the learning process. Hence, the students can be trained to be prepared, both psychologically and strategically, for learner autonomy in EFL reading.%鉴于自主学习行为的重要性,运用问卷和访谈手段,在自主管理学习层面上,结合英语阅读学习的具体情况,从读前计划、读中监控、读后评估三个方面具体考察学生在英语阅读学习中的自主性行为状况及行为差异,从而在英语阅读教学中有的放矢的训练学生在心理和策略上作好自主管理学习的准备。

  7. On the Status Quo and Cultivation of ELF Learning Motivation for Non-English Majors%非英语专业大学生英语学习动机的现状与培养

    Institute of Scientific and Technical Information of China (English)

    魏维; 王珍妮

    2015-01-01

    现今,英语正在从一门课程逐渐地向人人都需掌握的一种工具演变。研究者们也对英语学习过程进行了诸多探讨,其中影响英语学习过程的情感因素包括动机、态度、性格、年龄、性别等。其中,学习动机是直接影响学习效果的重要因素之一,然而我国大部分非英语专业的大学生对英语学习缺乏学习动机。因此,英语教师们如何激发学生的学习动机已经作为重要的教学目标之一。由此,分析非英语专业大学生英语学习的现状及特点,有助于培养学生英语学习动机可行性策略的研究和定位。%At present, English is gradually evolving from a course to a tool that everyone should mas-ter.The previous researchers have explored the process of English learning and one is the major concern is affective factor underlying English learning process, including motivation, attitude, character, age and gender, among which learning motivation is one of key direct influential factors.However, most non-English majors lack motivation of learning English.Therefore, it becomes one of the important teaching objectives for the teacher to inspire students’ learning motivation.And to analyze the status quo and characters of non-English majors’ English learning is helpful to study strategies and orientation of in-spiring students’ English learning motivation.

  8. 高职非英语专业开设《英美概况》课程分析%On a Public Elective Course--A Survey of Major English-Speaking Countries for Non-English Majors in Higher Vocational Colleges --From Perspective of Theory of Motivation in Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    陈水英

    2011-01-01

    The establishment of a public elective course A Survey of Major English-Speaking Countries for non-English majors in higher vocational colleges is essential : it helps to better the existing English teaching for non-English majors in higher vocational colleges ; it helps to strengthen the students' ability of cross-cultural communication and it corresponds with the actual teaching schedule for these students. The current study combines Wallace Lambert and Robert Gardner' s classification of motivation and Dornyei' s three-level framework of motivation in foreign language learning and analyzes how to motivate the non-English majors in higher vocational colleges in the teaching of A Survey of Major English-Speaking Countries from three perpectives : the Language Level, the Learner Level and the Learning Situation Level.%将《英美概况》列入高职非英语专业的公共选修课,有利于增强高职学生的外语兴趣,有利于提升高职学生的跨文化交流能力。如何在高职非英语专业中展开《英关概况》教学,建议借鉴外语学习动机理论从语言、学习者、学习情境等三个层面来激发学生学习外语的热情和兴趣。

  9. 高职英语专业学生英语学习动机调查分析%Analysis on English Learning Motivation Types among English Majors in Higher Vocational College

    Institute of Scientific and Technical Information of China (English)

    李萍

    2012-01-01

    Foreign language learning motivation is one of the most important factor to influence learning effect.After questionnaire investigation about English learning motivation types among English majors in Wuhan Commercial Service College,six types of English learning motivation are found and analyzed: intrinsic motivation,situational motivation,integrative motivation,certificate motivation,instrumental motivation,and vague motivation.%学习动机是影响学习者语言学习效果的重要因素之一。通过对武汉商业服务学院280名英语专业学生进行的问卷调查发现,高职英语专业学生的学习动机有六种类型:内在兴趣动机、学习情境动机、归附型动机、证书型动机、工具型动机和动机不明确型。

  10. 非英语专业本科生英语学习动机与教学策略%Research in English Learning Motivation and Teaching Strategies among Non-English Major Undergraduates

    Institute of Scientific and Technical Information of China (English)

    董瑞婷

    2012-01-01

    英语学习动机是制约学生英语学习成绩的主要变量之一,对语言习得具有举足轻重的作用。以河南大学一年级文科、理科共600名非英语专业本科生为调查对象,分析了非英语专业本科生英语学习动机类型以及动机类型和学习成绩之间的关系,并提出针对性的提升学习动机的教学策略。%English Learning Motivation is one of the key variables influencing English learning achievements and plays a important role on second language acquisition. The subjects for this study were selected from the freshmen of non-English major in Henan University, the total number was 600. This study analyzed the types of learning motivation, and its relationship with the learning achievements so as to provide some teaching Strategies for English teaching.

  11. 高师化学学生学习兴趣的调查与分析%Survey and Analysis on the Learning Interest of Higher Normal Students Majoring in Chemistry

    Institute of Scientific and Technical Information of China (English)

    胡益强

    2014-01-01

    Through a survey on freshmen, sophomores and juniors majoring in chemistry education from seven universities in Hu'nan, this paper studied chemistry students' recognition on the importance of chemistry, their learning interest at the high school stage, their learning interest at the university stage, and the cur-rent situation of their love for chemistry, aiming to learn about the current situation of higher normal students' interest in chemistry learning, and provide basis for the improvement of chemistry teaching quality.%通过对湖南七所高校大一、大二、大三化学师范专业的学生进行调查,研究高师化学学生对化学学科的重要性认识、中学阶段的学习兴趣、大学阶段的学习兴趣、现阶段对化学的喜爱程度等状况,旨在了解高师化学学生学习兴趣的现状,为提高化学教学质量提供依据。

  12. La gestión didáctica del proceso de enseñanza-aprendizaje de las ciencias básicas en las carreras de ingeniería Didactics, teaching and learning sciences at engineering majors

    Directory of Open Access Journals (Sweden)

    Gladys Raquel Núñez Lazala

    2017-01-01

    Full Text Available The process of education of engineering students still shows several weak points. One important shortcoming relates to the application and transfer of basic sciences contents to professional and ordinary life situations. Among other causes, this is the result of a fragmented and de contextualized approach that fails to illustrate engineer students the connection between scientific knowledge and disciplines to professional problems. The authors surveyed professors to evaluate the management of didactic issues in the teaching-learning process of engineering majors. They used documentary analysis and literature review to build a theoretical framework; the authors provide a framework that provides the basis for leading the teaching and learning of basic sciences to engineer students from a communicative and contextualized approach.

  13. 试论非英语专业学困生帮助机制的构建%The Development of Aid Mechanism for Non - English Majors with Learning Difficulties

    Institute of Scientific and Technical Information of China (English)

    张春红

    2012-01-01

    Based on the and surveys, strategies are ties. present situation of College English teaching in minority areas" universities this paper argues that mental health education and instructions on learning conducive to the improvement of non - English majors with learning difficulties.%立足民族地区高校大学英语教学现状,通过对调查数据的分析,阐述加强心理健康教育和英语学习策略指导对非英语专业学困生转化的重要性和必要性,探索非英语专业学困生帮助机制的构建并提出若干相关建议,以引起学术界及相关部门对该英语学习弱势群体的更多关注。

  14. Using the Major Field Test for a Bachelor's Degree in Business as a Learning Outcomes Assessment: Evidence from a Review of 20 Years of Institution-Based Research

    Science.gov (United States)

    Ling, Guangming; Bochenek, Jennifer; Burkander, Kri

    2015-01-01

    By applying multilevel models with random effects, the authors reviewed and synthesized findings from 30 studies that were published in the last 20 years exploring the relationship between the Educational Testing Service Major Field Test for a Bachelor's Degree in Business (MFTB) and related factors. The results suggest that MFTB scores correlated…

  15. Measuring the Impact of App Inventor for Android and Studio-Based Learning in an Introductory Computer Science Course for Non-Majors

    Science.gov (United States)

    Ahmad, Khuloud Nasser

    2012-01-01

    A reexamination of the traditional instruction of introductory computer science (CS) courses is becoming a necessity. Introductory CS courses tend to have high attrition rates and low success rates. In many universities, the CS department suffered from low enrollment for several years compared to other majors. Multiple studies have linked these…

  16. Measuring the Impact of App Inventor for Android and Studio-Based Learning in an Introductory Computer Science Course for Non-Majors

    Science.gov (United States)

    Ahmad, Khuloud Nasser

    2012-01-01

    A reexamination of the traditional instruction of introductory computer science (CS) courses is becoming a necessity. Introductory CS courses tend to have high attrition rates and low success rates. In many universities, the CS department suffered from low enrollment for several years compared to other majors. Multiple studies have linked these…

  17. 非英语专业大学生英语学习动机及激发策略%English Learning Motivation of College Non-English Majors and Motivational Strategies

    Institute of Scientific and Technical Information of China (English)

    马明昕

    2011-01-01

    以问卷和访谈为工具,研究非英语专业大学生英语学习动机现状及激发策略。研究结果发现:中国非英语专业大学生学习英语的个人发展动机最强。七种动机的强度顺序依次为:个人发展动机,成绩动机,学习情景动机,信息媒介动机,内在兴趣动机,社会责任动机,出国动机。教师应充分掌握其变化规律和特点,有针对性地采用适当的教学策略和措施,培养和激发学生的英语学习动机。%By means of questionnaire and interview,the study investigates the application of English vocabulary learning motivation by college non-English majors.The findings are as follows: The college non-English majors were most strongly motivated by individual development motivation.The rank order of the seven English learning motivations is individual development,immediate achievement,learning situation,information medium,intrinsic interest,social responsibility,going abroad.It is necessary for English teachers to master its regularity and features so as to adopt suitable teaching strategies and measures to cultivate and stimulate students' English learning motivation.

  18. Non-English Majors' Learning Adaptation to College English Teaching Under Web-based Environment%网络环境下大学生英语学习适应性调查

    Institute of Scientific and Technical Information of China (English)

    彭青华; 童长涛

    2012-01-01

    With the development and employment of Internet and multi-media technology in college English teaching,the problem of learning adaptation for non-English majors becomes prominent.A survey through questionnaire was conducted to find out the situation.It reveals that non-English majors are adapted to college English teaching under web-based environment,but there are still some problems with the use of web resources,communication and cooperation and the regulating of English learning.Based on the survey and its analysis,this paper puts forward some suggestions,such as resource navigation,training of meta-cognitive strategies and other techniques,and stimulating cooperation and communication by setting-up learning communities with the purpose of solving the problems of maladaptation of English learning in the new environment.%随着网络多媒体技术在大学英语教学中的应用和推广,大学生对该教学模式的适应性问题逐渐显现出来。大学生总体上适应该教学模式,但在网络学习资源的使用、互动交流与合作以及对网络学习的规划等方面存在着不同程度的问题,通过信息导航、培训元认知学习策略、构建学习共同体、促进合作学习等可以解决大学生英语学习适应不良问题。

  19. How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies

    Science.gov (United States)

    Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

    2015-06-01

    In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics instruction impact students' beliefs? (2) When do physics majors develop expert-like beliefs? and (3) How do students' beliefs impact their learning of physics? We report that in typical physics classes, students' beliefs deteriorate or at best stay the same. There are a few types of interventions, including an explicit focus on model-building and (or) developing expertlike beliefs that lead to significant improvements in beliefs. Further, small courses and those for elementary education and nonscience majors also result in improved beliefs. However, because the available data oversamples certain types of classes, it is unclear whether these improvements are actually due to the interventions, or due to the small class size, or student populations typical of the kinds of classes in which these interventions are most often used. Physics majors tend to enter their undergraduate education with more expertlike beliefs than nonmajors and these beliefs remain relatively stable throughout their undergraduate careers. Thus, typical physics courses appear to be selecting students who already have strong beliefs, rather than supporting students in developing strong beliefs. There is a small correlation between students' incoming beliefs about physics and their gains on conceptual mechanics surveys. This suggests that students with more expertlike incoming beliefs may learn more in their physics courses, but this finding should be further explored and replicated. Some unanswered questions remain. To answer these questions, we advocate several specific types of future studies: measuring students' beliefs in courses with a wider range of class sizes, student populations, and teaching methods, especially large classes with very innovative pedagogy and

  20. 英语专业大一学生英语学习自主性的调查%A Survey of English Major Freshmen’s autonomy of Learning English

    Institute of Scientific and Technical Information of China (English)

    杨英

    2013-01-01

    With the information age approaching, it is high time for people to acquire the basic skills of learning,more and more knowledge need to be learned as knowledge changes increasingly rapidly. Thus autonomous learning is to be required urgently. On the other hand, people need life-long learning where autonomous learning plays an important role. However, in the depart-ment of foreign languages of Ding xi Teachers College, the autonomy of freshmen in learning English is not optimistic. Through making a questionnaire, I find that most of them lack of autonomy in English learning. If their teachers do not arrange assign-ments, they even seldom read their course books. In class, most of them are unwilling to speak English actively;outside of class, they seldom create opportunities to learn English, or even they come across some chances, they seldom make full use of them. The problems mentioned above are caused by many factors. In my opinion, the reason why a lot of college students choose Eng-lish as their major is not because of their interest, but their employment in future. Thus, they study English very passively. They study English, most of time, just for examinations.Therefore, the level of English major freshmen ’s autonomy in English learning in our school is low, and I hypothesize that the level of autonomy relates to learning achievement. Therefore, the general objec-tive of my research is to make a survey of English major freshmen’s autonomy in English learning. Specific objectives are to find how high the level of English major freshmen’s autonomy in English learning is;how the level of autonomy relates to learning achievement;what the differences in the level of autonomy between female students and male students are. The investigation last-ed 3 weeks. Data collection was conducted mainly by questionnaires, interviews, classroom observations and the scores of exams. The survey showed that the level of autonomy is low and significantly correlated to

  1. Beliefs about English Learning of First-year Non-English Majors%非英语专业大-新生的英语学习信念研究

    Institute of Scientific and Technical Information of China (English)

    朱秀全

    2012-01-01

    This paper investigates beliefs about the English learning of 151 first-year non-English majors and the construct of their beliefs using adapted BALLI. The students hold some positive and realistic beliefs which can facilitate English learning. But they also have unrealistic and negative beliefs which might hinder English learning and lead to anxiety and frustration. Results of principal-components analysis and factor analysis reveal that the construct of beliefs about English learning in this study is different from that in other related studies. This provides evidence for Yang's (1992) claim that the construct of beliefs about foreign language learning among various groups is different from each other.%本研究主要是用Horwitz的BALLI量表调查151名非英语专业大一新生的英语学习信念及其框架结构。调查结果表明学生既有现实的、积极的、对学习有帮助的英语学习信念,这些信念会促进英语学习;但他们也有不现实的、消极的、对学习起阻碍作用的信念,这些信念可能导致挫折和焦虑。主成分分析和因子分析结果显示,受试者的英语学习信念框架结构与其它相关研究的外语学习信念结构不一样,进一步支持了Yang(1992)不同群体的外语学习信念有着不同的框架结构的观点。

  2. Research of Constructing Digital Learning Resources For Digital Media Technology Major In Vocational College%高职数字媒体技术专业数字化教学资源建设研究

    Institute of Scientific and Technical Information of China (English)

    王健

    2012-01-01

      数字媒体技术专业通过强化数字化教学资源的建设,可以为教师和学生提供良好的交互教学和学习资源,良好的交互方式让教育更加高效。%  Strengthening the construction of digital leaching resources in Digital Media Technology Major of Vocational Col ege helps providing teachers and students good interactive in teaching activity and learning resources,good interactive helps improving education efficiency.

  3. Project-based Learning and Oral English Teaching for Non-English Majors%作品式任务与大学英语口语教学

    Institute of Scientific and Technical Information of China (English)

    唐晓东

    2015-01-01

    PBL (project -based learning ) is interesting ,creative ,?speculative ,?and can improve students’ knowledge and cooperation spirits .In addition to promote students’ English level ,particularly oral English ,it also can help students in terms of general knowledge ,creativity ,critical thinking ,and teamwork .%作品式任务(PBL )集趣味性、知识性、创新性、思辨性、团结协作性等特色为一体,能有效促进学生英语应用能力、特别是口语能力快速提升,还具有增加知识储备、创新思维、提高团队精神等方面的作用。

  4. Research on Non-cooperative Learning Behavior of Computer Science Majors in Higher Vocational Colleges---a Case Study of Computer Science Majors of Sichuan Huaxin Modern Vocational College%高职计算机专业学生非合作学习行为研究

    Institute of Scientific and Technical Information of China (English)

    周青政; 杨永艳; 邓先春

    2016-01-01

    以高职计算机专业学生非合作学习行为为研究对象,将其划分为课堂行为、心理行为、认知行为、社会行为,并深入分析其所属非合作类型及形成原因,最后从教学改革、课程设计、学生管理、校园文化等方面来研究应对措施和策略。%GTaking the non-cooperative learning beh aviors of computer science majors in Higher Vocational Colleges as the research object, this paper classifies their complex learning behaviors into classroom behavior, psychological behavior, cognitive behavior and social behavior. Then the non-cooperative learning attributes and causes of these behaviors are analyzed. Finally, the paper puts forward some countermeasures and strategies from the aspects of teaching reform, curriculum design, student management and campus culture.

  5. Depression Reduces Accuracy While Parkinsonism Slows Response Time for Processing Positive Feedback in Patients with Parkinson’s Disease with Comorbid Major Depressive Disorder Tested on a Probabilistic Category-Learning Task

    Directory of Open Access Journals (Sweden)

    Mohammad M. Herzallah

    2017-06-01

    Full Text Available Major depressive disorder (MDD is the most common non-motor manifestation of Parkinson’s disease (PD affecting 50% of patients. However, little is known about the cognitive correlates of MDD in PD. Using a computer-based cognitive task that dissociates learning from positive and negative feedback, we tested four groups of subjects: (1 patients with PD with comorbid MDD, (2 patients with PD without comorbid MDD, (3 matched patients with MDD alone (without PD, and (4 matched healthy control subjects. Furthermore, we used a mathematical model of decision-making to fit both choice and response time data, allowing us to detect and characterize differences between the groups that are not revealed by cognitive results. The groups did not differ in learning accuracy from negative feedback, but the MDD groups (PD patients with MDD and patients with MDD alone exhibited a selective impairment in learning accuracy from positive feedback when compared to the non-MDD groups (PD patients without MDD and healthy subjects. However, response time in positive feedback trials in the PD groups (both with and without MDD was significantly slower than the non-PD groups (MDD and healthy groups. While faster response time usually correlates with poor learning accuracy, it was paradoxical in PD groups, with PD patients with MDD having impaired learning accuracy and PD patients without MDD having intact learning accuracy. Mathematical modeling showed that both MDD groups (PD with MDD and MDD alone were significantly slower than non-MDD groups in the rate of accumulation of information for stimuli trained by positive feedback, which can lead to lower response accuracy. Conversely, modeling revealed that both PD groups (PD with MDD and PD alone required more evidence than other groups to make responses, thus leading to slower response times. These results suggest that PD patients with MDD exhibit cognitive profiles with mixed traits characteristic of both MDD and PD

  6. Depression Reduces Accuracy While Parkinsonism Slows Response Time for Processing Positive Feedback in Patients with Parkinson's Disease with Comorbid Major Depressive Disorder Tested on a Probabilistic Category-Learning Task.

    Science.gov (United States)

    Herzallah, Mohammad M; Khdour, Hussain Y; Taha, Ahmad B; Elmashala, Amjad M; Mousa, Hamza N; Taha, Mohamad B; Ghanim, Zaid; Sehwail, Mahmud M; Misk, Adel J; Balsdon, Tarryn; Moustafa, Ahmed A; Myers, Catherine E; Gluck, Mark A

    2017-01-01

    Major depressive disorder (MDD) is the most common non-motor manifestation of Parkinson's disease (PD) affecting 50% of patients. However, little is known about the cognitive correlates of MDD in PD. Using a computer-based cognitive task that dissociates learning from positive and negative feedback, we tested four groups of subjects: (1) patients with PD with comorbid MDD, (2) patients with PD without comorbid MDD, (3) matched patients with MDD alone (without PD), and (4) matched healthy control subjects. Furthermore, we used a mathematical model of decision-making to fit both choice and response time data, allowing us to detect and characterize differences between the groups that are not revealed by cognitive results. The groups did not differ in learning accuracy from negative feedback, but the MDD groups (PD patients with MDD and patients with MDD alone) exhibited a selective impairment in learning accuracy from positive feedback when compared to the non-MDD groups (PD patients without MDD and healthy subjects). However, response time in positive feedback trials in the PD groups (both with and without MDD) was significantly slower than the non-PD groups (MDD and healthy groups). While faster response time usually correlates with poor learning accuracy, it was paradoxical in PD groups, with PD patients with MDD having impaired learning accuracy and PD patients without MDD having intact learning accuracy. Mathematical modeling showed that both MDD groups (PD with MDD and MDD alone) were significantly slower than non-MDD groups in the rate of accumulation of information for stimuli trained by positive feedback, which can lead to lower response accuracy. Conversely, modeling revealed that both PD groups (PD with MDD and PD alone) required more evidence than other groups to make responses, thus leading to slower response times. These results suggest that PD patients with MDD exhibit cognitive profiles with mixed traits characteristic of both MDD and PD, furthering

  7. A Study on Collaborative Learning in Design Courses among Landscape Architecture Majors%园林设计专业设计类课程协作学习的现状探析

    Institute of Scientific and Technical Information of China (English)

    陈文庆; 陈黎明

    2014-01-01

    In recent years, collaborative learning attracted wide attention of education scholars, this approach of learning is conducive to change the traditional classroom-based teachers teaching teachers-students passively accept teaching mode, so that course of study becomes more attractive. This paper analyses the application of collaborative learning in design courses among students majoring in Landscape Architecture, and suggests some solution to the present problems.%近几年来,协作学习引起我国教育学者的广泛关注,这种学习方式有利于改变传统课堂教师本位的教师讲授--学生被动接受的教学模式,使课程学习变得更具吸引力。文章分析协作学习模式在园林设计专业设计类课程中的应用现状,就现状问题的解决提出探讨。

  8. 高职院校非英语专业英语学习动机与职业需求相关性研究%English Learning Motives of Non-English Major Students and Career Requirements Relevance Research

    Institute of Scientific and Technical Information of China (English)

    廉玉香

    2016-01-01

    高职院校非英语专业学生的英语基础偏低,一直是英语教学中英语成绩提高的瓶颈,这体现了学生对英语学习的动机不明确。通过调查发现,学生在未来职业中对英语的需求是提高高职高专英语教学水平的关键因素。以此为契机,展开高职院校非英语专业英语学习动机与职业需求相关性的研究,并对今后的教学提出改革方向与授课策略。%Poor English of non-English major students in vocational colleges always infl uences the improvement of their English marks, which actually indicates they are unclear of English learning motives. This article researches deeply on the relationship between the motivation of English learning and the requirements of future career. Furthermore it also illustrates several strategies in English-teaching reform on the basis of the close relationship between learning motives and career requirements.

  9. 新疆非英语专业乌孜别克族大学生英语学习动机调查%A Survey on Learning Motivation of Non-English-Major Uzbek College Students in Xinjiang

    Institute of Scientific and Technical Information of China (English)

    张玉玉

    2014-01-01

    学习动机研究在外语教学研究中占据非常重要的地位,它旨在揭示学习者外语学习的内在需求和外在需要。教师通过研究语言学习者的学习动机,可以激发学习者学习的能动性和自觉性,从而达到激发学习者学习兴趣,培养学生自主学习能力的目的。有研究表明具有强烈学习动机的学生总是能获得学习上较大的成功。本文以新疆非英语专业乌孜别克族大学生为研究对象,主要探索乌兹别克族大学生的学习动机及教学启示。研究结果表明,非英语专业乌孜别克族大学生的学习动机主要表现为内在工具型,并且自身英语水平对其学习动机具有显著影响。%Learning motivation plays a very important role in foreign language learning, and has long been considered by both language teachers and second language acquisition researchers as the prime mover in successful learning. Students with strong learning motivation can always achieve great success. The purpose of this thesis is to make an investigation on the types of motivation that the Non-English-Major Uzbek College students commonly have. The result of this thesis indicates that most of Non-English-Major Uzbek college students in Xinjiang are motivated by the instrumental and intrinsic motivations and some of the Uzbek students have“personal development”motivation. Besides, it als showed that the English proficiency had significant effect on their learning motivation.

  10. Research on Training Strategies of Non-English Majors' English Learning Self-efficacy%非英语专业学生英语学习的自我效能感培养策略研究

    Institute of Scientific and Technical Information of China (English)

    何晴

    2014-01-01

    From students' own factors and external environment factors, the paper analyzes the influencing factors of non-English majors' English learning self-efficacy systematically, and on this basis, by Bandura 's self-efficacy theory and from three perspectives of students, teachers and schools, it puts forward strategies for training non-English majors' English learning self-efficacy.%从学生自身影响因素和外部环境因素两方面着眼,系统分析研究了非英语专业学生英语学习自我效能感的影响因素,在此基础上,以班杜拉的自我效能感理论为依据,从学生、教师和学校三个角度出发,提出了非英语专业学生英语学习的自我效能感培养策略。

  11. Impact of Professional Identity and Learning Burnout in College Students Majored in Rehabilitation Therapy%专业认同对康复治疗专业本科生学习倦怠的影响

    Institute of Scientific and Technical Information of China (English)

    王剑雄; 汪丽; 刘曦

    2016-01-01

    目的 了解康复治疗本科生的专业认同与学习倦怠的现状,并探讨专业认同与学习倦怠的关系.方法 2014年10~11月,采用大学生专业认同量表、大学生学习倦怠量表对二、三年级康复治疗本科生进行问卷调查.结果 共发放问卷127份,回收有效问卷119份.康复治疗本科生专业认同分平均(3.36±0.55),认知因子、情感因子、行为因子、适切因子分平均(3.66±0.77)、(3.25±0.60)、(3.23±0.71)、(3.36±0.61).学习倦怠分平均(2.90±0.46),情绪低落、行为不当、成就感低平均(2.87±0.70)、(3.10±0.60)、(2.77±0.52).专业认同与学习倦怠呈明显负相关(r=-0.271,P<0.01),部分专业认同因子与学习倦怠因子存在负相关(P<0.05).结论 康复治疗专业本科生总体上专业认同感中等,存在中等程度学习倦怠.专业认同与学习倦怠可能相互影响.%Objective To investigate the condition of the professional identity and learning burnout in the college students majored in re-habilitation therapy, and discuss the correlation between them. Methods From October to November, 2014, students of grades 2 and 3 ma-jored in rehabilitation therapy were investigated with the professional identity questionnaire and the learning burnout questionnaire. Results A total of 127 questionnaires were sent out, and 119 returned. The score of professional identity was (3.36 ± 0.55), with the factors score of the cognition, emotion, behavior, appropriateness as (3.66±0.77), (3.25±0.60), (3.23±0.71), and (3.36±0.61), respectively. The score of learn-ing burnout was (2.90±0.46), the score of factors of low spirits, improper behavior and low achievement as (2.87±0.70), (3.10±0.60), (2.77± 0.52), respectively. There was negative correlation between score of professional identity and learning burnout (r=-0.271, P<0.01), as well as between some factors of the identity and the learning burnout (P<0.05). Conclusion The professional identity and learning

  12. An Investigation of Learning Motivation of Non-English Majors in Non-governmental College%民办大学非英语专业学生英语学习动机调查

    Institute of Scientific and Technical Information of China (English)

    朱小英

    2012-01-01

    It has been generally accepted that non -English majors from non-govemmental college are characterized by poor foundation, weak discipline and motivation in English learning, which poses a great challenge to English teaching. Thus, based on Domyei, Gardner and Williams Burden' s classical motivation theories and models ,a survey and interview with non-English major undergraduates from DHY are conducted. After the data analysis,the present study discovers the motivation situation,types as well as factors that affect these students' English learning motivation. Finally, some flexible solutions to motivate and sustain their motivation to learn English are put forward.%民办院校学生普遍英语基础薄弱、学习自律性低、学习动力不足,这给大学英语教学带来了很多问题和挑战。为此,以Gardner&Lambert以及Dom~i等人的动机相关理论为依据,对宁波大红鹰学院非英语专业的本科生进行了抽样调查及访谈,并对调查和访谈结果进行了分析,全面了解了民办院校非英语专业学生的英语学习动机状况,并就如何激发并维持他们的英语学习动机提出了一些可行的对策。

  13. Application of Cooperative Learning to English Writing Teaching for English Majors in Higher Vocational Colleges%合作学习在高职英语专业写作教学中的运用

    Institute of Scientific and Technical Information of China (English)

    邹永丽

    2012-01-01

    Writing is a comprehensive skill, and vocational English majors have a generally low level of English writing. It is very important to apply cooperative learning to the teaching of English writing, as cooperative learning is the best form of teaching methods in group discussions. The application of cooperative learning to the teaching of English writing not only helps to create active classroom atmosphere, to enhance students' sense of cooperation and to improve the students' creative thinking and writing skills. Marking and evaluation of teachers also plays a vital role in this process, and the teaching mode of cooperative learning has produced an interactive, multi-angle mode of communication between teachers and students and between the students.%写作是一门综合性的技巧,高职英语专业学生的英语写作水平普遍偏低。把合作学习运用到英文写作教学中显得非常重要,因为合作学习就是小组讨论教学方式的最佳表现形式。将合作学习运用到英文写作教学不仅有助于活跃课堂气氛,增强学生的合作意识,而且有助于提高学生的创造性思维和写作能力。教师的批改和评价在这个过程中也起着至关重要的作用,合作学习教学模式形成师生之间和学生与学生之间的多角度的互动交流模式。

  14. STUDY ON THE COUNTERMEASURES FOR COLLEGE ENGLISH LEARNING BURNOUT OF NON-ENGLISH MAJORS%非英语专业学生大学英语学习倦怠应对策略研究

    Institute of Scientific and Technical Information of China (English)

    玉开慧; 张增虎

    2014-01-01

    College English learning burnout reflects the negative learning psychology, attitudes and the behavior of the contem-porary non-English majors and the learning burnout will directly students’ learning achievements, and mental and physical health. Based on Hobfoll’s(1989) Conservation of Resources (COR) theory, J.W.Atkinson’s (1963) Theory of Achievement Motivation and College English Curriculum Requirement(2007) published by the Higher Education Department of the Ministry of Education,the researchers explore some countermeasures to prevent and reduce the non-English majors’ English learning burnout from the aspects of university authorities, English teachers and students with the purposes of making students partici-pate in college English teaching with positive psychological states and learning behaviors, enhancing the quality of college Eng-lish teaching and developing non-English majors’ comprehensive ability to use English effectively.%大学英语学习倦怠反映当代非英语专业学生普遍存在的消极英语学习心理、态度和行为,其后果直接影响学生英语成绩和身心健康。基于Hobfoll (1989)资源守恒理论、J.W. Atkinson(1963)动机成就理论和教育部高等教育司《大学英语课程教学要求(2007)》,研究者从学校、教师和学生等层面探索应对非英语专业学生大学英语学习倦怠的策略,旨在促使学生以良好心理状态和积极学习行为参与大学英语教学活动,有效提高大学英语教学质量和学生英语综合应用能力。

  15. The Nonscience of Human Nature

    Science.gov (United States)

    Gould, Stephen Jay

    1974-01-01

    Possible reasons for the current resurgence of biological determinism are discussed. Deterministic arguments are classified as being based on the general human species or based on presumed differences among racial groups. The first type of argument is presented and some alternate interpretations proposed. (LS)

  16. A Study of English Vocabulary Learning Methods of the Students Majoring in English of Sanda University from the Perspectives of Psychological Factors%A Study of English Vocabulary Learning Methods of the Students Majoring in English of Sanda University from the Perspectives of Psychological Factors

    Institute of Scientific and Technical Information of China (English)

    陶文琦

    2011-01-01

    Introduction: Language is a very important communicative tool that people all around the world can use to convey the meanings of their intention. In order to learn a language, vocabulary, the building material, is a very essential element. It is one of the three basic components of language which are called pronunciation, vocabulary and grammar, and is of utmost importance to people' s communication and language learning. Language emerges first as words, and the coining of new words never stops. Pronunciation and grammar are presented by vocabulary. The British applied linguist David Wilkins (1972) once summed up the utmost importance of vocabulary in his book Linguistics and Language Teaching: Without grammar very little can be conveyed ; but without vocabulary nothing can be conveyed. This sentence in his book clearly stands out the significance of vocabulary to language learning.

  17. To Click or Not to Click is Not the Question: How Research with Clickers Develops a Better Understanding of When Learning Happens in Your Classroom

    Science.gov (United States)

    Prather, Edward; Slater, T. F.; Brissenden, G.; Dokter, E. F.

    2006-12-01

    The Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona has been conducting an investigation into the use of wireless, personal responder devices, or clickers, in the large enrollment, non-science majors, introductory astronomy course, ASTRO 101. The use of clickers is consistent with the National Research Council’s emphasis on student metacognition in that they can be used to promote a learner-centered classroom environment which incorporates appropriate and immediate assessments for both students and instructors. In addition to using clickers for taking attendance, rapid-feedback quizzes, and for Peer Instruction (ConceptTests), we are using clickers to conduct active research. Specifically, we are using clickers to assess student understanding after traditional lecture and after students engage in learner-centered activities (not related to using clickers). Our data illustrates that clickers may serve as a reliable research tool to establish exactly when significant learning is taking place in your course. Furthermore, students report that clickers are beneficial to their understanding, contribute to their exam grades, and enhance their interest in course topics, even when used as research tools. In essence, students are, at least patricianly, attributing their success in their courses to the use of clickers which are being implemented to gather data in the same manner as the more traditional Scantron form. We will also present anecdotal results which suggest that students more fully engage intellectually with astronomy concepts when asked to vote with colored cards because they are more personally accountable for their responses when the professor can, in real time, “see” if they are correct or not. This observation motivates us, as a community of astronomy education researchers, to more carefully examine which sorts of questions and which types of feedback mechanisms can have the greatest impacts on student

  18. 英语专业学生语音学习问题及对策研究%Study on Problems and Solutions in Phonetic Learning for English Majors

    Institute of Scientific and Technical Information of China (English)

    2013-01-01

    For English majors, phonetic learning is extremely important, however, after the study in Eng-lish phonetic lesson, the improvement of their pronunciation is still not satisfactory. According to this status quo, the present study surveys the English majors in Xinzhou Teachers University with questionnaire and inter-view, analyzes their problems in phonetic learning, and puts forward some relative solutions, i.e. to strengthen the systematic teaching of the basic knowledge of English phonetics, to enhance contrast teaching, to reinforce the pertinence of teaching, to strengthen the diversification of teaching activities, and to make phonetic training combined with other courses for English majors.%  英语语音的学习对于英语专业学生来讲极其重要,然而学生在经过语音课学习之后,语音改善仍不理想。针对这个现状,采用问卷调查及访谈的方式,对英语专业学生语音学习中存在的问题进行分析,并提出相关对策:加强英语语音基本知识的系统讲授;加强对比教学;加强教学的针对性;加强教学活动的多样化;结合其他英语专业课程进行语音训练。

  19. 以学定教有效评价--中职计算机专业VB教学的几点思考%Teaching for Learning and Effective Evaluation:Several Thoughts on VB Teaching for Secondary Vocational Computer Major

    Institute of Scientific and Technical Information of China (English)

    王云巧

    2015-01-01

    According to the college entrance examination reform scheme in Zhejiang Province, we learned that the 17 higher vo-cational majors with exclusive examination and enrollment are reformed in three batches. The previous all-theory professional examinations will be replaced by professional skills examinations combining theories with skills. For students majoring in comput-er, VB will be included as a compulsory subject of skills test, so how to improve students' interest in VB learning and enhance their operational abilities is particularly important for secondary vocational teachers. This paper mainly introduces the problems encountered in VB teaching for secondary vocational computer major and how to combine theories with cases, aiming to compre-hensively improve students' enthusiasm and initiative.%根据发布的浙江省高考改革方案,我们知道从2014年12月起,高职单考单招的17个专业大类分3批进行改革。原本纯理论的专业考试被理论与技能相结合的职业技能考试代替。对于计算机专业的学生,VB将被纳入技能考中的必考科目,因此作为中职教师,如何提高学生学习VB的兴趣,以及增强他们的操作能力就显得尤为重要,本文主要介绍中等职业技术学校计算机专业VB教学过程中碰到的问题以及怎么把理论知识与实例结合起来,全面提升学生学习的积极性和主动性。

  20. Using Cooperative Learning Strategy to Enhance the English Learning of Lower-Achieving Non-English Major Students in Higher Vocational Colleges%以合作学习促进高职非英语专业英语学困生的转化

    Institute of Scientific and Technical Information of China (English)

    林胜强

    2012-01-01

    高职公共英语教学中,学困生大量存在。在英语课堂内以多种方式开展合作学习进行,能降低学困生英语学习焦虑,激发学习兴趣,提升学习效率,在一定程度上促进学困生转化。%There are a large number of lower-achieving non-English major students in higher vocational colleges. The application of cooperative learning strategy in the English class proves to be effective in lowering students' anxiety, provoking their interests, developing their learning efficiency, and finally transforming their overall learning performance.

  1. Development of a responsive and constructivist portfolio-based assessment of a writing-to-learn curriculum in introductory astronomy: A case study

    Science.gov (United States)

    French, Mary

    As the primary evaluator of a National Science Foundation grant-supported project to develop an introductory, writing-to-learn-based astronomy curriculum, my goal was to help design and test materials that would meet the learning needs of non-science majors, especially women and minorities, and promote their science literacy. My immediate problem was to create a context-sensitive assessment that engages teachers' goals and objectives while reconciling these with the diverse needs, interests, and abilities of students. To that end, I developed a responsive or stakeholder-focused constructivist assessment based upon Guba and Lincoln's fourth generation evaluation. Both responsive and constructivist, my-approach reflects recent developments in sociocognitive theories of writing and learning, especially those by Linda Flower. Flower focuses on the literate act or learning task, such as writing a summary, as the basic unit of analysis. Not the act itself but the "site" at which it occurs is of main interest. This is where the tension between the private "self" and the public "other" provides an opportunity for meaning to evolve as students explore alternate writing and learning strategies through inner acts of negotiation. Because the new astronomy curriculum centered around students keeping a learning log or process portfolio, portfolios afforded the ideal documentary evidence of the site at which students negotiate meanings and strategies. The portfolio-based assessment, therefore, centers upon having evaluators or teacher-researchers identify and interpret how students represent learning tasks to themselves and develop strategies to complete these tasks. Researchers next compare and judge their own interpretations of these behaviors according to the pre-ordinate objectives of the curriculum. Then the key stakeholders (i.e., evaluators, students, and teachers), through hermeneutic and dialectic interchanges, reconstruct or recondition these pre-ordmate evaluation

  2. When Do Students "Learn-to-Comprehend" Scientific Sources?: Evaluation of a Critical Skill in Undergraduates Progressing through a Science Major.

    Science.gov (United States)

    Marsh, Tamara L; Guenther, Merrilee F; Raimondi, Stacey L

    2015-05-01

    In response to the publication of Vision and Change, the biology department at Elmhurst College revised our curriculum to better prepare students for a career in science with the addition of various writing assignments in every course. One commonality among all of the assignments is the ability to comprehend and critically evaluate scientific literature to determine relevancy and possible future research. Several previous reports have analyzed specific methodologies to improve student comprehension of scientific writing and critical thinking skills, yet none of these examined student growth over an undergraduate career. In this study, we hypothesized upper-level students would be better able to comprehend and critically analyze scientific literature than introductory biology majors. Biology students enrolled in an introductory (200-level), mid- (300-level), or late-career (400-level) course were tasked with reading and responding to questions regarding a common scientific article and rating their comfort and confidence in reading published literature. As predicted, upper-level (mid- and late-career) students showed increases in comprehension and critical analysis relative to their first-year peers. Interestingly, we observed that upper-level students read articles differently than introductory students, leading to significant gains in understanding and confidence. However, the observed gains were modest overall, indicating that further pedagogical change is necessary to improve student skills and confidence in reading scientific articles while fulfilling the Vision and Change recommendations.

  3. When Do Students “Learn-to-Comprehend” Scientific Sources?: Evaluation of a Critical Skill in Undergraduates Progressing through a Science Major

    Directory of Open Access Journals (Sweden)

    Tamara L. Marsh

    2015-02-01

    Full Text Available In response to the publication of Vision and Change, the biology department at Elmhurst College revised our curriculum to better prepare students for a career in science with the addition of various writing assignments in every course. One commonality among all of the assignments is the ability to comprehend and critically evaluate scientific literature to determine relevancy and possible future research. Several previous reports have analyzed specific methodologies to improve student comprehension of scientific writing and critical thinking skills, yet none of these examined student growth over an undergraduate career. In this study, we hypothesized upper-level students would be better able to comprehend and critically analyze scientific literature than introductory biology majors. Biology students enrolled in an introductory (200-level, mid- (300-level, or late-career (400-level course were tasked with reading and responding to questions regarding a common scientific article and rating their comfort and confidence in reading published literature. As predicted, upper-level (mid- and late-career students showed increases in comprehension and critical analysis relative to their first-year peers. Interestingly, we observed that upper-level students read articles differently than introductory students, leading to significant gains in understanding and confidence. However, the observed gains were modest overall, indicating that further pedagogical change is necessary to improve student skills and confidence in reading scientific articles while fulfilling the Vision and Change recommendations.

  4. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    Science.gov (United States)

    Mack, Ana C.

    likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.

  5. 体育教育专业学生自主学习中学习动机量表的编制%Development of Motivation Scale in Self-regulated Learning for Majoring Physical Education

    Institute of Scientific and Technical Information of China (English)

    谷松; 王长生; 谷长江

    2013-01-01

      通过文献资料法、访谈法、问卷调查法、数理统计法,编制体育教育专业学生自主学习中学习动机量表,运用探索性因子分析进行因子提取和命名;验证性因子分析和项目区分度分析进行项目和结构验证;重测信度、内部一致性信度、结构效度和量表内容效度显示符合量表编制的信效度要求。结果显示,体育教育专业学生自主学习中学习动机量表包含6个维度,分别是自我效能感、内在目标、学习控制感、外在目标、学习意义感和学习焦虑。本量表旨在作为体育教育专业学生自主学习中学习动机水平的测量工具,检验体育教育专业专任教师的教学改革效果;同时为教学组织管理人员修订专业人才培养计划提供参考。%In this study, Motivation Scale in Self-regulated Learning for Majoring Physical Education constructed through interview, questionnaire, literature study and mathematical statistics. Exploratory factor analysis and structural model factor analysis were used. The results showed that the scale included Self-efficacy, Intrinsic goals, The Sense of learning control, Extrinsic goals, The Meaning of learning and Learning anxiety, The aim of this study is to provide some basis for professional teachers and management of Physical Education to draft the teaching plan and training program, and also provides ways for students to improve their ability of self-regulated learning.

  6. 学习动机对公外学生英语水平磨蚀的影响%A Study on the Influence of Learning Motivation to the Attrition of English Proficiency for Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    叶譞

    2014-01-01

    Based on the learning motivation scale designed by Wen Qiufang as questionnaire and the CET4 score, coupled with the method of interview, the influence of learning motivation to the attrition of English proficiency for non-English majors is studied. As is discovered in matched sample T-test, all participants and high-score group have significant improvement in English proficiency while low-score group have significant attrition.High-score and low score group are similar in most items of extrinsic motivation but the influences of endeavor and metacognitive strategy determine whether their English will go through attrition or not. Due to a pessimistic attitide to English learning and the belief that English learning is valueless as well as the reluctance to learn English after passing CET4 and to use English as a tool for academic study, the low-score group have a low intensity of intrinsic motivation, which results in attrition in English proficiency.%!!!!!!!!!!!!押以文秋芳制作的学习动机量表和两次四级成绩为测量工具,通过问卷调查、访谈的方式,研究了学习动机对公外学生英语水平磨蚀的影响。配对样本T检验发现:全体受试对象、高分组受试对象英语水平有显著提高,低分组有显著磨蚀。高、低分组大多数表层动机强度相似,但努力程度和元认知策略影响他们英语水平是否磨蚀。低分组学生由于对英语学习持悲观态度且认为英语学习没有价值,在通过四级后不会继续学习,加之不会将英语作为交流工具及用于学术研究而造成深层动机强度较低,从而磨蚀英语水平。

  7. A Computer-Assisted Exploratory Analysis of Non-English Major Learners'' Language Learning%非英语外语学习的计算机辅助教学探索性分析研究

    Institute of Scientific and Technical Information of China (English)

    王萌萌; 张海

    2015-01-01

    该文对全国高校601名西班牙语专业四年级在校生进行问卷调查和结构方程建模,对学习者的西语学习策略、语言能力和课堂外语学习环境之间的关系进行了探索性因素分析.研究发现,对于非英语外语专业学生,元认知策略在学习策略中处于核心地位,课堂内浸入式的外语学习与学习成绩没有显著的相关性,而外籍教师授课可以显著提升学生的社交情感策略能力.结果还证明计算机辅助外语教学(Computer-Assisted Language Learning, CALL)视域内的统计软件应用可以支持学习者研究、测试评估、学习环境建设和教学设计环节,是推动外语教育发展的催化剂.%This current study made statistical analysis with SEM complemented with questionnaire to 601 fourth year undergraduate students majoring in Spanish, in regard to their language learning strategies, language ability and language context in classroom settings. The final results showed that, the metacognitive strategy plays an important part among all the learning strategies. The use of metacognitive strategies has a positive significant effect on their language ability, cognitive strategy use and social/affective strategy use. Teaching in Spanish by foreign teachers in China has improved significantly their social/affective strategy use. The results also indicated that Computer-Assisted Language Learning (CALL) especially the application of statistical software, makes more effective the integration of the study of learners, assessments, learning context and teaching. CALL is a catalyst of the development of language education.

  8. A Study on College English teaching of Science Majors and Talent Training mode Based from the Perspective of English Learn-ing Needs%学习需求视角下的理工专业大学英语教学及人才培养模式研究

    Institute of Scientific and Technical Information of China (English)

    贾桂林; 刘陈艳

    2015-01-01

    This study explores English learning needs of 54 freshmen of Science majors at North University of China from the following four aspects:English teaching, learning situation, learning environment and current learning abilities. From the point of their learning needs, this paper analysis Science majors’current English learning situation, attitude towards English and com-ments and suggestions on teaching materials, teaching methods, teachers and examination. In order to understand the needs of students in English learning, to improve the teaching of students, and the training mode of local college students, to promote the training of wide caliber and application compound talents with skills of“professional+foreign language”.%该文通过问卷调查对太原市中北大学2014级理工专业本科实验班54名学生,大一阶段的英语教学、学习现状、学习环境及学习能力进行了调查,以理工专业实验班学生学习需求为出发点,研究分析了理工专业学生的英语学习现状,对待英语的态度,对教材、教法、教师、考核的意见和建议等,以了解学生英语学习需求,改进教师教学,进而改进地方高校人才培养模式,促进“专业+外语”宽口径、应用性复合型人才的培养。

  9. Do Biology Majors Really Differ from Non–STEM Majors?

    Science.gov (United States)

    Cotner, Sehoya; Thompson, Seth; Wright, Robin

    2017-01-01

    Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry. PMID:28798210

  10. Using the Humanities to Teach Neuroscience to Non-majors

    Science.gov (United States)

    McFarlane, Hewlet G.; Richeimer, Joel

    2015-01-01

    We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement. PMID:26240533

  11. Posthuman learning

    DEFF Research Database (Denmark)

    Hasse, Cathrine

    This book shall explore the concept of learning from the new perspective of the posthuman. The vast majority of cognitive, behavioral and part of the constructionist learning theories operate with an autonomous individual who learn in a world of separate objects. Technology is (if mentioned at all......) understood as separate from the individual learner and perceived as tools. Learning theory has in general not been acknowledging materiality in their theorizing about what learning is. A new posthuman learning theory is needed to keep up with the transformations of human learning resulting from new...... technological experiences. One definition of learning is that it is a relatively permanent change in behavior as the result of experience. During the first half of the twentieth century, two theoretical approaches dominated the domain of learning theory: the schools of thought commonly known as behaviorism...

  12. 形成性评价对英语专业学生学习策略影响的实证研究%The Influence of Formative Assessment on the Learning Strategies of English Majors

    Institute of Scientific and Technical Information of China (English)

    方慧

    2014-01-01

    形成性评价是指教学过程中师生通过获取反馈信息以诊断教学问题、提高教学效果的活动。本研究将形成性评价引入英语专业综合英语课程教学中,以探讨形成性评价对英语专业学生学习策略的影响。实验结果表明,形成性评价能够促进英语专业学生学习策略的应用,尤其是元认知等策略的运用,此外,形成性评价还有利于学生向自主、自发、自省的有效学习者的转变。%Formative assessment can be defined as the activities the teachers and students undertake to get feedbacks that can be used diagnostically to adapt teaching and learning to meet student needs. This experiment applies formative assessment to the Integrated Skills of English course teaching in order to study the influence of formative assessment on the learning strate-gies of English majors. The results indicate formative assessment can promote students’ use of English learning strategies, es-pecially metacognitive strategies, and contribute to transferring them to autonomous, self-motivated, and introspective English learners.

  13. Research on Demotivation Factors for English Language Learning among University Non-English Major Students%非英语专业大学生英语学习动机缺失因素研究

    Institute of Scientific and Technical Information of China (English)

    米稳

    2013-01-01

    动机缺失因素对学生英语学习态度和行为都会造成消极的影响,最终影响英语学习结果。因此了解和解决这种障碍,会帮助学生提高英语学习动机。文章分别采用了问卷,访谈的形式,对40名大学非英语专业二年级学生的英语学习动机缺失因素进行调查。运用社会科学统计软件(简称SPSS.17)对收集的数据进行分析。文章旨在探究学生失去英语学习动机原因,了解造成学生英语学习困难的影响因素,更好地掌握学生的英语学习状态,尽量避免负面因素的影响。%Demotivation factors are essential factors which negatively influence learners’attitudes and behaviors and hence lead to undesired learning outcomes. Therefore, it will be a marked effect on motivation of English language learning to recognize and remove barriers. A group of university non-English major students are selected to complete a questionnaire about demotivation factors. And this paper uses SPSS.17 to analyze the data, and interviews several students through the random sampling. The paper aims to explore students’demotivation factors so as to better avoid the negative influence in the process of their English language learning.

  14. Research into the Use of English Learning Strategy Use of Non-English Majors%非英语专业学生英语学习策略运用研究

    Institute of Scientific and Technical Information of China (English)

    乞聪妮

    2011-01-01

    通过Oxford的语言策略量表,运用定量分析的方法,分析了荆楚理工学院大一198名学生学习策略的使用情况。调查表明:(1)非英语专业学生在英语学习过程中学习策略总体使用频率不高。在各项策略中,情感策略和母语策略使用频率较高,元认知策略和社交策略使用频率较低。(2)成功的英语学习者使用各项学习策略的频率高于不成功者。依次分析和探讨了造成此状况的原因。%Through Oxford language strategy scale,this paper uses quantitative analysis to analyze the learning strategies of 198 freshmen in Jinchu College of Technology.According to the research,(1) Non-English majors do not frequently use learning strategies during their learning process.Among different types of strategies,emotional strategy and mother language strategy are used more frequently,metacognitive strategy and social strategy are less used.(2) Successful English learners use each strategy more often than those who are not successful.This paper analyzes and discusses the cause of this situation in turn.

  15. Cross-linguistic Influences on English Learning of Japanese Majors%日语专业学生英语学习中的跨语言影响研究

    Institute of Scientific and Technical Information of China (English)

    孙绪华

    2015-01-01

    第三语言习得是随着二语习得研究的深入而出现的新的研究领域.该文通过问卷和访谈,从语言类型、语言习得顺序、语言发展水平和语言磨蚀等跨语言角度,调查高校日语专业学生的汉语(L1)和日语(L2)对他们英语(L3)学习的影响,以此给高校大学英语教学提供一些启示和借鉴.%By conducting an empirical study via questionnaires and interviews among undergraduates majoring in Japanese in a Chinese university, this paper investigates the cross-linguistic influences in English learning from the perspectives of language ty-pology, sequence of foreign language learning,learners'proficiency in the target languages and Language attrition.

  16. English major students' attribution type and the variation characteristics of learning motivation and achievement%英语专业学生归属型及成就型学习动机的变化特征研究

    Institute of Scientific and Technical Information of China (English)

    刘云飞; 刘子菊; 陈星宇

    2015-01-01

    在二语习得学习动机理论框架下开展实证研究,分析英语专业本科学生归属型和成就型学习动机的变化特征发现,归属型动机随年级的增长显著下降,而成就型动机则随年级的增长显著提升。本文分析了形成该种现象的理据并基于此提出了相关教学建议。%Learning motivation in the second language acquisition theory framework, carry out empirical research, analysis of English major undergraduate students’ attribution and achievement change characteristics of learning motivation, found a significant reduction in the Ownership type motive, along with the growth of the grade. Achievement motive promote along with the growth of the grade. This paper analyzes the forming reasons of this phenomenon, and put forward some teaching suggestions.

  17. On the Forming of a Learning Community in the EFL Writing Classroom for English Majors%论英语专业写作课堂中学习共同体的构建

    Institute of Scientific and Technical Information of China (English)

    钱晓霞

    2013-01-01

    我国高校英语专业学生的思辨能力薄弱是一个不容忽视的问题,这个问题尤其体现在其英语写作上。构建基于学习共同体的英语写作课堂有助于激励学生的学习参与、加强学生的思辨能力及提升学生的综合语言能力。英语写作课堂学习共同体的构建需通过三个步骤:重构教师对写作课堂的认识;培养学生课堂学习共同体意识;引入研究性写作模式。%A lack of critical thinking power on the part of English majors is a serious problem which is especially manifested in their EFL writing.To deal with this issue,language teachers can promote students’ thinking by building up a learning community in the EFL writing classroom.For this objective,three steps are necessary:reshaping teachers’ notion of the EFL writing classroom;raising students’ sense of classroom as a learning community;and introducing critical writing to foster in students analytical and independent thinking.

  18. 浅析高职院校非英语专业学生英语学习动机%A Study on English Learning Motivation for Non-English Majors in Vocational College

    Institute of Scientific and Technical Information of China (English)

    顾珺; 孙汝建

    2014-01-01

    有关二语习得的学习动机研究主要集中在本科英语教学和中学英语教学领域,针对高职院校学生非英语专业学生英语学习动机的研究不多。以南通农业职业技术学院400名非英语专业学生为调查对象,在问卷调查的基础上,分析学生的英语学习动机,提出了相应的对策建议。%There have been considerable investigations and researches related to motivation in second language acquisition .But the main focuses are in the undergraduate and secondary school English teaching the study on English learning motivation of students in vocational colleges is far from enough .Choosing 400 non-English majors in Nantong Agricultural College as subjects and on the base of the questionnaires this study analyzes students English learning motivations and provides appropriate suggestions .

  19. What Are Students Learning in a Popular Large Enrollment General Education Geoscience Course: Assessment of Learning Strategies

    Science.gov (United States)

    Furlong, K. P.; Sharma, P.; Kim, K.

    2008-12-01

    Large enrollment introductory geoscience classes are often some of the most popular of the general education science offerings. Topics such as global change, natural hazards, and the environment provide ideal venues to help students improve their science reasoning skills. Although they are popular, are they successful in developing these skills in the general student population? What has been missing in many of the efforts to improve these GenEd courses is a rigorous assessment of the improvements in learning outcomes (if any) resulting from these new approaches to geoscience education. As part of an NSF Geoscience Education funded project focused on active learning in large enrollment GenEd classes we are investigating the effectiveness of in-class activities in developing scientific reasoning and critical thinking skills. The class - Earth 101 Natural Disasters: Hollywood vs Reality - is a large enrollment (170 student), introductory level, GenEd course that satisfies a natural science course requirement for non-science students. The course is built around a series of natural disaster topics, each of which is followed for 2 to 3 weeks of the semester. Less than 25% of class time is devoted to lecturing, with the majority of class time spent in active-learning activities, often times motivated by short clips from disaster films or other media. In this project, we are assessing the effectiveness of these active learning strategies and in-class exercises in developing higher level science-reasoning skills. Our assessment approach incorporates pre- and post-tests (assessing skills, reasoning, and content knowledge) and analyses of student performance on in-class worksheets and other materials - typically produced in groups. We assessed students thinking as evidenced in individual and group writing by focusing on their ability to (1) identify the problems, questions, or issues; (2) consider context and assumptions; (3) present and analyze supporting data; and, (4

  20. Collaborative Group Learning Approaches for Teaching Comparative Planetology

    Science.gov (United States)

    Slater, S. J.; Slater, T. F.

    2013-12-01

    Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course

  1. The effects of computer-supported inquiry-based learning methods and peer interaction on learning stellar parallax

    Science.gov (United States)

    Ruzhitskaya, Lanika

    The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several components presented in a simple mathematical equation: d = 1/p. The simplicity of the concept allowed the researchers to explore how the learners construct their conceptual knowledge, build mathematical skills and transfer their knowledge beyond the learning settings. A computer-based tutorial Stellar Parallax Interactive Restricted and Unrestricted Tutorial (SPIRUT) was developed for this study, and was designed to aid students' knowledge construction of the concept either in a learner-controlled or a program-controlled mode. The first investigated method in the study was enhancing engagement by the means of scaffolding for inquiry, which included scripted prompts and called for students' predictions and reflections while working in the learner-controlled or the computer-controlled version of SPIRUT. A second form of enhancing engagement was through peers working cooperatively during the learning activities. The students' level of understanding of the concept was measured by (1) the number of correct answers on a conceptual test with (2) several questions that require knowledge transfer to unfamiliar situations and (3) their ability to calculate the stellar parallax and find distances to stars. The study was conducted in the University of Missouri among 199 non-science major students enrolled in an introductory astronomy course in the fall semester 2010. The participants were divided into two main groups: one was working with SPIRUT and another group was a control group and utilized a paper-based tutorial. The SPIRUT group was further divided into the learner-controlled and the program-controlled subgroups. Students

  2. A Study on Emotional Education of Students Majoring in Science and Technology in English Learning%理工科大学生英语学习中的情感教育

    Institute of Scientific and Technical Information of China (English)

    刘佳佳

    2011-01-01

    In the field of language teaching,more and more emotional factors draw researchers' attention.Choosing students majoring in science and engineering as the research object,the paper was to analyze emotional factors in their English learning through a questionnaire survey.And the results confirmed Anxiety,motivation,self-esteem are the main factors influencing the English learning,besides,slightly different from previous findings was that anxiety which precedes motivation,accounting for the first.Then the paper put forward some teaching suggestions to improve teaching effectiveness.%在语言教学领域中,情感因素越来越受到研究者的重视。本文以我校理工科大学生这一特定群体为研究对象,通过问卷调查,运用统计软件SPSS对理工科大学生英语学习中的情感因素进行分析,研究结果证实,在众多影响大学生英语学习的情感因素中,焦虑、动机、自尊心在英语学习中占主导地位。与以往研究结果略有不同的是,其中焦虑这一要素先于学习动机,在比例上占第一位。针对这三个情感因素的分析,提出一些教学建议,以提高教学效果。

  3. Independent Learning English Capacity Cultivation of Non-English Major Students in Independent College%独立学院非英语专业学生英语自主学习能力的培养

    Institute of Scientific and Technical Information of China (English)

    郝霞

    2012-01-01

    According to "College English course teaching requirement", many colleges are now implementing a computer and class-based English teaching mode, combing teaching and students' independent learning. In traditional teaching, the students rely largely on teachers. Therefore, independent learning capacity cultivation needs a very long time, especially in Independent College. Students' learning wills needs to be cultivated before the capacity cultivation. Independent College focuses on the cultivation of applied talent, therefore, the cultivation should combine the students' major, future career preference, interest and characteristics to make different plans, thus to make the students' specialty into full play and satisfy the requirement of future jobs.%根据《大学英语课程教学要求》,很多高校都在实施基于计算机和课堂的英语教学模式,将课堂教学与学生的自主学习结合起来。在传统的教学中,学生对于教师的依赖很大。因此学生自主学习能力的培养需要很长一段时间,尤其是在独立学院。自主学习首先要想学,然后才能学习如何来学。因此自主学习能力的培养需要先培养学生自主学习的愿望,然后再培养其自主学习的能力。独立学院侧重于应用型人才的培养,因此在自主学习能力培养的过程中,要因人制宜,结合其专业、未来择业、个人兴趣爱好、学习特点制定不同的计划,进行有侧重的培养,以最大程度的发挥学生的特长,满足未来工作的需要。

  4. A Survey of the Anxiety about Foreign Language Learning among Sports Major Students%体育专业学生外语学习焦虑状况研究

    Institute of Scientific and Technical Information of China (English)

    侯莹

    2011-01-01

    以问卷调查法和访谈法对体育专业学生进行了外语学习焦虑状况调查。研究发现:学生的个体差异导致不同程度的焦虑;师生互动是一个很重要的焦虑源;社会文化因素是学生产生焦虑的原因之一。最后对外语教学提出若干启示。学生应从观念上明确:学习任何一门外语对任何人都会造成不同程度的焦虑,这是外语学习所固有的特点;学生应逐步掌握应对消极情感的能力;充分的课前准备可以在很大程度上缓减焦虑感。%This paper reports on a study of foreign language anxiety among sports major students by means of questionnaires as well as individual interviews.Results show that 1) individual differences will contribute to students' anxiety to some extent;2) classroom interaction between teachers and students can be the major source of the anxiety;3) social and cultural factors can be one of the potential reasons leading to the anxiety.The paper concludes with some educational implications for foreign language teaching and learning.Students therefore need to recognize that foreign language learning(FLL) is anxiety-provoking,which is an inherent character of FLL.And their ability to deal with negative emotions should be enhanced.Besides,making thorough preparations before class will be an efficient way for learners to alleviate the foreign language anxiety.

  5. A Framework for Identifying and Analyzing Major Issues in Implementing Big Data and Data Analytics in E-Learning: Introduction to Special Issue on Big Data and Data Analytics

    Science.gov (United States)

    Corbeil, Maria Elena; Corbeil, Joseph Rene; Khan, Badrul H.

    2017-01-01

    Due to rapid advancements in our ability to collect, process, and analyze massive amounts of data, it is now possible for educational institutions to gain new insights into how people learn (Kumar, 2013). E-learning has become an important part of education, and this form of learning is especially suited to the use of big data and data analysis,…

  6. A Framework for Identifying and Analyzing Major Issues in Implementing Big Data and Data Analytics in E-Learning: Introduction to Special Issue on Big Data and Data Analytics

    Science.gov (United States)

    Corbeil, Maria Elena; Corbeil, Joseph Rene; Khan, Badrul H.

    2017-01-01

    Due to rapid advancements in our ability to collect, process, and analyze massive amounts of data, it is now possible for educational institutions to gain new insights into how people learn (Kumar, 2013). E-learning has become an important part of education, and this form of learning is especially suited to the use of big data and data analysis,…

  7. Learning from Service-Learning

    Science.gov (United States)

    Butler, Melanie

    2013-01-01

    Service-learning has the potential to change student attitudes toward a course and a subject. With this goal in mind, I have used service-learning in several courses, from introductory mathematics courses to courses for math majors, for several semesters. This article gives details on these projects as well as some ideas to extend these projects…

  8. An Analysis on Working-learning Integrated Teaching Mode or Automobile Maintenance & Repair Major%汽车维修专业"工学一体化"教学模式分析

    Institute of Scientific and Technical Information of China (English)

    江清秀

    2015-01-01

    With the reform of teaching,working-learning integrated teaching mode has become critical point to the reform of teaching in automobile maintenance and repair major in vocational colleges,it is playing an important role.and can meet the demand on competent personnel specialized in automobile maintenance and repair in social market,it also conform to the objective law of social economic development.so as to push the modernization of vocational education in our country onto a new way.%在教学改革中,"工学一体化"教学模式已成为当前职业院校汽车维修专业教学改革的关键点,扮演着重要的角色,能够满足社会市场对汽车维修专业高素质人才的需求,也是对社会经济发展客观规律的顺应. 以此,不断推动我国现代化职业教育走上全新的发展道路.

  9. 高校非艺术专业学生艺术素质培养的再思考%Reconsideration On Artistic Quality Cultivation For Non - Art Majors in Institutions Of Higher Learning

    Institute of Scientific and Technical Information of China (English)

    黄文华; 龚蓓

    2011-01-01

    高校在注重培养学生专业知识之外,还应注重给学生提供各方面素质拓展的空间,艺术素质的培养对非艺术专业的学生来说有着特殊的意义。我们应当正确认识艺术素质的培养理念,创新艺术素质培养模式和方法,创造艺术环境和氛围,使艺术的情怀、艺术的思维、艺术的能力成为大学生的重要素质。%In addition to professional know - how education, institutions of high learning should also provide more room for undergraduates with regard to various qualifies cultivation. The artistic quality cultivation is of special significance for non - art majors. As a result, we should understand in a correct manner the concept, innovate the patterns and methods for cultivating artistic level as well as create the artistic environment and atmosphere, so as to enable the artistic sentiments, thinking and capability beccane the important quality for undergraduates.

  10. Design, Development and Pilot Test of a Distributed Collaborative Science Learning Laboratory

    Science.gov (United States)

    Vazquez-Abad, Jesus; Winer, Laura R.; Chomienne, Martine; Bourdeau, Jacqueline

    1998-04-01

    One of the challenges facing distance education courses in science is the question of labs, considered an essential element in most science courses. In a project of the TeleLearning Network of Centres of Excellence (http://www.telelearn.ca/), researchers from the Universite de Montreal, the Centre Collegial de Formation a Distance, and the Universite du Quebec a Chicoutimi have been exploring the feasibility of a distributed collaborative science learning laboratory using the Internet for delivery and communication. A prototype version was developed in the context of a post-secondary course for non-science students, in which the scientific method is illustrated in three areas of physics: mechanics, electricity, and waves and optics. In this paper, we will present work done on the electricity laboaratory of the course. The presentation will cover the foundations, design, pilot testing, and work presently underway on the prototype, as well as discuss the generalisability of the principles involved.

  11. Field Trips and Their Effect on Student Achievement and Attitudes: A Comparison of Physical versus Virtual Field Trips to the Indian River Lagoon

    Science.gov (United States)

    Garner, Lesley C.; Gallo, Michael A.

    2005-01-01

    This study examined the effect of physical and virtual field trips on undergraduate, nonscience majors. No significant differences were seen in achievement, attitudes, learning styles, interactions between field trip and learning styles, or students' ability to answer questions at different levels. Results imply that both field trips promote…

  12. Turkish university students' knowledge of biotechnology and attitudes toward biotechnological applications.

    Science.gov (United States)

    Öztürk-Akar, Ebru

    2016-09-10

    This study questions the presumed relation between formal schooling and scientific literacy about biotechnologies. Comparing science and nonscience majors' knowledge of and attitudes toward biotechnological applications, conclusions are drawn if their formal learnings improve pupils' understandings of and attitudes toward biotechnology applications. Sample of the study consists of 403 undergraduate and graduate students, 198 nonscience, and 205 science majors. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were administered. Descriptive statistics (mean and percentages), t test, and correlations were used to examine the participants' knowledge of biotechnology and attitudes toward biotechnological applications and differences as regards their majors. Although the science majors had higher knowledge and attitude scores than the nonscience majors, it is not possible to say that they have sufficient knowledge of biotechnologies. Besides, the participants' attitudes toward biotechnological applications were not considerably related to their knowledge of biotechnology. © 2016 by The International Union of Biochemistry and Molecular Biology, 2016.

  13. Learning about Carbohydrates

    Science.gov (United States)

    ... or Too Short All About Puberty Learning About Carbohydrates KidsHealth > For Kids > Learning About Carbohydrates Print A ... source of energy for the body. What Are Carbohydrates? There are two major types of carbohydrates (or ...

  14. A Study on Vocabulary Learning Strategies by Tertiary - level Non - English Majors%本科学生英语词汇学习策略调查与研究(英文)

    Institute of Scientific and Technical Information of China (English)

    安孝婕; 郭少华

    2011-01-01

    Learning vocabulary is the main problem met by many tertiary - level students in the process of learning English. The paper aims at exploring vocabulary learning strategies used by high - proficiency students and low - proficiency students. The findings indicate that effective vocabulary learning strategies will facilitate vocabulary learning and are helpful to autonomous vocabulary development.%本科学生在英语学习过程中遇到的一个主要问题就是词汇学习。本文旨在研究高分组学生与低分组学生在学习词汇时所使用的学习策略。结果表明,有效的词汇学习策略能促进词汇学习并有助于学生自主学习能力的培养。

  15. The study of English-learning motivation of non-English major postgraduates of Gansu province%甘肃高校非英语专业研究生英语学习动机的调查分析和对策研究

    Institute of Scientific and Technical Information of China (English)

    胡淑兰

    2012-01-01

    By studying of English-learning motivation of non-English major postgraduates of Gansu province,the author finds there are obvious differences between postgraduates and undergraduates in English-learning motivation caused by the difference of age,the psychological state,social experience and learning initiative.Furthermore,the author also finds non-English major postgraduates have many difficulties in English learning,so only if we can motivate their inner motivation in English learning and change the traditional teaching method and content of course,we can solve their difficulties and enhance teaching efficiency.%通过对甘肃高校非英语专业研究生英语学习动机的调查,发现由于年龄、心理状态、社会阅历、学习能动性等方面的原因,在英语学习动机方面和本科生存在差异显著。此外,通过调查发现非英语专业研究生在英语学习方面存在诸多问题和困难,认为只有激发他们学习英语的内在动机、改变传统的教学方法和教学内容,才能解决其英语学习问题,提高教学效率。

  16. BCDC Major Permits

    Data.gov (United States)

    California Department of Resources — Data depicts the majority of the major permits that BCDC has issued. Data has been created by a team of interns and staff and has been digitized using maps provided...

  17. Major Sport Venues

    Data.gov (United States)

    Department of Homeland Security — The Major Public Venues dataset is composed of facilities that host events for the National Association for Stock Car Auto Racing, Indy Racing League, Major League...

  18. 参与形成性评价 激发英语学习动机——以艺术类大学生为例%Involving Formative Assessment and Promoting the English -Learning Motivation ——Taking Students Majoring in Art for Example

    Institute of Scientific and Technical Information of China (English)

    刘玉然

    2011-01-01

    动机是促使学生学习语言的内在驱动力。形成性评价是在教学过程中进行的旨在提高教学效果的评价。探索了参与形成性评价对激发艺术类大学生英语学习动机的效果。研究工具包括学生动机调查问卷,平时的非正式访谈和期末的正式访谈。研究结果表明:通过参与自我评价、同伴评价和建立学习档案袋,艺术类大学生的学习兴趣有了一定提高,努力程度大大增强。%Motivation is an inner drive for students to learn languages. Formative assessment is the assessment which is carried out by teachers during the learning process with the aim of using the results to improve instruction. This research is a tentative exploration concerning the effect of student - involved formative assessment - self assessment, peer assessment and portfolios - on motivating college students majoring in arts to learn English. The research instruments include a questionnaire investigating English -learning motivation, informal interview and formal interview. The results show that involving students majoring in art in formative assessment in English learning can help promote their motivation, especially in relation to interests and efforts. Formative assessment is proved to have some effects on motivating college students majoring in art to learn English.

  19. A Study on Attitude to Western Culture of English Majors and Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    王莉

    2013-01-01

    With different learning purposes and environment, the attitude to western culture of English majors and non-English majors is hypothetically different. But after the study conducted with the method of questionnaire, the hypothesis is proved to be wrong. Thus, the writer analyses the reasons for the problem and suggests the pedagogic practice.

  20. A Research on the Extracurricular English Learning a-mong Non-English Majors%非英语专业本科生英语课外学习现状调查

    Institute of Scientific and Technical Information of China (English)

    许润江; 左文静

    2015-01-01

    本文采用问卷和访谈的形式,在非英语专业本科学生中开展有关英语课外学习情况的调查研究。调查研究从有关英语课外学习的认知、所用时间、学习内容、学习评价等四方面进行,表明学生对于英语课外学习的认识有些偏差,英语学习大多花费在应对考试上,学习缺乏有效的评价。因此,学生的英语课外学习亟须加强。%This paper develops a research on the extracurricular English learning among university students through questionnaire and interview. The research explores from the idea, time, content and assessment of extracurricular English learning. It shows that students have inappropriate idea on extracurricular English learning and they learn English exam-oriented. Effective assess-ment is not arranged in extracurricular English learning. Thus, extracurricular English learning should be strengthened.

  1. Developing "Green" Business Plans: Using Entrepreneurship to Teach Science to Business Administration Majors and Business to Biology Majors

    Science.gov (United States)

    Letovsky, Robert; Banschbach, Valerie S.

    2011-01-01

    Biology majors team with business administration majors to develop proposals for "green" enterprise for a business plan competition. The course begins with a series of student presentations so that science students learn about the fundamentals of business, and business students learn about environmental biology. Then mixed biology-business student…

  2. Survey and Research of English Learning Motivation by Non-English-major Freshmen in Minority Area%少数民族地区非英语专业大学新生英语学习动机调查与研究

    Institute of Scientific and Technical Information of China (English)

    蔡玲

    2015-01-01

    本文以国内外二语学习动机相关理论为基础,通过对非英语专业新生英语学习动机的调查发现:少数民族地区非英语专业大学新生的语言学习动机趋于外在化。针对调查结果,文章提出了相应的教学建议。%Based on the theories of learning motivation in second language acquisition,a survey of the use of learning motiva-tion of non-English-major freshmen in minority area shows that they possess extrinsic motivation when learning English.Ac-cording to the findings the paper offers some pedagogical suggestions.

  3. 高职民航专业学生英语学习现状调查与分析%A Survey and Analysis on the Present Situation of English Learning for the Students Majoring in Civil Aviation of Higher Vocational College

    Institute of Scientific and Technical Information of China (English)

    覃和莉

    2014-01-01

    高职民航专业学生的英语学习有着特殊性,既要以英语语言知识为基础,又要满足行业英语的特点。国内外针对民航专业学生英语学习现状研究的并不是很多。通过对正德职业技术学院民航专业学生学习动机、策略、对课堂和英语考级的评价四个方面调查,发现了存在的问题并给出了相关建议。%English learning is quite particular for the students majoring in Civil Aviation of higher vocational college, which should be based on the language points, and put emphasis on vo-cational English as well. Furthermore, there aren't many surveys on the present situation of English learning. Thus a thorough sur-vey on learning motivation, learning strategy, evaluations on Eng-lish class and Preto-3 and Cet-4 training was carried out among the students majoring in Civil Aviation in Zhengde Polytechnic College. The paper reveals the existing problems and gives in-sights on the English teaching for Civil Aviation students in high-er vocational college.

  4. The Exploration and Application of Project-based Language Learning to College English Teaching in Special Majors%语言项目学习在特殊专业大学英语教学中的探索与应用

    Institute of Scientific and Technical Information of China (English)

    朱霞; 范赟

    2015-01-01

    语言项目学习是一种以学生为中心的语言教学模式。在阐述语言项目学习的内涵及教学设计过程的基础上,将其与目前我国高校特殊专业大学英语课程的教学有机结合起来,根据特殊专业大学英语教学特点及学生语言学习特殊性,结合具体教学案例,探讨基于语言项目的学习对提高特殊专业英语学习者语言输出能力的可行性研究。%Project-based language learning is a student-centered language teaching module. Based on the connotation of the lan-guage learning and teaching design process,this paper will combine it with college English teaching in special majors;according to the characteristics of college English teaching and the specialty of language learning in special majors and combined with specific teaching cases,this paper conducts the feasibility study on how to make use of language project-based learning to improve the students’ English language output ability.

  5. An Empirical Study on Influential Factors Contributing to English Learning Burnout among Non-English Majors-A Case Study of Guangxi Normal University for Nationalities%非英语专业学生大学英语学习倦怠影响因素实证研究--以广西民族师范学院为例

    Institute of Scientific and Technical Information of China (English)

    玉开慧

    2015-01-01

    English learning burnout reflects the negative learning psychology, attitudes and behaviors of contemporary non-English ma-jors with significant potential consequences for their English learning achievements, mental health and physical well-being. Based on the data collected from the questionnaires, the paper probes into theinfluential factors including personal factors and external factors contributing to the development of English learning burnout among non-English majors with the purpose of providing more empirical evi-dences for university authorities, teachers and students to construct the systems to prevent and intervene the phenomenon at its early and late stage in theory and practice.%大学英语学习倦怠反映当代非英语专业学生普遍存在的消极英语学习心里、态度和行为,其结果直接影响学生的英语成绩和身心健康。本文运用问卷调查法对影响非英语专业学生大学英语学习倦怠的个体因素和外部因素进行实证研究,旨在为学校领导、教师和学生构建早期预防和后期干预大学生英语学习倦怠体系提供理论指导和事实依据。

  6. Anxiety and Affective Strategies for English Majors in English Pronunciation Learning%英语专业学生语音学习焦虑及情感对策探讨

    Institute of Scientific and Technical Information of China (English)

    阳卓君

    2012-01-01

    焦虑是影响外语学习的一种重要情感因素。外语学习中的焦虑指的是学习者学习或使用外语时的恐惧,畏缩或不安心理。试析英语专业学生语音学习中的焦虑因素,以期给英语语音教学带来一些有益的启示。%Anxiety is one of the important affective factors influenced the foreign languages learning. Anxiety refers to the phobia, fearfulness and uneasiness of the foreign languages learners when they learn and use the foreign language. This paper analyzes anxiety in English pronunciation learning and puts forward some suggestions according to the teaching practice in order to give some enlightenment on English Pronunciation teaching.

  7. From authoritative discourse to internally persuasive discourse: discursive evolution in teaching and learning the language of science

    Science.gov (United States)

    Hsu, Pei-Ling; Roth, Wolff-Michael

    2014-09-01

    Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin's dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers.

  8. 专业英语课堂教学中“渔”与“鱼”的抉择--英语专业学生专业学习策略的探索研究%“Fishing”or“Fish”on Professional English Class-A Research on Learning Strategies of College English Majors

    Institute of Scientific and Technical Information of China (English)

    王英

    2013-01-01

    For most university English majors, there are large differences in learning strategies, which directly affect the level of students' learning efficiency and results. Generally, students can not form a higher level of English professional learning strategies independently, the strategie level directly affected by the impact of classroom teaching and English teachers. The study of correla-tion between English teachers' professional learning strategies and students learning strategies including the applications become more important and even urgent.%英语专业学生在学习过程中的学习策略存在较大差异,而学习策略水平的高低直接影响学生的学习效率和结果。学生在英语学习中一般不能自主地形成较高层次的英语专业学习策略,其学习策略水平的高低直接受课堂教学方式和英语教师的影响。因此研究英语教师对学生英语专业学习策略影响的相关性及其在课堂教学中的具体应用变得十分重要乃至迫切。

  9. Multilevel Structural Equation Models for Investigating the Effects of Computer-Based Learning in Math Classrooms on Science Technology Engineering and Math (STEM) Major Selection in 4-Year Postsecondary Institutions

    Science.gov (United States)

    Lee, Ahlam

    2017-01-01

    Background/Context: Because of the growing concern over the decline of bachelor degree recipients in the disciplines of science, technology, engineering, and math (STEM) in the U.S., several studies have been devoted to identifying the factors that affect students' STEM major choices. A majority of these studies have focused on factors relevant to…

  10. The Impact of Freshman Year Learning Community Participation on Students' Self-Reported Sense of Meaning in Life, Academic Self-Efficacy and Commitment to Academic Major at the Beginning of the Second Academic Year

    Science.gov (United States)

    Pruett, Karen Ann

    2011-01-01

    Student retention is one of the most studied areas in higher education. Much of the focus has been on providing services to aid in retention efforts from the first to the second academic year. Freshman seminar classes as well as learning community programs have become common on college campuses to provide students with the resources and support to…

  11. 数学专业本科生自我导向学习能力的现状调查与分析%Investigation and Analysis on Self-directed Learning Ability of Mathematics-major Undergraduates

    Institute of Scientific and Technical Information of China (English)

    丁亚元; 王敏; 陈克胜

    2014-01-01

    对数学专业本科生自我导向学习准备度量表进行修订,探讨数学本科生自我导向学习的现状。结果表明:数学本科生自我导向学习准备度量表具有5因素结构,该量表具有良好的信效度;数学本科生自我导向学习准备度处于中等偏上的水平;在不同因素上存在显著的性别、年级差异。在数学专业教学中,应加强数学本科生自我导向学习策略的辅导;注重数学本科生大学适应性教育;开展各种数学实践活动,提高学生创造性解决问题的能力。%Investigated mathematics undergraduates’ self-directed learning situation through revising the self-directed learning reading scale. The results showed that:Mathematics undergraduates’ self-directed learning reading scale had 5 factors of structure, the scale had good reliability and validity; mathematics undergraduates’ self-directed learning reading was in the mid to upper level; there were gender, grade differences in different factors. In mathematics teaching, we should strengthen mathematics undergraduate’ self-directed learning strategies training; pay attention to mathematics undergraduate’ adaptability education;launch the practice of mathematics, improve students’ ability to solve problems creatively.

  12. Ah-choo! Increased Risk of Pollen Allergies in the Northern Hemisphere

    Science.gov (United States)

    Constible, Juanita; Sandro, Luke

    2008-01-01

    In this problem-based learning activity designed for nonscience majors, students assume the roles of scientists working for a public relations firm. Teams of students design communication products illustrating links between climate change and pollen allergies. Students develop a variety of process skills critical to scientists, including working…

  13. Ah-choo! Increased Risk of Pollen Allergies in the Northern Hemisphere

    Science.gov (United States)

    Constible, Juanita; Sandro, Luke

    2008-01-01

    In this problem-based learning activity designed for nonscience majors, students assume the roles of scientists working for a public relations firm. Teams of students design communication products illustrating links between climate change and pollen allergies. Students develop a variety of process skills critical to scientists, including working…

  14. Turkish University Students' Knowledge of Biotechnology and Attitudes toward Biotechnological Applications

    Science.gov (United States)

    Öztürk-Akar, Ebru

    2017-01-01

    This study questions the presumed relation between formal schooling and scientific literacy about biotechnologies. Comparing science and nonscience majors' knowledge of and attitudes toward biotechnological applications, conclusions are drawn if their formal learnings improve pupils' understandings of and attitudes toward biotechnology…

  15. A major safety overhaul

    CERN Multimedia

    2003-01-01

    A redefined policy, a revamped safety course, an environmental project... the TIS (Technical Inspection and Safety) Division has begun a major safety overhaul. Its new head, Wolfgang Weingarten, explains to the Bulletin why and how this is happening.

  16. Allegheny County Major Rivers

    Data.gov (United States)

    Allegheny County / City of Pittsburgh / Western PA Regional Data Center — This dataset contains locations of major rivers that flow through Allegheny County. These shapes have been taken from the Hydrology dataset. The Ohio River,...

  17. Major operations and activities

    Energy Technology Data Exchange (ETDEWEB)

    Black, D.G.

    1995-06-01

    This section of the 1994 Hanford Site Environmental Report summarizes the major operations and activities on the site. These operations and activities include site management, waste management, environmental restoration and corrective actions, and research and technology development.

  18. Learning e-Learning

    Directory of Open Access Journals (Sweden)

    Gabriel ZAMFIR

    2009-01-01

    Full Text Available What You Understand Is What Your Cognitive Integrates. Scientific research develops, as a native environment, knowledge. This environment consists of two interdependent divisions: theory and technology. First division occurs as a recursive research, while the second one becomes an application of the research activity. Over time, theories integrate methodologies and technology extends as infrastructure. The engine of this environment is learning, as the human activity of knowledge work. The threshold term of this model is the concepts map; it is based on Bloom’ taxonomy for the cognitive domain and highlights the notion of software scaffolding which is grounded in Vygotsky’s Social Development Theory with its major theme, Zone of Proximal Development. This article is designed as a conceptual paper, which analyzes specific structures of this type of educational research: the model reflects a foundation for a theory and finally, the theory evolves as groundwork for a system. The outcomes of this kind of approach are the examples, which are, theoretically, learning outcomes, and practically exist as educational objects, so-called e-learning.

  19. Excerpts from Major Articles

    Institute of Scientific and Technical Information of China (English)

    2005-01-01

    @@ The 60 Years of the"Yellow River"Concerto and Myself:In Answering Comrade Huang Yelu's Questions What I want to speak to the youth is that,being a professional conductor,besides the necessary ability and knowledge in terms of techniques and artistry,you must also learn the spirit of Xian Xinghai.Today,one has to concern about the "two benefits"of both social and economic effects in doing almost everything.

  20. 独立学院非英语专业英语学习者动机激发策略研究%Motivational Strategies of English Learning for Non-English Majors at Private Colleges

    Institute of Scientific and Technical Information of China (English)

    刘颂

    2012-01-01

    Aided with Dornyei and Otto's process model of L2 motivation, the study is aimed to develop motivational strategies to stimulate and sustain students' English learning motivation at private colleges.%本文研究以Domyei与Otto的二语学习动机过程模式为基础,探讨激发和维持独立学院学生英语学习动机的有效策略。

  1. On the Feasibility of Portfolio Assessment in Cultivating Autonomous Learning among English Majors%利用档案袋评估提高英语专业生自主学习能力的可行性研究

    Institute of Scientific and Technical Information of China (English)

    陈璐; 方慧

    2016-01-01

    This paper focuses on proving the feasibility of portfolio assessment in cultivating English majors’au-tonomous learning from a theoretical perspective. Based on constructivism,humanism and multi- intelligence theory, portfolio assessment is proved to be applicable to cultivating English majors’learning autonomy through its positive effects on learners’motivation,self- reflection and use of learning strategies. This paper also provides with strategies to address some potential problems in the application of portfolio assessment.%本文从理论的角度重点探讨了档案袋评估模式提高学生自主学习能力的可行性。基于建构主义、人本主义和多元智能理论的档案袋评估,在学生的学习动机、学习策略、自我反思等方面发挥了积极的作用,从而促进英语专业生自主学习能力的培养。文章最后针对档案袋评估实施过程中可能出现的问题提出了相应的对策。

  2. Learning Strategies for English Listening and Speaking under Network Environment---A Case Study of English Majors in Tongren University%网络环境下英语听说学习策略的调查研究--以铜仁学院英语专业为例

    Institute of Scientific and Technical Information of China (English)

    陈颖; 裴筠

    2014-01-01

    This paper takes English majors in Tongren University as an example , mainly investigating through questionnaire on learners'use of learning strategies of English listening and speaking in the net-work teaching of English listening and speaking course .Learning strategies of English listening and speak-ing are learners'special behaviors and techniques for studying in the network teaching of English listening and speaking course .The results show that different frequencies exist in learner's use of learning strategies of English listening and speaking ,which reflects that learners will make full use of the network advantages in practice ,choose and use various net resources to realize their learning objectives through different learn-ing methods .Learners with different levels have great differences in using learning strategies ,w hile the use of learning strategies have no significant influence on English listening and speaking levels .Learners will use other learning strategies when they are using a certain strategy .The result shows that there is a high correlation among different strategies .%英语听说学习策略是学习者在英语听说网络教学中学习所使用的特殊行为和技巧。以铜仁学院英语专业学生为研究对象,通过问卷,调查英语听说课网络教学中学习者英语听说学习策略的使用情况。调查发现,英语听说学习策略使用频率的高低反映出学习者是否在听说训练中充分利用网络优势,选择和利用各种网络资源,通过不同学习手段来实现他们的学习目标;不同英语听说水平的学习者对学习策略的使用存在显著差异,但学习策略的使用对英语听说水平并没有明显影响;学习者在运用某一英语听说策略的同时会使用其他多项英语听说策略,它们之间存在较大的相关性。

  3. 理工科专业大学英语课堂学习焦虑实证研究及控制策略%An Empirical Research on Classroom English Learning Anxiety of Science and Engineering Majors and Control Strategies

    Institute of Scientific and Technical Information of China (English)

    刘彬儒; 高晓玲

    2012-01-01

    近年来,外语学习的研究已经从早期的学习者的智力、学能等认知功能,逐渐转向了学习者的态度、动机和焦虑等非理性情感因素。大学英语作为当代大学生的主要基础课程,不同水平和专业的学生都有着不同的语言焦虑情绪,其中理工科专业的大学生英语课堂学习焦虑呈现出独有的特征。本文以西华大学本科一、二年级学生作为调查对象,探讨理工科学生在大学英语课堂上的焦虑特点,从而提出相应的控制性策略和措施。%In recent years, the focus of foreign language learning research has gradually shifted from learner's cognitive abilities of intelligence and aptitude to non-emotional affective factors of attitude, motivation and anxiety. Since College English is a compulsory course for all the college students, though different in majors, they all suffer from different degrees of English learning anxieties in classroom. And the anxieties of science and engineering majors demonstrate unique characteristics. This article, based on the survey to the freshmen and sophomores of science and engineering majors in Xihua University, discusses the characteristics of English learning anxieties of science and engineering majors in classroom, and then puts forward some control strategies and measures.

  4. [Major's and Schirmer's Gaustad].

    Science.gov (United States)

    Hvattum, Mari

    2016-07-01

    The psychiatrist Herman Wedel Major planned Gaustad asylum in collaboration with his brother-in-law, the architect Heinrich Ernst Schirmer. The planning of Gaustad took place in parallel with the preparation of the first Norwegian Mental Health Act, adopted by the Storting on 30 July 1848, and Gaustad's architecture provides a good illustration of the ideals behind the mental health reform of the 19th century. In particular, Major's and Schirmer's Gaustad represents a break with Frederik Holst's ideal of the panoptic institution. Whereas Holst and his architect Christian Heinrich Grosch promoted a radial plan institution based on the type used for penitentiaries, Schirmer and Major designed a modern, pavilion-style hospital with wards placed independently in the landscape.

  5. Major international sport profiles.

    Science.gov (United States)

    Patel, Dilip R; Stier, Bernhard; Luckstead, Eugene F

    2002-08-01

    Sports are part of the sociocultural fabric of all countries. Although different sports have their origins in different countries, many sports are now played worldwide. International sporting events bring athletes of many cultures together and provide the opportunity not only for athletic competition but also for sociocultural exchange and understanding among people. This article reviews five major sports with international appeal and participation: cricket, martial arts, field hockey, soccer, and tennis. For each sport, the major aspects of physiological and biomechanical demands, injuries, and prevention strategies are reviewed.

  6. ``I Didn't Realize that Science Could Be So Useful'': Integrating Service Learning and Student Research on Water-Quality Issues within an Undergraduate Geoscience Curriculum (Invited)

    Science.gov (United States)

    Lea, P. D.; Urquhart, J.

    2010-12-01

    The title quote, from a senior geoscience major, illustrates one of the important aspects of service learning. The associated authentic research experiences benefit not only learning of geoscience concepts, but also students’ perceptions of the role of science in society. For the past two years, a wide-ranging study of water-quality dynamics in the Androscoggin Lake watershed of Maine has engaged (1) introductory students and non-science majors in spring-semester courses, (2) upper-level geoscience majors in fall-semester courses, and (3) seniors undertaking independent summer research. The overall focus of the research is to understand nutrient loading to Androscoggin Lake, which receives back-flooded water from the industrialized Androscoggin River, as well as from agricultural lands in the connecting Dead River valley. Stakeholders include the local lake association, the state DEP, pulp-mill and wastewater-plant operators, and local farmers. A key element in the project is the role adopted by the student researchers vis-à-vis policy options. Following the taxonomy of Pielke (2007, The Honest Broker: Cambridge University Press), students doing service learning may serve as issue advocates, seeking to provide scientific support for the policy positions of community partners. In contrast, we have adopted explicitly the position of honest brokers who seek to understand and communicate the workings of this complex system without advocating specific policy solutions. This approach has facilitated buy-in from a larger range of stakeholders, and encouraged students to address choices in the roles and responsibilities of scientists in policy decisions—a valuable perspective for future scientists and non-scientists alike. In service-learning courses, groups of 3 to 5 students engage in a variety of sub-projects, such as lake-bottom sediment studies, nutrient sampling in streams and lakes, developing rating curves for streamflow, and calculating phosphorus fluxes

  7. Unity in Major Themes

    DEFF Research Database (Denmark)

    Booss-Bavnbek, Bernhelm; Davis, Philip J.

    We describe and explain the desire, common among mathematicians, both for unity and independence in its major themes. In the dialogue that follows, we express our spontaneous and considered judgment and reservations; by contrasting the development of mathematics as a goal-driven process as opposed...

  8. Ways of Learning: Learning Theories and Learning Styles in the Classroom

    Science.gov (United States)

    Pritchard, Alan

    2005-01-01

    This is a detailed introduction to the major theories that lie behind children's learning styles. The book examines how to develop learning situations and how to plan and create the best opportunities for effective and lasting learning. After an introduction, six chapters are presented: (1) What Is Learning?; (2) Behaviourist Approaches; (3)…

  9. Inductive Learning

    Institute of Scientific and Technical Information of China (English)

    吴信东

    1993-01-01

    Machine learning(ML)is a major subfield of artificial intelligence(AI).It has been seen as a feasible way of avoiding the knowledge bottleneck problem in knowledge-based systems development.Research on ML has concentrated in the main on inductive learning,a paradigm for inducing rules from unordered sets of exmaples.AQ11 and ID3,the two most widespred algorithms in ML,are both inductive.This paper first summarizes AQ11,ID3 and the newly-developed extension matrix approach based HCV algorithm;and then reviews the recent development of inductive learing and automatic knowledge acquisition from data bases.

  10. Playful Learning and Montessori Education

    National Research Council Canada - National Science Library

    Angeline S Lillard

    2013-01-01

      Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning-pretend play, or fantasy-for young children...

  11. Learning Styles and Foreign Language Learning Difficulties

    Science.gov (United States)

    Castro, Obdulia; Peck, Veronica

    2005-01-01

    In order to identify what other elements besides linguistic deficits could be playing a role in foreign language learning difficulties, the Kolb Learning Styles Inventory was administered to students enrolled in regular and modified Spanish classes at a major U.S. university. Preliminary results gathered as part of a longitudinal study on learning…

  12. Major depressive disorder as a co-morbid diagnosis in ...

    African Journals Online (AJOL)

    Adele

    schizophrenia, major depressive disorder is excluded and should rather be diagnosed .... Whilst one includes the assessment of hopelessness, suicidality and the ..... ing to Abramson's reformulated learned-helplessness model.48 This entails ...

  13. 农业院校非英语专业学生英语学习现状及动机调查分析%Investigation and Analysis of English Learning Situation and Motivation of Non-English Majors of Agricultural Colleges

    Institute of Scientific and Technical Information of China (English)

    张丽丽

    2011-01-01

    调查分析了农业院校非英语专业大学生的英语学习现状及动机,并探索解决目前农业院校非英语专业大学生英语学习难题的有效方法。采用问卷调查法与访谈法,应用SPSS软件对数据进行描述性统计研究。结果表明:农业院校非英语专业学生的英语学习普遍存在着英语水平偏低、学习动力不足、学习动机不明确等问题。为此,英语教师可以采用一些强化策略,尤其是对元认知策略和社会情感策略的培训,这样才能保证学生自主学习的持久性与高效性。%In this paper,English learning situation and motivation of non-English majors of agricultural colleges were analized.Effective ways of solving problems to learn English was explored.Questionnaires and interviews were used and,SPSS software was used to research the data conducted with descriptive statistics.The results showed that non-English majors of agricultural colleges have some common learning problems,e.g.,low English proficiency,lack of motivation and unclear motivation.Therefore,English teachers can strengthen the strategy,especially meta-cognitive strategies and social affective strategies,so as to ensure that the students can sustain self-sustainability and efficiency in learning English.

  14. 开放教育英语本科英美文学类课程学习现状调查分析%A Survey of the Present Learning Situation of English and American Literature Courses for English Majors in Open Education

    Institute of Scientific and Technical Information of China (English)

    陶震华

    2011-01-01

    英美文学类课程是传统英语本科的主干课程,对培养学生的英语语言、文学知识和人文素质起着重要的作用。在开放教育环境下和"应用型"人才培养的专业目标下,我省电大学习者学习此类课程的现状如何?本文对此进行了调查与分析,发现:总体上学生对此类课程的认可度较高、学习心态积极,学习效果较好,课程学习起到了一定的人文素质培养的作用。同时也发现学生的学习基础较薄弱、英美文学课程开放自主学习意识与能力不足等问题。%English and American literature courses are traditional key courses for English majors. These courses are designed not only to help students learn the English language and appreciate Western literature, but also to cultivate their cultural sensitivity and humanistic consciousness. Under the Open Education environment, and under the cultivating object of "practicality" for English majors in Open Education, what is the present learning situation of these courses in Anhui TV University? With a questionnaire survey, this paper investigates the situation and makes a detailed analysis of it. It is found that generally these courses are welcomed by learners, the courses are learned actively and the aim of cultural and humanistic consciousness cultivation is also achieved to some degree. At the same time, there also exist some problems as students" week learning foundation and insufficient open autonomous study, etc.

  15. Characterizing the epistemological development of physics majors

    Directory of Open Access Journals (Sweden)

    Elizabeth Gire

    2009-02-01

    Full Text Available Students in introductory physics courses are likely to have views about physics that differ from those of experts. However, students who continue to study physics eventually become experts themselves. Presumably these students either possess or develop more expertlike views. To investigate this process, the views of introductory physics students majoring in physics are compared with the views of introductory physics students majoring in engineering. In addition, the views of physics majors are assessed at various stages of degree progress. The Colorado learning attitudes about science survey is used to evaluate students’ views about physics, and students’ overall survey scores and responses to individual survey items are analyzed. Beginning physics majors are significantly more expertlike than nonmajors in introductory physics courses, and this high level of sophistication is consistent for most of undergraduate study.

  16. Urdu Text Classification using Majority Voting

    Directory of Open Access Journals (Sweden)

    Muhammad Usman

    2016-08-01

    Full Text Available Text classification is a tool to assign the predefined categories to the text documents using supervised machine learning algorithms. It has various practical applications like spam detection, sentiment detection, and detection of a natural language. Based on the idea we applied five well-known classification techniques on Urdu language corpus and assigned a class to the documents using majority voting. The corpus contains 21769 news documents of seven categories (Business, Entertainment, Culture, Health, Sports, and Weird. The algorithms were not able to work directly on the data, so we applied the preprocessing techniques like tokenization, stop words removal and a rule-based stemmer. After preprocessing 93400 features are extracted from the data to apply machine learning algorithms. Furthermore, we achieved up to 94% precision and recall using majority voting.

  17. Suitability of M-Learning to Enhance Learning English Language

    Science.gov (United States)

    Fazeena, J. F.; Ekanayaka, Y.; Hewagamage, K. P.

    2013-01-01

    Mobile learning (m-Learning) is one of the major developing areas of research in the field of education. Increased power and reduced cost of computers, laptops as well as mobile devices have paved way to new ways of learning such as e-Learning and m-Learning. This paper presents findings of the first phase of a project which intends to seek the…

  18. Ramadan major dietary patterns.

    Science.gov (United States)

    Shadman, Zhaleh; Poorsoltan, Nooshin; Akhoundan, Mahdieh; Larijani, Bagher; Soleymanzadeh, Mozhdeh; Akhgar Zhand, Camelia; Seyed Rohani, Zahra Alsadat; Khoshniat Nikoo, Mohsen

    2014-09-01

    There has been no data on population based dietary patterns during the Ramadan fasting month. The purpose of this study was to detect Ramadan major dietary patterns among those who fast in Tehran. This cross-sectional study included 600 subjects, aged 18-65 with body mass index (BMI) of 18.5-40, who had decided to fast during Ramadan. Anthropometric measurements, usual physical activity level and educational status were collected two weeks before Ramadan. Information on Ramadan dietary intakes was obtained using a food frequency questionnaire and factor analysis was used to identify major dietary patterns. We identified four major dietary patterns: 1) Western-like pattern; high in fast foods, salty snacks, nuts, potato, fish, poultry, chocolates, juices; 2) high cholesterol and high sweet junk food pattern; high in pickles, sweets and condiments, butter and cream, canned fish, visceral meats and eggs; 3) Mediterranean-like pattern; high in vegetables, olive oil, dates, dairy, dried fruits, fruits, red meats, tea and coffee and 4) Ramadan-style pattern; large consumption of Halim, soups, porridges, legumes and whole grains, soft drinks, Zoolbia and Bamieh. Age was positively and inversely associated with Mediterranean-like (P = 0.003; r = 0.17) and Ramadan style (P = 0.1; r = -0.13) dietary pattern, respectively. Pre-Ramadan physical activity level was associated with a Mediterranean-like dietary pattern (P < 0.0001; r = 0.20). This study showed a Ramadan-specific dietary pattern has unique characteristics, which has not yet been identified as a model of dietary pattern. Also, among identified dietary patterns, Mediterranean-like was the healthiest.

  19. [Osteodystrophy in thalassemia major].

    Science.gov (United States)

    Bisbocci, D; Livorno, P; Modina, P; Gambino, M; Damiano, P; Cantoni, R; Villata, E; Chiandussi, L

    1993-01-01

    Subjects with thalassemia major frequently have bone disorders of debatable pathogenesis. We attempt here to analyze the relationships between siderosis and thalassemic osteodystrophy by assessing calcium-phosphorus balance, hormone-vitamin homeostasis, osteoblastic-osteoclastic activity parameters, and bone mineral density (BMD) in 30 patients with thalassemia major (16 males, 14 females, age range 17-30 years). We found a significant increase in ferritin (p < 0.001) and significant decreases in serum i-PTH, 25OHD3, 1.25(OH)2D3, osteocalcin, estradiol, testosterone and FT4 (p < 0.001) in both sexes. In all patients a net decrease of bone mineral density was documented (p < 0.001). These results were then submitted to linear regression analysis: positive correlations between BMD and FT3, testosterone, estradiol (p < 0.01), were documented, and an inverse correlation between osteocalcin and ferritin was confirmed. Our findings suggest that thalassemic osteodystrophy is the result of several inhibitory influences on osteoblastic activity and bone apposition (related to hormone deficits and siderosis) which are aggravated further by anemia, chronic hypoxia and red marrow expansion.

  20. Major obstetric hemorrhage.

    Science.gov (United States)

    Mercier, Frederic J; Van de Velde, Marc

    2008-03-01

    Major obstetric hemorrhage remains the leading cause of maternal mortality and morbidity worldwide, and is associated with a high rate of substandard care. A well-defined and multidisciplinary approach that aims to act quickly and avoid omissions or conflicting strategies is key. The most common etiologies of hemorrhage are abruptio placenta, placenta previa/accreta, uterine rupture in the antepartum period and retained placenta, uterine atony, and genital-tract trauma in the postpartum period. Basic treatment of postpartum hemorrhage relies on manual removal of the placenta or manual exploration of the uterus plus bladder emptying and oxytocin administration. If this does not arrest bleeding, or if there is any suspicion of genital-tract trauma, examination of the vagina and cervix with appropriate valves and analgesia/anesthesia must follow quickly. Postpartum uterine atony resistant to oxytocin must be treated with prostaglandin within 15 to 30 minutes; uterine balloon tamponade can be also useful at this stage. Aggressive transfusion therapy and resuscitation are mandatory in major obstetric hemorrhage. Specific invasive treatment must be considered within no more than 30 to 60 minutes, if previous measures have failed -- and even earlier in some particular etiologies. The two main options are radiologic embolization and surgical artery ligations. Recombinant factor VIIa may also be considered, but should not delay the performance of a life-saving procedure such as embolization or surgery. Hysterectomy must be implemented when all other interventions have failed.

  1. Major transitions in information technology.

    Science.gov (United States)

    Valverde, Sergi

    2016-08-19

    When looking at the history of technology, we can see that all inventions are not of equal importance. Only a few technologies have the potential to start a new branching series (specifically, by increasing diversity), have a lasting impact in human life and ultimately became turning points. Technological transitions correspond to times and places in the past when a large number of novel artefact forms or behaviours appeared together or in rapid succession. Why does that happen? Is technological change continuous and gradual or does it occur in sudden leaps and bounds? The evolution of information technology (IT) allows for a quantitative and theoretical approach to technological transitions. The value of information systems experiences sudden changes (i) when we learn how to use this technology, (ii) when we accumulate a large amount of information, and (iii) when communities of practice create and exchange free information. The coexistence between gradual improvements and discontinuous technological change is a consequence of the asymmetric relationship between complexity and hardware and software. Using a cultural evolution approach, we suggest that sudden changes in the organization of ITs depend on the high costs of maintaining and transmitting reliable information.This article is part of the themed issue 'The major synthetic evolutionary transitions'.

  2. 从含混到标准——中职商务英语专业语音语调教学之探索%From Confused to Standard-an Exploration of Phonetics and Intonation Teaching and Learning in Secondary Vocational Business English Major

    Institute of Scientific and Technical Information of China (English)

    陆俊林

    2012-01-01

    Teaching phonetics and intonation in secondary vocational Business English major, the teacher should combine it with the teaching and learning of vocabulary and listening and speaking, use all types of teaching methods such as speech organs, places of articulation, mouth, gesture, and the positive transfer of phonetics, and should all the time face the prob- lems of that secondary vocational students are passive learners and that they learn slowly and forget quickly, so he has to constantly and patiently encourage them to learn English phonet- ics and intonation.%对于中职商务英语专业语音语调教学,老师应采用立体式教学,将之与词汇教学和听说教学合三为一,同时采用发音器官、发音部位、口型、手势、语音的正迁移作用等各种教学手段,并应始终正视中职学生课后学习自主性差和难学易忘等特点,持之以恒地推动语音语调的教学。

  3. A Research on English Learning Motivation Decline Factors of Non-English Major Students of Colleges and Universities in Minority Areas%对民族地区高校非英语专业大学生英语学习动机减退因素的研究

    Institute of Scientific and Technical Information of China (English)

    姚尚莲

    2014-01-01

    In the research field of second language acquisition and foreign language learning,“Motivation decline”is a very common and obvious phenomenon. Based on Dornyei’s demotivation theory, this paper takes some research results at home and abroad as references, and discusses English learning motivation decline factors of Non-English major students of colleges and universities in minority areas through questionnaire surveys to students. To further stimulate and maintain students’English learning enthusiasm, this thesis also puts forward some feasible suggestions.%在二语习得和外语学习的研究领域里,“动机削弱”是一个非常明显的现象。本文以Dornyei 的动机减退理论为基础,借鉴了国内外研究成果,通过对四川省凉山彝族自治州西昌学院的部分学生进行问卷调查,来探讨民族地区高校非英语专业大学生英语学习动机减退的问题,并提出一些建议以更好地激发并保持学生对英语学习的热情和提高学习效果。

  4. A Probe on application of problem-based learning to promote language output in skill-oriented courses in English Major%英语专业技能课运用P BL促进语言输出的探究

    Institute of Scientific and Technical Information of China (English)

    俞霞君

    2015-01-01

    New Learning environment has challenged the classroom teaching and learning of skill⁃oriented courses in English major. This study probes the application of problem⁃based learning PBL method to promote language output. Take Comprehen⁃sive English as an example by taking four steps and through three media PBL can facilitate cognition knowledge accumulation and language use for real communicative purposes.%新教学环境对英语专业技能课的课堂教学提出了挑战。本研究探讨以语言输出为导向,运用基于问题教学模式( PBL)开展课堂教学实践。以《综合英语》课程教学为例,PBL模式通过问题解决的“四步法”及网络、课堂、书面三种媒介,促进思维认知和语言知识同步增长,并实现真实交际的语言运用。

  5. Capturing the uncultivated majority

    Energy Technology Data Exchange (ETDEWEB)

    Green, Brian D.; Keller, Martin

    2007-04-02

    The metagenomic analysis of environmental microbialcommunities continues to be a rapidly developing area of study. DNAisolation, the first step in capturing the uncultivated majority, hasseen many advances in recent years. Protocols have been developed todistinguish DNA from live versus dead cells and to separate extracellularfrom intracellular DNA. Looking to increase our understanding of the rolethat members of a microbial community play in ecological processes,several techniques have been developed that are enabling greater indepthanalysis of environmental metagenomes. These include the development ofenvironmental gene tags and the serial analysis of 16S rRNA gene sequencetags. In addition, new screening methods have been designed to select forspecific functional genes within metagenomic libraries. Finally, newcultivation methods continue to be developed to improve our ability tocapture a greater diversity of microorganisms within theenvironment.

  6. Learning How To Learn.

    Science.gov (United States)

    Barnett, Demian

    2000-01-01

    In one California high school, learning to learn is a measurable outcome assessed by all students' participation in graduation by exhibition. Students must meet state requirements and demonstrate learning prowess by publicly exhibiting their skills in math, science, language arts, social science, service learning, and postgraduation planning. (MLH)

  7. Learning How To Learn.

    Science.gov (United States)

    Barnett, Demian

    2000-01-01

    In one California high school, learning to learn is a measurable outcome assessed by all students' participation in graduation by exhibition. Students must meet state requirements and demonstrate learning prowess by publicly exhibiting their skills in math, science, language arts, social science, service learning, and postgraduation planning. (MLH)

  8. HOW TO MOTIVATE NON-ENGLISH MAJORS TO MASTER ENGLISH

    Institute of Scientific and Technical Information of China (English)

    1999-01-01

    This paper analyses the factors causing the lack of learning motivation of non-English majors,re-garded as one of the crucial reasons leading to the inefficiency of college English teaching in Chi-na.It also puts forward corresponding ways to motivate non-English majors to study English.

  9. 当前高职非英语专业学生英语网络自主学习状况调查——以江苏某省级示范性高职院校为例%Survey of Autonomous English Learning for Non-English Majors in Higher Vocational Colleges

    Institute of Scientific and Technical Information of China (English)

    廉东昌

    2012-01-01

    With the help of questionnaires,the thesis surveyed the degree of acceptance of English autonomous learning and the difficulties for non-English majors of the higher vocational colleges.It turned out that those students had a mild acceptance of autonomous English learning,and the acceptance degree was directly related to students' English level.Students with low English level had difficulties in the whole process of autonomous English learning,while students with higher or middle levels had comparatively fewer difficulties.The main reasons are the lack of insufficient autonomous learning hardware,the evaluation approach for the course and the teaching approaches.%通过调查问卷的形式,对高职非英语专业学生英语网络自主学习的认同度、自主学习困难等进行了调查。调查结果显示,高职非英语专业学生对英语网络自主学习的总体认同度处于居中水平,认同度高低与学生英语成绩紧密相关,低分组绝大多数学生在自主学习的各环节均有学习困难,高分组和中等组则相对较少,引起网络自主学习困难的主要因素是自主学习硬件条件不足、课程考核方法限制、教师教学方法限制等。根据调查结果,笔者提出了相关的应对策略。

  10. Learning How to Learn

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    Ole Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Karen M. Lauridsen, Aarhus School of Business and Social Sciences, Aarhus University, Denmark Learning Styles in Higher Education – Learning How to Learn Applying learning styles (LS) in higher education...... presented in a way that suits their individual LS preferences. In this presentation you will see how we as teachers can assist students in applying LS strategies that cater to their individual learning strengths. This will be based on general recommendations for HE teaching and learning supported...... by Constructivist learning theory and current basic knowledge of how the brain learns. The LS concept will thus be placed in a broader learning theoretical context as a strong learning and teaching tool. Participants will be offered the opportunity to have their own LS preferences established before...

  11. 非英语专业大学生词汇学习策略与英语课课时关系研究%On English Class Hours and Vocabulary Learning Strategies of Chinese Non-English Major College Students

    Institute of Scientific and Technical Information of China (English)

    郝嘉亮

    2016-01-01

    Vocabulary acquisition plays a significant role in English learning. Most of Chinese non-English major students take English classes in the first two years in college, but the English class hours are different in various colleges. Is there any relationship between the English class hours and the vocabulary learning strategies? Based on a questionnaire and some personal interviews, the paper uses the quantitative research and qualitative research to study it. The results are as follows:the more English class hours, the more time the English teachers spare to vocabulary instruction, the more various vocabulary learning strategies the students use and the more effectively students learn vocabulary. Otherwise, few English class hours could not provide teachers with the chances to give effective and enough vocabulary instructions. Teachers may despise or neglect to guide students to use vocabulary learning strategies, which greatly affects students to learn vocabulary. Thus to improve the teaching quality, the departments in colleges designing the curricula for the students should attach great importance to English class hours arrangement according to the students’ situation and demands.%词汇学习在英语学习中具有举足轻重的作用。我国本科院校(非英语专业)在大学的前两年都开设英语课,但不同院校的英语课课时安排不尽相同。采取问卷调查和访谈的方式,对课时与学生词汇学习策略之间存在的关系进行量化和质化研究。结果表明:英语课课时越多,多数教师越注重词汇教学,学生越重视运用词汇学习策略,越能有效地掌握较多的词汇。课时较少时,部分教师不能有效地进行词汇教学,轻视或忽略引导学生运用词汇学习策略,从而影响了学生学习英语词汇的效果。因此,学校应根据学生的实际情况和需求,合理安排英语课课时,提高英语教学质量。

  12. Mobile learning in medicine

    Science.gov (United States)

    Serkan Güllüoüǧlu, Sabri

    2013-03-01

    This paper outlines the main infrastructure for implicating mobile learning in medicine and present a sample mobile learning application for medical learning within the framework of mobile learning systems. Mobile technology is developing nowadays. In this case it will be useful to develop different learning environments using these innovations in internet based distance education. M-learning makes the most of being on location, providing immediate access, being connected, and acknowledges learning that occurs beyond formal learning settings, in places such as the workplace, home, and outdoors. Central to m-learning is the principle that it is the learner who is mobile rather than the device used to deliver m learning. The integration of mobile technologies into training has made learning more accessible and portable. Mobile technologies make it possible for a learner to have access to a computer and subsequently learning material and activities; at any time and in any place. Mobile devices can include: mobile phone, personal digital assistants (PDAs), personal digital media players (eg iPods, MP3 players), portable digital media players, portable digital multimedia players. Mobile learning (m-learning) is particularly important in medical education, and the major users of mobile devices are in the field of medicine. The contexts and environment in which learning occurs necessitates m-learning. Medical students are placed in hospital/clinical settings very early in training and require access to course information and to record and reflect on their experiences while on the move. As a result of this paper, this paper strives to compare and contrast mobile learning with normal learning in medicine from various perspectives and give insights and advises into the essential characteristics of both for sustaining medical education.

  13. EFRC CMSNF Major Accomplishments

    Energy Technology Data Exchange (ETDEWEB)

    D. Hurley; Todd R. Allen

    2014-09-01

    The mission of the Center for Material Science of Nuclear Fuels (CMSNF) has been to develop a first-principles-based understanding of thermal transport in the most widely used nuclear fuel, UO2, in the presence of defect microstructure associated with radiation environments. The overarching goal within this mission was to develop an experimentally validated multiscale modeling capability directed toward a predictive understanding of the impact of radiation and fission-product induced defects and microstructure on thermal transport in nuclear fuel. Implementation of the mission was accomplished by integrating the physics of thermal transport in crystalline solids with microstructure science under irradiation through multi institutional experimental and computational materials theory teams from Idaho National Laboratory, Oak Ridge National Laboratory, Purdue University, the University of Florida, the University of Wisconsin, and the Colorado School of Mines. The Center’s research focused on five major areas: (i) The fundamental aspects of anharmonicity in UO2 crystals and its impact on thermal transport; (ii) The effects of radiation microstructure on thermal transport in UO2; (iii) The mechanisms of defect clustering in UO2 under irradiation; (iv) The effect of temperature and oxygen environment on the stoichiometry of UO2; and (v) The mechanisms of growth of dislocation loops and voids under irradiation. The Center has made important progress in each of these areas, as summarized below.

  14. International experience for laparoscopic major liver resection.

    Science.gov (United States)

    Dagher, Ibrahim; Gayet, Brice; Tzanis, Dimitrios; Tranchart, Hadrien; Fuks, David; Soubrane, Olivier; Han, Ho-Seong; Kim, Ki-Hun; Cherqui, Daniel; O'Rourke, Nicholas; Troisi, Roberto I; Aldrighetti, Luca; Bjorn, Edwin; Abu Hilal, Mohammed; Belli, Giulio; Kaneko, Hironori; Jarnagin, William R; Lin, Charles; Pekolj, Juan; Buell, Joseph F; Wakabayashi, Go

    2014-10-01

    Although minor laparoscopic liver resections (LLRs) appear as standardized procedures, major LLRs are still limited to few expert teams. The aim of this study was to report the combined data of 18 international centers performing major LLR. Variables evaluated were number and type of LLR, surgical indications, number of synchronous colorectal resections, details on technical points, conversion rates, operative time, blood loss and surgical margins. From 1996 to 2014, a total of 5388 LLR were carried out including 1184 major LLRs. The most frequent indication for laparoscopic right hepatectomy (LRH) was colorectal liver metastases (37.0%). Seven centers used hand assistance or hybrid approach selectively for LRH mostly at the beginning of their experience. Seven centers apply Pringle's maneuver routinely. The conversion rate for all major LLRs was 10% and mean operative time was 291 min. Mean estimated blood loss for all major LLR was 327 ml and negative surgical margin rate was 96.5%. Major LLRs still remain challenging procedures requiring important experience in both laparoscopy and liver surgery. Stimulating the younger generation to learn and accomplish these techniques is the better way to guarantee further development of this surgical field.

  15. Application of Flipped Classroom in English Majors' Grammar Teaching%Application of Flipped Classroom in English Majors'Grammar Teaching

    Institute of Scientific and Technical Information of China (English)

    滕丽梅

    2016-01-01

    This paper analyzed how flipped classroom facilitated grammar teaching for English majors by indicating the principle status of students in class, shaping good classroom atmosphere of grammar learning and expanding English grammar teaching. Meanwhile, it raised strategies of flipped classroom applied in English majors' grammar teaching such as preparations before class and abundant teaching methods.

  16. Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

    Science.gov (United States)

    Shell, Duane F.; Soh, Leen-Kiat

    2013-12-01

    The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

  17. The relationship of parental influence on student career choice of biology and non-biology majors enrolled in a freshman biology course

    Science.gov (United States)

    Sowell, Mitzie Leigh

    Recent declines in science literacy and inadequate numbers of individuals entering science careers has heightened the importance of determining why students major in science or do not major in science and then choose a science-related career. Therefore, the purpose of this study was to examine the relationship between parental influences and student career choices of both males and females majoring and not majoring in science. This study specifically examined the constructs of parental occupation, parental involvement, and parental education levels. Aspects indicated by the participants as being influencers were also examined. In addition, differences between males and females were examined. A total of 282 students participated in the study; 122 were science majors and 160 were non-science majors. The data was collected through the use of a student information survey and the Modified Fennema-Sherman Attitude Scale. The findings suggest that students indicated the desire to help others, peers, salary, and skills as influencing their career choice. In regard to the various parental influences, mother's occupation was the only construct found as a statistically significant influencer on a student's decision to major in science. The results of this study can help educators, administrators, and policy makers understand what influences students to pursue science-related careers and possibly increase the number of students entering science-related careers. The results of the study specifically provide information that may prove useful to administrators and educators in the health science fields, particularly nursing fields. The findings provide insight into why students may choose to become nurses.

  18. Strengthen Metacognitive Learning Strategy Guidance to Improve Normal School English Majors' Autonomous Learning Ability%加强元认知学习策略指导,提高高师英语专业学生自主学习能力

    Institute of Scientific and Technical Information of China (English)

    黄茹

    2015-01-01

    元认知策略在学习策略中有着十分重要的地位,自主学习能力的培养有赖于元认知策略的掌握.本文分析了我校英语专业学生自主学习能力的现实情况,通过加强元认知策略的指导和使用提高学生的自主学习能力.%Metacognitive strategy has a very important role in the learning strategies, develop self-learning ability depends master metacognitive strategies. This paper analyzes the specialty of our school English Learner Autonomy realities, to im-prove students' self-learning ability by strengthening the guidance and the use of metacognitive strategies.

  19. 高职学生实训学习动机调查的实证研究--以厦门高职工业设计专业为例%An Empirical Study on the Investigation of Students′Learning Motivation in Higher Vocational Colleges:A Case Study of Industrial Design Major in Xiamen Higher Vocational Colleges

    Institute of Scientific and Technical Information of China (English)

    高岑

    2016-01-01

    Nowadays, with the rapid expansion of the scale in the higher vocational education, many deep-seated problems are beginning to highlight, especially that students in the vocational colleges lack of subjective initiative about their learning, relax themselves, can not handle the proportion of theory and practice study well and other issues, which in a considerable degree affect the whole training quality of higher vocational education. This paper attempts to draw on the theory of modern learning motivation, using empirical analysis method to interpret the motivation and reason analysis of vocational college students of industrial design major in the training study. From several aspects that students in higher vocational colleges should have a clear self-identity and get rid of the secular ideas;higher vocational colleges should improve career education and guide students to form a correct concept of employment and have a good career planning;training should improve studentsˊ professional skills, enhance the sense of identity, and promote employment success rate, higher vocational studentsˊcorrect training learning motivation has been shaped in order to find ways of promoting higher vocational college studentsˊlearning enthusiasm and initiative, improving learning methods and learning interests, to solve the problem of higher vocational school studentsˊlearning difficulties caused by the lack of learning motivation, and to achieve the expansion of the scale of higher vocational education and the quality promotion at the same time.%如今高等职业教育的规模迅猛扩张,诸多深层次的问题凸显,尤其是高职在校学生学习主观能动性不足,放松自我要求,实践与理论学习比例拿捏不准等问题在相当大程度上影响着整体高职教育的培养质量。本文试图借鉴现代学习动机理论,运用实证分析方法解读工业设计专业的高职学生在实训学习中呈现的动机及原因分析。从高

  20. Evaluation of the Learning Effects of Arts and Science Students in Physiology Course---Taking the Nursing Major of Huzhou University as an Example%《生理学》课程文理科生学习效果评价--以湖州师范学院护理专业为例

    Institute of Scientific and Technical Information of China (English)

    董海燕; 张红; 刘重斌; 邵慈慧; 徐霞; 泮磊

    2016-01-01

    We have carried out a random questionnaire survey among 326 arts and science students who were recruited in 2013 and are now studying in the nursing major at Huzhou University.The learn-ing interest,learning ability,extracurricular study and test scores were compared and analyzed between the students of arts and students of science.The results of the survey are as follows:in the early period of learning the science students showed greater interest than the arts students,but there is no significant difference in the mid term;the science students are more superior in learning ability than arts students, especially in the ability to understand abstract knowledge;the students of arts studied harder than those of science;There was no significant difference between them in the final assessment.These data sugges-ted that under the current"Physiology"teaching intervention,the teaching quality is not affected in the teaching of the mixed classes of students of arts and science.%采用随机问卷调查法,对湖州师范学院2013级护理专业文理科生的《生理学》课程学习兴趣、学习能力、课外学习情况和考试成绩进行调查分析。调查结果显示,课程学习初期理科生学习兴趣比文科生高,学习中期两者无显著差异;理科生学习能力,尤其是抽象知识理解能力比文科生强,;文科生课外学习方面比理科生更努力;期末考核两者无显著差异。可见,在现有《生理学》教学干预下,文理科生混合班教学不影响教学质量。

  1. KARATE WITH CONSTRUCTIVE LEARNING

    Directory of Open Access Journals (Sweden)

    Srikrishna Karanam

    2012-02-01

    Full Text Available Any conventional learning process involves the traditional hierarchy of garnering of information and then recall gathered information. Constructive learning is an important research area having wide impact on teaching methods in education, learning theories, and plays a major role in many education reform movements. It is observed that constructive learning advocates the interconnection between emotions and learning. Human teachers identify the emotions of students with varying degrees of accuracy and can improve the learning rate of the students by motivating them. In learning with computers, computers also should be given the capability to recognize emotions so as to optimize the learning process. Image Processing is a very popular tool used in the process of establishing the theory of Constructive Learning. In this paper we use the Optical Flow computation in image sequences to analyze the accuracy of the moves of a karate player. We have used the Lucas-Kanade method for computing the optical flow in image sequences. A database consisting of optical flow images by a group of persons learning karate is formed and the learning rates are analyzed in order to main constructive learning. The contours of flow images are compared with the standard images and the error graphs are plotted. Analysis of the emotion of the amateur karate player is made by observing the error plots.

  2. Assessment To Promote Deep Learning: Insight from AAHE's 2000 and 1999 Assessment Conferences. Major Addresses from "Rising Expectations for Assessment: Can We Deliver?" AAHE Assessment Conference (Charlotte, North Carolina, June 14-18, 2000) [and] Highlights of Plenary Addresses from "Assessment as Evidence of Learning: Serving Student and Society," AAHE Assessment Conference (Denver, Colorado, June 13-16, 1999).

    Science.gov (United States)

    Suskie, Linda, Ed.

    Papers from two conferences explore efforts to meet rising expectations for higher education through fair and honest assessment. The papers from the 2000 conference are: (1) "A Conversation with Jorge Klor de Alva" (interviewed by Gail Mellow); (2) "Promoting Deep Learning through Teaching and Assessment" (Noel Entwistle); (3)…

  3. Learning Networks, Networked Learning

    NARCIS (Netherlands)

    Sloep, Peter

    2011-01-01

    Sloep, P. B. (2011). Learning Networks, Networked Learning. Presentation at Annual Assembly of the European Society for the Systemic Innovation of Education - ESSIE. May, 27, 2011, Leuven, Belgium: Open University in the Netherlands.

  4. Learning Networks, Networked Learning

    NARCIS (Netherlands)

    Sloep, Peter; Berlanga, Adriana

    2010-01-01

    Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55-63. Retrieved from http://dx.doi.org/10.3916/C37-2011-02-05

  5. Learning Networks, Networked Learning

    NARCIS (Netherlands)

    Sloep, Peter; Berlanga, Adriana

    2010-01-01

    Sloep, P. B., & Berlanga, A. J. (2011). Learning Networks, Networked Learning [Redes de Aprendizaje, Aprendizaje en Red]. Comunicar, XIX(37), 55-63. Retrieved from http://dx.doi.org/10.3916/C37-2011-02-05

  6. Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction

    Science.gov (United States)

    Steele, Astrid; Brew, Christine; Rees, Carol; Ibrahim-Khan, Sheliza

    2013-02-01

    Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.

  7. 借鉴大豆主产国经验促进我国大豆产业健康发展%Learn from the Major Soybean Producing Countries Experience to Promote the Healthy Development of China's Soybean Industry

    Institute of Scientific and Technical Information of China (English)

    程遥

    2012-01-01

    China is the origin of soybean,and has planted soybean for more than five thousand years. Before the reform and o-pening up,China's soybean production and export volume ranks first in the world. Since 1996,China has become a net importer, and the import volume increased year after year,which seriously affected China's grain security. In this paper,we analyzed the reasons why China becomes a net soybean importer, and discussed the disadvantages of relying too heavily on soybean import from the perspectives of maintaining national food security and protecting the health and the wisdom of the Chinese nation. Finally, based on the experiences of major soybean producing countries, we proposed the following suggestions to develop China soybean industry:increase investments to developing well-adapted varieties and innovating cultivation and field management; adjust the layout of the soybean industry to make the production and deep processing of soybean centralized in the same region; enlarge the planting area of peanuts, rapeseed and other oil crops to replace imported transgenic soybean; enhance the policy supporting efforts to promote the rapid development of soybean industry.%我国是大豆原产国,已有五千多年种植史.改革开放前,我国大豆产量和出口量雄居世界首位,但从1996年开始,我国由大豆出口国变为大豆净进口国,且进口量连年递增,严重影响了我国粮食安全.本文简述了我国大豆由净出口国变为净进口国的发展过程,分析了其转变的原因,从维护国家粮食安全、保护中华民族健康的战略高度思考,深入分析,指出了大豆严重依赖进口对我国经济社会发展的巨大危害,并对大豆主产国在发展大豆产业方面的经验进行了总结,提出了加大科技投入培育优良品种、创新栽培和田间管理方法,调整大豆产业布局使大豆产供销精深加工集中区域化,扩大花生菜籽及其它油料作物种植替代进口大豆,加

  8. Vocabulary Quantity and Learning Strategy for the Freshmen among Special Majors of Music,Sports and Arts%音体美专业新生英语词汇量及词汇学习策略调查分析

    Institute of Scientific and Technical Information of China (English)

    王杨琴; 梁艳

    2014-01-01

    本文通过词汇测试和问卷调查的方式研究音体美新生的英语词汇量掌握情况,以及他们的词汇学习策略,旨在为实际教学服务,探讨扩大学生词汇量的方法。%It is to investigate the general vocabulary size and learning strategy of freshmen among special majors of music, sports and arts. Based on the findings, the paper aims at improving quality of college English and providing some implications on vocabulary teaching to enlarge the learners vocabulary.

  9. VOCABULARY TEACHING FOR NON—ENGLISH MAJORS

    Institute of Scientific and Technical Information of China (English)

    1993-01-01

    Introduction "How can we enlarge the students’ vocabulary?" This is a very essential problem in the teaching of Enslish as a foreign language for non-English majors in our college. Firstly, their English level is low, They are not only lack of linguistic patterns, grammar rules, but also vocabulary, Secondly, they have only three hours of intensive reading every week, They should pass 2-grade college English examination through two years studying of English. Thirdly, botn the teachers and students are in very passive position in English language teaching and learning. Almost every lesson begins with vocabulary, then text reading comprehension, and exercises, which based on the traditional method.

  10. Learning efficient correlated equilibria

    KAUST Repository

    Borowski, Holly P.

    2014-12-15

    The majority of distributed learning literature focuses on convergence to Nash equilibria. Correlated equilibria, on the other hand, can often characterize more efficient collective behavior than even the best Nash equilibrium. However, there are no existing distributed learning algorithms that converge to specific correlated equilibria. In this paper, we provide one such algorithm which guarantees that the agents\\' collective joint strategy will constitute an efficient correlated equilibrium with high probability. The key to attaining efficient correlated behavior through distributed learning involves incorporating a common random signal into the learning environment.

  11. Vocabulary Strategies Used by Non-English Majors

    Institute of Scientific and Technical Information of China (English)

    2003-01-01

    Many Chinese non-English Majors often feel confused and discouraged in remembering so many Englishwords and using them properly. The article is based on the author's teaching experience, investigation and interview.Result findings display that the methods the learners adopt are mechanic, dull and inappropriate. At last five pieces ofadvice are put forward for learners such as: teachers' guiding, how to overcome learning by rote, developing students'interest, learning about background and using English-English dictionary.

  12. Major depression with psychotic features

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/article/000933.htm Major depression with psychotic features To use the sharing features on this page, please enable JavaScript. Major depression with psychotic features is a mental disorder in ...

  13. On Analysis of Learning Effects of Three Teaching Styles in Fundamental Volleyball Classes Majoring in Physical Education%体育专业排球基础课中三种教学方式的学习结果分析

    Institute of Scientific and Technical Information of China (English)

    李会明; 李少华

    2015-01-01

    The study investigated learning effects of 92 students ,who major in physical education ,enrolled in fundamental volleyball skill classes in three teaching models ,such as practice ,reciprocal ,and inclusion style .After eight classes ,passing ,setting ,and serving skills were assessed ,the whole scores on the three aspects constituted a comprehensive score that represented students' learning effects .Results show that the mean comprehensive score of the practice group for man was significantly (p<0 .01) higher than that of the reciprocal and inclusion groups . The mean comprehensive score of the reciprocal and inclusion groups for female was significantly (p<0 .01) higher than that of the practice group ,respectively .No sig-nificant difference in the mean comprehensive score was found between the reciprocal and inclusion groups for all .After analyzing the effects of genders and three teaching styles on the learning effects by analysis of Variance ,the findings indicated that gender/teaching style has a large impact on the learning results ,the best teaching style was practice style for man ,while inclusion style for female .%对92名参加排球基础课学习的体育专业学生进行练习式、互惠式和包含式教学下的学习结果比较,对学生的发球、垫球和传球技能进行测定,结果显示:练习式教学下男生的平均综合评分显著高于互惠式和包含式教学下的评分(p<0.01),互惠式和包含式教学下女生的平均综合评分显著高于练习式教学下的评分(p<0.01),互惠式教学与包含式教学之间学生的平均综合评分无显著性差异.2种性别、3种教学方式与学习结果的2×3独立组方差分析发现,性别—教学方式相互作用对学习结果影响较大,男生的最优教学方式为练习式,女生的最优教学方式为包含式.

  14. The Adult Learning Iceberg: A Critical Review of the Work of Allen Tough.

    Science.gov (United States)

    Brookfield, Stephen

    1981-01-01

    Summarizes the major findings of Allen Tough's adult education monographs and outlines some of the criticisms of his works. Discusses Tough's theories concerning self-teaching, learning projects and major learning efforts, and the planners of learning. (CT)

  15. Understanding the Learning Process in SMEs

    Science.gov (United States)

    Carr, James; Gannon-Leary, Pat

    2007-01-01

    A major obstacle to the diffusion of management development learning technologies from Higher Education Institutions to Small and Medium-sized Enterprises (SMEs) is a lack of understanding about how SME learners learn. This article examines the nature of learning in SMEs and considers the incidence of informal support for informal learning.…

  16. How to Individualize Learning. Fastback 100.

    Science.gov (United States)

    Gartner, Alan; Riessman, Frank

    This article addresses the problem of achieving a successful program of individualized learning. Two major points are raised. First, the teacher should realize the importance of diagnosing and understanding the different learning style of each pupil. Some children learn more readily by reading, others by hearing. Some learn faster when they can be…

  17. 就业导向的高职外语专业“工学结合”课程体系初探%Discusses on Employment-Oriented English Major Curriculum System at Higher Vocational Colleges Combining Learning with Work

    Institute of Scientific and Technical Information of China (English)

    郭晓; 尹明远

    2012-01-01

    At present at higher vocational colleges in China, English major curriculum system is focusing on English skills of listening, speaking, reading and writing, but the systemic connection between English courses and other post courses has being neglected. After analyzing the present English curriculum, this paper, from the perspective of combing learning with work, explores the objective of curriculum system and the construction of the system for vocational English major.%目前我国高职外语类专业的课程设计多以突出语言的听、说、读、写技能为目的,课程体系中外语类课程与具体职业岗位业务课程之间在系统性、整体性安排方面还存在一些问题。本文在分析当前高职外语专业课程设置现状的基础上,结合"工学结合"的思想对高职院校外语专业课程体系的目标定位和课程体系的构建进行一些初步探讨。

  18. Weaving History through the Major

    Science.gov (United States)

    Mayfield, Betty

    2014-01-01

    The benefits of including the study of the history of mathematics in the education of mathematics majors have been discussed at length elsewhere. Many colleges and universities now offer a History of Mathematics course for mathematics majors, for mathematics education majors, or for general credit. At Hood College, we emphasize our commitment to…

  19. Weaving History through the Major

    Science.gov (United States)

    Mayfield, Betty

    2014-01-01

    The benefits of including the study of the history of mathematics in the education of mathematics majors have been discussed at length elsewhere. Many colleges and universities now offer a History of Mathematics course for mathematics majors, for mathematics education majors, or for general credit. At Hood College, we emphasize our commitment to…

  20. Theories of Learning and Computer-Mediated Instructional Technologies.

    Science.gov (United States)

    Hung, David

    2001-01-01

    Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

  1. Theories of Learning and Computer-Mediated Instructional Technologies.

    Science.gov (United States)

    Hung, David

    2001-01-01

    Describes four major models of learning: behaviorism, cognitivism, constructivism, and social constructivism. Discusses situated cognition; differences between learning theories and instructional approaches; and how computer-mediated technologies can be integrated with learning theories. (LRW)

  2. Exploring Pair Programming Benefits for MIS Majors

    Directory of Open Access Journals (Sweden)

    April H. Reed

    2016-12-01

    Full Text Available Pair programming is a collaborative programming practice that places participants in dyads, working in tandem at one computer to complete programming assignments. Pair programming studies with Computer Science (CS and Software Engineering (SE majors have identified benefits such as technical productivity, program/design quality, academic performance, and increased satisfaction for their participants. In this paper, pair programming is studied with Management Information Systems (MIS majors, who (unlike CS and SE majors taking several programming courses typically take only one programming course and often struggle to develop advanced programming skills within that single course. The researchers conducted two pair programming experiments in an introductory software development course for MIS majors over three semesters to determine if pair programming could enhance learning for MIS students. The program results, researchers’ direct observations, and participants’ responses to a survey questionnaire were analyzed after each experiment. The results indicate that pair programming appears to be beneficial to MIS students’ technical productivity and program design quality, specifically the ability to create programs using high-level concepts. Additionally, results confirmed increased student satisfaction and reduced frustration, as the pairs worked collaboratively to produce a program while actively communicating and enjoying the process.

  3. Application of NVC to English Teaching for Preschool Education Major

    Institute of Scientific and Technical Information of China (English)

    HU Li-rong

    2014-01-01

    In view of the present situation of college English teaching for Preschool Education Major is rather unsatisfactory, this paper briefly introduced Nonverbal Communication (NVC) and laid the emphasis on guiding college English teachers to apply useful nonverbal stimuli to inspiring Preschool Education major’s English-learning interest, improving their learning results, and helping them master various preschool English teaching skills. It further proved the nonverbal means and relative training meth-ods are helpful and practical to improve Preschool Education majors’nonverbal communicative competence and develop their preschool English teaching ability. Therefore, it will contribute to the study of English teaching for Preschool Education Major.

  4. Learning Problems

    Science.gov (United States)

    ... de los dientes Video: Getting an X-ray Learning Problems KidsHealth > For Kids > Learning Problems Print A ... for how to make it better. What Are Learning Disabilities? Learning disabilities aren't contagious, but they ...

  5. Learning Disabilities

    Science.gov (United States)

    ... Loss Surgery? A Week of Healthy Breakfasts Shyness Learning Disabilities KidsHealth > For Teens > Learning Disabilities Print A ... study engineering as he'd hoped? What Are Learning Disabilities? For someone diagnosed with a learning disability, ...

  6. The Choice of Effective Vocabulary Learning Strategies

    Institute of Scientific and Technical Information of China (English)

    刘建芳

    2015-01-01

    This paper aims to make a comparison between good and poor language learners in the use of vocabulary learning strategies.It will introduce some helpful vocabulary learning strategies to help those frustrated Chinese college non-English major learners.

  7. The Effectiveness of Professional Development in Teaching Writing-to-Learn Strategies for Science: An Evaluative Case Study

    Science.gov (United States)

    Kravchuk, Deborah A.

    With the adoption of the Common Core Learning Standards and the release of the Next Generation Science Standards, New York State students are expected to write in science classes with science writing assessments becoming an indicator of grade level literacy proficiency. The introduction of these assessments raises questions concerning the readiness of teachers to help students learn the skills needed in order to be successful on standardized tests. While such mandates stress the need for incorporating writing into the classroom, few secondary science teachers receive content-specific training in how to teach writing strategies; rather, they often receive the same professional development as their non-science colleagues. This evaluative case study examined how eight secondary science teachers in the Hyde Park Central School District perceived student outcomes as they focused on identifying the challenges encountered and overcome by transferring writing-to-learn (WTL) strategies into the classroom. Targeted professional development (PD) allowed the group of eight secondary science teachers to research WTL strategies, practice them in the classroom, and assess their success through personal and collegial reflection. The results of this study showed a positive correlation between introducing low-stakes writing in the science classroom and increased student understanding of the content presented, that short low-stakes writing prompts helped the students focus on thinking and organizing their thoughts in the science settings (Totten, 2005), and that the secondary science teachers participating in this study perceived the inclusion writing in the classroom to have a positive effect on student outcomes.

  8. Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

    Science.gov (United States)

    Goldberg, Fred; Price, Edward; Robinson, Stephen; Boyd-Harlow, Danielle; McKean, Michael

    2012-06-01

    We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via “clicker” questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

  9. 非英语专业新生英语学习自我评价与自我效能感的关系研究%On Correlations Between Self-assessment and Self-efficacy of First-year Non-English Majors in College English Learning

    Institute of Scientific and Technical Information of China (English)

    陈俊

    2015-01-01

    The study probes into the students’views on self-assessment in college English learning,their self-efficacy and correlations between self-assessment and self-efficacy of 120 first-year non-English majors students from which selected students 10 randomly by means of questionnaires and interviews.The results indicate that:1)the students’self-assessment of college English learning is at the medium level and above;2)the students’self-efficacy is generally at the medium level;3)the students’self-assessment positively cor-relates with their self-efficacy,which shows that the higher a student’s self-assessment is,the stronger his or her self-efficacy will be.%以120名一年级非英语专业大学生为研究对象,调查了学生对大学英语学习自我评价的看法、学生的自我效能感水平以及学生的自我评价与自我效能感之间的关系,并从被测试中随机抽取10名学生进行访谈,以补充说明调查问卷的结果。研究表明:学生的英语学习自我评价处于中等及以上水平;学生的总体自我效能感处于中等水平;学生英语学习自我评价与总体自我效能感呈显著正相关,这表明学生的自我评价水平越高,其自我效能感就越强。

  10. Practice and Thinking of Teaching Model of Integrating “Teaching, Learning and Training” in the Criminal Enforcement Major%“教学训”一体化教学模式在刑事执行专业的实践与思考

    Institute of Scientific and Technical Information of China (English)

    靳琳琳

    2011-01-01

    “教学训”一体化教学模式能够结合现代高职教育的人才培养目标,适应高职教育的特点.充分体现以学生为主体的先进教育理念,理论教学与实践教学有机结合,有利于培养学生的实践动手能力和创新能力.就刑事执行专业而言,只有结合专业特点,合理运用“教学训”一体化的教学模式,才能有利于培养学生进行罪犯劳动管理、罪犯教育等具体工作能力,为学生日后从事监所工作打下坚实的基础.%Teaching model of integrating "teaching, learning and training" can combine with the talent training goal of modern teaching vocational education and adapt to the characteristics of vocational education. It can fully reflect the student-oriented advanced educational philosophy, combine theory and practice teaching, help to develop the students' practice hands-on skills and innovation ability. For the criminal enforcement major, only to combine with professional features and reasonably use the teaching model of integrating "teaching, learning and training", can we help students develop their specific ability to work, such as criminals labor management, criminals education and others to lay the prison basis for students' in the future.

  11. A Survey on Learning Engagement of Japanese Majors--Based on the Difference Between Upper Level Group and Lower Level Group%我国日语专业教育学情调查报告(二)--基于学习投入理论对“上游组”与“下游组”的差异分析

    Institute of Scientific and Technical Information of China (English)

    张丽梅

    2016-01-01

    教学关系论角度的“学习投入”理论主张从行为投入、情感投入与认知投入三个维度对学习过程进行探讨。本文基于学习投入理论,对日语专业学情调查数据进行分析发现:上游学习者与下游学习者在行为投入、情感投入和认知投入上存在着明显的差异。表明学习投入三个维度(行为、情感和认知)与学习者的学业水平之间存在着重要的相关关系。换言之,两组学习者在各维度上表现出的差异可能是他们之间学业水平分层加剧的重要原因之一。%Learning engagement theory advocates exploring the learning process from three dimensions: behavioral, emotional and cognitive engagement. Based on the theory, the paper analyzes the data collected in the survey of Japanese majors. The analysis tells us that there is a significant difference in the behavioral, emotional and cognitive engagement between the upper level students and lower level students. It also shows that there is a positive correlation between students’ engagement in the three dimensions and their academic achievements. We can say that their difference in engagement is one of the important reasons for their difference in academic performance.

  12. 非英语专业研究生英语学习归因模式的调查及分析%An Investigation and Analysis of Non-English Major Postgraduates’ Modes of Self-attribution for English Learning

    Institute of Scientific and Technical Information of China (English)

    傅轶飞

    2013-01-01

      归因与学习者的动机、行为及效果密不可分,其中动机是原动力。维纳(Weiner)归因理论的三维度与六因素对学习行为具有极高的解释力。鉴于归因对期望、行为和效果的影响,归因又可分为积极和消极两种模式。对非英语专业已过和未过大学英语六级、文科和理科、男性和女性三种不同类别的研究生进行归因问卷调查,探寻其归因模式的差异,可追寻其学习效果的根由。研究发现,多数研究生都存在消极归因趋势;三种不同类型中理科和女研究生更趋于消极归因。消极归因可使学生陷入恶性循环的学习状态,严重影响其学习效果,这也是当前该群体学习状况不佳的重要原因之一。教育者应在了解学生归因现状的基础上引导他们进行积极归因,以提升学习效果。%Causal attributions for success and failure closely relate to motivation ,behavior and learning re‐sults .Motivation is the prime power that influences learners’ expectation ,behavior and learning results . Weiner’s attribution theory on three causal dimensions and six factors’ attribution model can well inter‐pret learners’ behavior .Based on its interaction on learners’ expectation ,emotional response and behav‐ior ,attribution can be divided into two kinds :positive and negative modes .An empirical study is made via questionnaire to explore the tendency of the subjects’ attribution modes .Subjects are divided into 3 groups according to course division ,sex and performance (scores of CET‐6) . The aim of the study is to find whether there is some difference in their attribution modes among the different groups .The study indicates there is a tendency of negative attribution mode especially among those who major in sciences and those fe‐male subjects .The negative attribution mode puts students into a negative cycle in their learning process , which consequently affects

  13. Classroom Learning Situation and Motivational Intensity of Non -English Majors in English Learning in Vocational Colleges%高职非英语专业学生英语课堂学习环境与学习动机强度

    Institute of Scientific and Technical Information of China (English)

    李哲

    2012-01-01

    This thesis examined the correlation between Chinese vocational college non-English majors' English class-room learning situation and English learning motivational intensity from three aspects including course - specific components, teacher - specific components and group - specific components. The results show that course - specific components are highly and positively correlated with motivational intensity. The more the learners are content with their teachers' teaching styles and teaching methods, the higher motivational intensity they will have. It was also found that there exits a moderately positive correlation between course - specific components, group - specific components and motivational intensity.%学习动机强度是学习动机的重要组成部分。学生的学习动机强度的高低能预示学生的学习成绩的好坏。以高职非英语专业学生为调查对象,运用定量的研究方法,从课程,教师和小组三个方面对其英语课堂学习环境与学习动机强度之间的相关性进行分析与研究。结果显示英语课堂学习环境中的教师因素与学习动机强度高度正相关。学生对教师的教学风格和教学方法评价越高,其学习动机强度越高。课程和小组因素也与学习动机强度呈中度正相关。

  14. Learning to aid learning.

    Science.gov (United States)

    Richards, Jacqui

    2016-01-01

    The National Health Service (NHS) is one of the largest employers in the world and, with 1.3 million staff, the biggest employer in Europe. With over three hundred different careers on offer (NHS 2015), the acquisition of skills and qualifications, through academic and clinical training, is an integral part of day-to-day life in the health service. As such, mentoring has become a significant feature in the preparation of healthcare professionals, to support students and ensure learning needs and experiences are appropriate to competency. This article examines the mentor's role, in relation to a teaching innovation designed to address students' identified learning needs to meet the requirements of the multi-professional learning and assessment in practice course NM6156. The effectiveness of the aids to learning will be assessed through an online quiz, and its usefulness will be analysed with reference to educational theories of learning and development.

  15. Do You Have Major Depression?

    Science.gov (United States)

    ... of this page please turn Javascript on. Feature: Depression Do You Have Major Depression? Past Issues / Fall 2009 Table of Contents Simple ... member may have major depression. —NIMH Types of Depression Just like other illnesses, such as heart disease, ...

  16. Strategies on teaching English vocabulary of Non-English majors

    Institute of Scientific and Technical Information of China (English)

    李辉

    2014-01-01

    As we know that mastery of vocabulary is an essential component of foreign language acquisition, and learners cannot learn a language without vocabulary. Based on the vocabulary leaning problems of Non-English majors, this article makes analysis of the main factors for the problems and tries to provide some vocabulary teaching strategies to solve the problems.

  17. Chemistry I and Clothing, Textiles and Fashion Merchandising Majors.

    Science.gov (United States)

    Clausen, Donald F.

    1980-01-01

    The application of principles learned in a first course in chemistry to chemical problems of interest to home economics majors specializing in clothing and textiles or fashion merchandising is described. Concept transfer--teaching difficult concepts in terms of an everyday analogue--is also explained and relevant laboratory experiments are…

  18. WebCT: A Major Shift of Emphasis

    Science.gov (United States)

    Morningstar, Barbara; Schubert, Jeremy; Thibeault, Kristine

    2004-01-01

    The evaluation reports in this series usually feature several products at once. The current review, however, comes at a time when one of the most widely used (and expensive) online learning management systems is undergoing a major change in its marketing strategy and corporate focus. "WebCT" is currently evolving to a new version ("WebCT Vista"),…

  19. Learning Experiences Reuse Based on an Ontology Modeling to Improve Adaptation in E-Learning Systems

    Science.gov (United States)

    Hadj M'tir, Riadh; Rumpler, Béatrice; Jeribi, Lobna; Ben Ghezala, Henda

    2014-01-01

    Current trends in e-Learning focus mainly on personalizing and adapting the learning environment and learning process. Although their increasingly number, theses researches often ignore the concepts of capitalization and reuse of learner experiences which can be exploited later by other learners. Thus, the major challenge of distance learning is…

  20. Identifying Taiwanese University Students' Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

    Science.gov (United States)

    Lin, Tzung-Jin; Liang, Jyh-Chong; Tsai, Chin-Chung

    2015-01-01

    The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this…

  1. System Quality Characteristics for Selecting Mobile Learning Applications

    Science.gov (United States)

    Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

    2015-01-01

    The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

  2. Informal and Implicit Learning: Concepts, Communalities and Differences

    Science.gov (United States)

    Straka, Gerald A.

    2009-01-01

    Informal learning and its validation has become a major issue in European and national education policy, raising the following questions. May learning be constituent for political action? Is learning the focus of validation? Is informality a feature of learning? Is implicit learning solely related to informality? To give answers, a general…

  3. Major revision facts in mathematics

    CERN Document Server

    Kumar, B N

    2009-01-01

    This book was created for students and teachers interested in mastering the basic applications of algebra, geometry, trigonometry, and statistics. This text has been proven to improve learning for students behind in their mathematics skills and knowledge, as well as those looking to strengthen their skills with confidence.

  4. Leading Schools through Major Change

    Science.gov (United States)

    Syed, Sarosh

    2013-01-01

    Changing even the smallest things in schools is hard--just ask any principal who has overseen a rescheduling of bus routes. So imagine the difficulty of getting a school to move its curriculum and instruction from familiar learning requirements to brand-new nationwide standards. Yet this is exactly the sort of change public schools in 45 states…

  5. A Survey Research on the Use of English TV Plays in Extracurricular Autonomous Learning of Non -English Major Students in Higher Vocational Colleges---Taking Nanjing Institute of Railway Technology as an Example%英文电视剧在高职高专非英语专业学生课外自主学习中的应用调查研究--以南京铁道职业技术学院为例

    Institute of Scientific and Technical Information of China (English)

    郭祯; 王凯莉

    2016-01-01

    本研究通过问卷和座谈会调查了解了高职高专非英语专业学生课外应用英文电视剧自主学习英语的情况,探讨了如何利用英文电视剧进行有效的课外英语自主学习,并建议为高职高专学生建立以英文电视剧作为英语学习资料的手机客户端。%The research contains a questionnaire survey and an interview survey to learn the use of English TV plays in extra-curricular autonomous learning of non -English major students in higher vocational colleges.It discusses the effective ways of using English TV plays in extracurricular English autonomous learning and suggests that a mobile application should be built which uses English TV plays as English learning material for students in higher vocational colleges.

  6. Accounting Teaching Module in Non-Accounting Major:Based on the Theory of Learning Circle%非会计专业的会计学实验教学模块研究:基于学习圈理论

    Institute of Scientific and Technical Information of China (English)

    2013-01-01

      非会计专业的会计学教学是一个重要问题。本文经过多年的探索,基于库伯的学习圈理论,结合王先俊先生开发的小管家会计免费软件,构建了一个由“具体经验要反思性观察要抽象概念化要积极实验”等四个适应性学习环节组成的环状结构非会计专业的会计学实验教学模块。%Accounting teaching is an important problem in non-accounting major. In this paper, after years of exploration, based on Kolb's learning Circle Theory, with Mr. Wang Xianjun developed small housekeeper accounting free software, we built an accounting experiment teaching modulering about "experi-ence-reflective-theorization-action"study structure.

  7. 建筑工程技术专业“2+1工学结合——项目导向”人才培养模式的研究与实践%A Practical Research on the Personnel Training Model of "2 + 1 Combination of Working and Learning -Project Orientation" for Architectural Engineering Technology Majors

    Institute of Scientific and Technical Information of China (English)

    蒋晓燕

    2012-01-01

    介绍建筑工程技术专业“2+1工学结合——项目导向”人才培养模式的研究和实践,主要包括:以建筑业市场需求为导向,面向职业岗位,基于工作过程,参照职业标准,整合课程体系,改革教学内容,选择建筑工程项目,设计实践教学训练环节,突出能力培养等。%This essay introduces the practical research on the personnel training model of "2 + 1 Combination of Working and Learning--Project Orientation" for architectural engineering technology majors, which includes stick- ing to the orientation of the market demand of the construction industry, catering to occupational posts;basing the training on the working process, referring to the professional standards;integrating the curriculum system, reforming the teaching contents, selecting the construction engineering projects, designing the practical training and emphasi- zing the competency cultivation.

  8. 削弱非英语专业大学新生英语学习动机的负面因素研究%The Research of factors impairing the college non-English major freshmen’s English learning motivation

    Institute of Scientific and Technical Information of China (English)

    周春红; 宋玉梅

    2013-01-01

    By way of questionnaire survey and interview, this article investigates the negative factors that impair the college non-English-major freshmen’s English learning motivation. The quantitative data of the research show that lack of English environ⁃ment, proper learning methods and supervision from and communication with the teacher are responsible for impairing the col⁃lege freshmen’s English learning motivation, and among them, lack of English environment comes first. The Spearman correla⁃tion test conducted among the questionnaire items and the end-of-test score indicates that peer pressure and lack of supervision from and communication with the teacher are correlated with the students’end-of-test score. The interview result reveals that 70%of the interviewees confessed a reduced motivation and regarded peer pressure, lack of supervision from and communication with the teacher, poor adaptability to the college English classroom as the main reasons for their de-motivation. Built upon the research results, the article puts forward some pedagogical suggestions for eliminating these negative factors that impair the college freshmen’s English learning motivation.%  文章通过问卷调查与访谈相结合的研究方法研究了削弱非英语专业大学新生英语学习动机的因素。问卷的定量数据结果显示,缺乏语用环境、英语学习方法、以及教师的监督与师生沟通是导致大学新生英语学习动机下降的主要原因,其中缺乏语用环境是首要原因;问卷各题项与被试期末考试成绩的斯皮尔曼相关性检验结果显示,直接影响被试期末考试成绩的因素为同伴压力和缺乏教师监督与师生沟通。访谈结果显示70%的受访者学习动机有所下降,同伴压力、缺乏教师的监督和关注以及适应性差是导致受访者学习动机下降的主要原因。根据研究结果提出了消除削弱非英语专业大学新生英语学习动机负面因素的建议。

  9. An Inquiry into the Setting of Professional Courses for Higher Vocational College Business English Majors in the Background of Working-Learning Combination%探析工学结合背景下高职院商务英语专业的课程设置

    Institute of Scientific and Technical Information of China (English)

    郝素珍

    2013-01-01

    School-enterprise cooperative talent cultivation mode has been accepted by more and more colleges, and it has been expanding to literature and foreign language majors with the in-creasing of employment problems and the continuous deepening of school-enterprise cooperation. Business English is a major re-quiring more practical ability, and it is more and more widely used in enterprise trade, so it has become a rapid developing ma-jor in the background of working-learning combination. But the problems existing in the present business English curriculum setting is about to be revealed with the enriching of enterprise types and the expanding of enterprise trade. Starting from the problems existing, this paper explores the new plan to improve the curriculum setting of higher vocational business English.%  校企合作人才培养模式已经被越来越多的高等院校所接受,随着就业问题的加大以及人校企合作不断加深,其专业应用范围不再局限于操作性强的技术类专业,而是向文学类、外语类等专业延展。商务英语专业是对学生实践要求较高的专业,其在企业交易中的应用范围不断扩大,成为工学结合背景下成长迅速的专业之一。但是,随着企业类型的不断丰富,企业交易范围的不断扩大,企业对掌握商务英语技能的学生要求有了相应提升,商务英语专业的课程设置上存在的问题随即暴露。本文将从目前工学结合背景下商务英语课程设置存在的问题入手,探讨改善高职院商务英语课程设置的新方案。

  10. From Botox to Behavior: Neuroscience for Non-Scientists at Emory

    Science.gov (United States)

    Roesch, Leah A.; Frenzel, Kristen

    2016-01-01

    For the past six years, we have been teaching a neuroscience for non-science majors course titled “From Botox to Behavior: Neuroscience for non-scientists.” The primary objectives for this course are to create science literate students using neuroscience concepts as the foundation. The evidence from our course assessments suggest that the students are learning fundamental concepts and developing skills of source evalution, using evidence in an argument and appreciating the role of neuroscience in society. While the course has been very successful as measured by student performance on assessments of content learning and student satisfaction, we have noticed a pervasive weakness in quantitative literacy. Our future directions include assessing what kinds of interventions and approaches work best to increase quanitative literacy among non-science majors. PMID:27980474

  11. Major Land Resource Areas (MLRA)

    Data.gov (United States)

    U.S. Geological Survey, Department of the Interior — This is a polygon coverage of the Land Resource Regions and Major Land Resource Areas of the conterminous United States. Land resource regions are geographic areas...

  12. Major Directions in Creativity Research.

    Science.gov (United States)

    Khatena, Joe

    Reviewed are major directions in creativity research in the following areas: theories of creativity; definitions; instruments to measure creativity; nurturing creativity; the disabled, disturbed, and disadvantaged; cross cultural patterns; creative imagination imagery; and measuring creative imagination imagery. (LS)

  13. Assessing Outcomes of a Realistic Major Preview in an Introductory Sport Management Course

    Science.gov (United States)

    Pierce, David; Wanless, Elizabeth; Johnson, James

    2014-01-01

    This paper assessed the outcomes of a field experience assignment (FEA) in an introductory sport management course designed as a realistic major preview. Student learning outcomes assessed were commitment to the major, intent to pursue the major, expectation of a career in sports, and perceived preparation for a career in sports. A…

  14. Lifelong Learning in Architectural Design Studio: The Learning Contract Approach

    Science.gov (United States)

    Hassanpour, B.; Che-Ani, A. I.; Usman, I. M. S.; Johar, S.; Tawil, N. M.

    2015-01-01

    Avant-garde educational systems are striving to find lifelong learning methods. Different fields and majors have tested a variety of proposed models and found varying difficulties and strengths. Architecture is one of the most critical areas of education because of its special characteristics, such as learning by doing and complicated evaluation…

  15. A Survey on Differences between Seat Choices and Learning Situation among Non-English Majors in College English Class---A Case Study of Guangxi Normal University for Nationalities%非英语专业学生大学英语课堂座位选择与学习状况差异调查--以广西民族师范学院为例

    Institute of Scientific and Technical Information of China (English)

    玉开慧; 邓大飞

    2015-01-01

    College students'attitude and behavior to seat choices in class can fully reflect their inner will and learning situation .Based on the questionnaires of A Survey on the Relationship between Seat Choices and Learning Situation among Non -English Majors in College English Class among 250 non-English ma‐jors ,the F test results show there exist in remarkable differences in students'interest ,attitude ,motiva‐tion ,plans and aims in learning regarding their different seat choices although they all are aware of the im‐portance of learning College English .Students with good learning situation tend to choose the seats in the first and middle rows while those with poor state prefer to select the ones in the last row .%大学生对课堂座位选择的态度和行为既是其内心意愿的真实反映,也是其课堂学习状况的真实表现。文章采用《大学英语课堂学生座位选择与学习状况关系调查表》对250名非英语专业学生进行调查。F检验结果表明:大部分学生都意识到学习大学英语的重要性,但不同座位区域学生的学习兴趣、态度、动机、学习计划和目标等学习状况存在显著差异。学习状况良好者倾向选择前排或中排座位区域,而多数学习状况欠佳者则选择后排座位区域。

  16. Epistemic Impact on Group Problem Solving for Different Science Majors

    CERN Document Server

    Mason, Andrew J

    2016-01-01

    Implementation of cognitive apprenticeship in an introductory physics lab group problem solving exercise may be mitigated by epistemic views toward physics of non-physics science majors. Quantitative pre-post data of the Force Concept Inventory (FCI) and Colorado Learning Attitudes About Science Survey (CLASS) of 39 students of a first-semester algebra-based introductory physics course, while describing typical results for a traditional-format course overall (g = +0.14), suggest differences in epistemic views between health science majors and life science majors which may correlate with differences in pre-post conceptual understanding. Audiovisual data of student lab groups working on a context-rich problem and students' written reflections described each group's typical dynamics and invoked epistemic games. We examined the effects of framework-based orientation (favored by biology majors) and performance-based orientation (favored by computer science, chemistry, and health science majors) on pre-post attitud...

  17. High learning how to ask born dance performance--In preschool education major students, for example%高学如何提生的舞蹈表演能力--以学前教育专业学生为例

    Institute of Scientific and Technical Information of China (English)

    王程成

    2015-01-01

    舞蹈是人类通过肢体动作表达内心丰富情感的一种艺术。我国古代乐舞理论中就有:"清动于中而行于言,言之不足故嗟叹之;嗟叹之不足故咏歌之;咏歌之不足,不知手之舞之足之蹈之也。"这也生动地说明了舞蹈是表现人们最激动的情感的产物。现如今我们很多学生在学习舞蹈时并没有抓住重点,一味的强调动作、技术技巧而忽略了舞蹈的表演能力。越来越多的舞蹈被跳成健美操、广播体操或者杂技、武术表演等等。本文从分析学前教育专业学生学习舞蹈的困难入手,通过探讨培养学前教育专业学生的表演意识的重要性,提出提高学前教育专业学生的舞蹈表演能力的有效方法。%Dance is to express rich emotions through body movements of a kind of art. Theory of ancient Chinese dance vividly illustrates the dance is the product of the most exciting emotion. Nowadays, many students in learning to dance is not focusing, blindly emphasizes the action, technical skils and ignores the dance performance. A growing number of dances were into aerobics, broadcasting gymnastics or acrobatics, martial arts performances and so on. This article from the analysis of the difficulties of preschool education professional students learn dance, through the cultivation of preschool education major students awareness of the importance of performance, put forward to improve preschool education professional students dance performance ability of the effective methods.

  18. Deep Learning for Computational Chemistry

    OpenAIRE

    Goh, Garrett B.; Hodas, Nathan O.; Vishnu, Abhinav

    2017-01-01

    The rise and fall of artificial neural networks is well documented in the scientific literature of both computer science and computational chemistry. Yet almost two decades later, we are now seeing a resurgence of interest in deep learning, a machine learning algorithm based on multilayer neural networks. Within the last few years, we have seen the transformative impact of deep learning in many domains, particularly in speech recognition and computer vision, to the extent that the majority of...

  19. Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

    Science.gov (United States)

    Morrow, C. A.; Zawaski, M.

    2004-12-01

    This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

  20. Playful Learning and Montessori Education

    Science.gov (United States)

    Lillard, Angeline S.

    2013-01-01

    Although Montessori education is often considered a form of playful learning, Maria Montessori herself spoke negatively about a major component of playful learning--pretend play, or fantasy--for young children. In this essay, the author discusses this apparent contradiction: how and why Montessori education includes elements of playful learning…

  1. Basic Learning Processes in Childhood.

    Science.gov (United States)

    Reese, Hayne W.

    This book is an introduction to the psychological study of basic learning processes in children. Written for students who are not majors in psychology and who do not have much familiarity with the technical vocabulary of psychology, it has two themes: even the most basic kinds of learning are included by cognitive processes or mental activities;…

  2. Service Learning: A Valuable Experience

    Science.gov (United States)

    Fowler, William E.; Stovall, O. Scott; Neill, John D.

    2005-01-01

    In this paper, we describe how our department recently incorporated a major service learning component into the curriculum. Specifically, we employed participation in the IRS's Volunteer Income Tax Assistance (VITA) program as an effective means of experiential and service learning for the past two years for Masters of Accountancy students. We…

  3. Catching Attention in Fiber Optics Class

    OpenAIRE

    Kezerashvili, R. Ya.; Leng, L

    2004-01-01

    Following a brief review on the history and the current development of fiber optics, the significance of teaching fiber optics for science and non-science major college students is addressed. Several experimental demonstrations designed to aid the teaching and learning process in fiber optics lectures are presented. Sample laboratory projects are also proposed to help the students to understand the physical principles of fiber optics.

  4. Mother Earth Chemistry: A Laboratory Course for Nonmajors

    Science.gov (United States)

    Roberts, J. L.; Selco, J. I.; Wacks, D. B.

    1996-08-01

    Mother Earth Chemistry is a laboratory-based course designed to introduce nonscience majors to chemistry using familiar products such as beer, soap, yogurt, and cheese as well as products made from soybeans, including soymilk, tofu, and tempeh. Students make the products and learn some of the chemistry and biochemistry involved in their home manufacture as well as the rudiments of chemical analysis, stoichiometry, and the scientific method.

  5. Implementation of the Second Major Requirement for Teacher Education Majors.

    Science.gov (United States)

    Polen, Deborah A.; And Others

    An exploratory study was conducted in North Carolina to examine the impact on teacher education programs of improved academic preparation for undergraduate teacher education majors. This report describes one such approach--the requirement that in addition to general college and teacher preparation courses, undergraduate education students complete…

  6. Major Decisions: Motivations for Selecting a Major, Satisfaction, and Belonging

    Science.gov (United States)

    Soria, Krista M.; Stebleton, Michael

    2013-01-01

    In this paper, we analyzed the relationship between students' motivations for choosing academic majors and their satisfaction and sense of belonging on campus. Based on a multi-institutional survey of students who attended large, public, research universities in 2009, the results suggest that external extrinsic motivations for selecting a major…

  7. Pectoralis major fascia in rhinoplasty.

    Science.gov (United States)

    Xavier, Rui

    2015-06-01

    Fascia is frequently used in rhinoplasty, for several different purposes. The deep temporalis fascia is most often chosen, though harvesting this fascia requires a separate surgical field that adds surgical time to the procedure and morbidity to the patient. In augmentation rhinoplasty cases as well as in many revision rhinoplasty cases, costal cartilage may be required. In these cases, when costal cartilage is harvested from the 5(th) to 7(th) ribs, pectoralis major fascia is in the surgical field and must be incised to provide access to the costal cartilage. Pectoralis major fascia is similar to the deep temporalis fascia, sharing many physical and histological characteristics with it. Pectoralis major fascia can be harvested from the same surgical field as costal cartilage and used in the nose whenever autologous costal cartilage is harvested, thus precluding the need for a separate surgical field for fascia harvest. The surgical technique for harvesting pectoralis major fascia is demonstrated, and two clinical cases of patients in whom this fascia was harvested and used in the nose are presented. Pectoralis major fascia may be considered an alternative option for use in rhinoplasty cases whenever autologous costal cartilage is used. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

  8. Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning

    Directory of Open Access Journals (Sweden)

    Jing Wu

    2014-06-01

    Full Text Available Vocabulary learning is an on-going and life-long process, which is greatly influenced by individual differences. It has been noted that there is inefficient self-directed FL vocabulary learning of college students in mainland China and non-individualized learning may be one of the major reasons. As one of the most significant individual differences, a student’s learning style is supposed to largely determine their selection of learning strategies and have an effect on learning outcomes. This paper focuses on categorizing diversified vocabulary learning tasks which activate various vocabulary learning strategies, and integrating them into a learning system along particular learning paths to cater for different learning styles. The system is also tested in an empirical study for the purpose of checking the effects of these learning paths.

  9. Personality, academic majors and performance

    DEFF Research Database (Denmark)

    Vedel, Anna; Thomsen, Dorthe Kirkegaard; Larsen, Lars

    2015-01-01

    ) in different academic majors (medicine, psychology, law, economics, political science, science, and arts/humanities), who were tested immediately after university enrolment. Study 2: six and a half years later the students’ academic records were obtained, and predictive validity of the Big Five personality...... traits and their subordinate facets was examined in the various academic majors in relation to Grade Point Average (GPA). Significant group differences in all Big Five personality traits were found between students in different academic majors. Also, variability in predictive validity of the Big Five......, but not in others. The findings call for new directions in personality–performance research with broader sampling strategies and exploration of predictive validity of the Big Five facets....

  10. Personality, academic majors and performance

    DEFF Research Database (Denmark)

    Vedel, Anna; Thomsen, Dorthe Kirkegaard; Larsen, Lars

    2015-01-01

    Personality–performance research typically uses samples of psychology students without questioning their representativeness. The present article reports two studies challenging this practice. Study 1: group differences in the Big Five personality traits were explored between students (N = 1067......) in different academic majors (medicine, psychology, law, economics, political science, science, and arts/humanities), who were tested immediately after university enrolment. Study 2: six and a half years later the students’ academic records were obtained, and predictive validity of the Big Five personality...... traits and their subordinate facets was examined in the various academic majors in relation to Grade Point Average (GPA). Significant group differences in all Big Five personality traits were found between students in different academic majors. Also, variability in predictive validity of the Big Five...

  11. The Strategies of Reading Comprehension for English Major

    Institute of Scientific and Technical Information of China (English)

    邹高飞

    2013-01-01

    Students tend to learn English in different ways. Some need to gather more examples and imitate them, while others require less. In a classroom, we, English teachers, cannot tailor the approach to each individual student, so we should make them involved personally in order to discover what works best. Teachers can introduce some strategies of learning English to the students. What are strategies? A strategy is the art of planning. After planning carefully, we can succeed in guiding our studies. In the following passage, we will discuss the strategies of reading comprehension for English majors in college.

  12. Representing the Learning Design of Units of Learning

    Directory of Open Access Journals (Sweden)

    Bill Olivier

    2004-07-01

    Full Text Available In order to capture current educational practices in eLearning courses, more advanced ‘learning design’ capabilities are needed than are provided by the open eLearning specifications hitherto available. Specifically, these fall short in terms of multi-role workflows, collaborative peer-interaction, personalization and support for learning services. We present a new specification that both extends and integrates current specifications to support the portable representation of units of learning (e.g. lessons, learning events that have advanced learning designs. This is the Learning Design specification. It enables the creation of a complete, abstract and portable description of the pedagogical approach taken in a course, which can then be realized by a conforming system. It can model multi-role teaching-learning processes and supports personalization of learning routes. The underlying generic pedagogical modelling language has been translated into a specification (a standard developed and agreed upon by domain and industry experts that was developed in the context of IMS, one of the major bodies involved in the development of interoperability specifications in the field of eLearning. The IMS Learning Design specification is discussed in this article in the context of its current status, its limitations and its future development.

  13. Designing e-learning cognitively: TSOI Hybrid Learning Model

    Directory of Open Access Journals (Sweden)

    Mun Fie Tsoi

    2008-08-01

    Full Text Available Research on learning has proposed various models for learning. However, generally, there has been an inadequate research of the application of these models for learning for example the Kolb’s experiential learning cycle or the Jarvis’s model of reflection and learning to the development of e-learning materials. This is more so especially due to lack of effective yet practical design model for designing interactive e-learning materials. Having this in mind, the TSOI Hybrid Learning Model can be used as a pedagogic model for the cognitive design of e-learning. This Model represents learning as a cyclical cognitive process. A major feature is to promote active cognitive processing in the learner for meaningful learning proceeding from inductive to deductive. Design specificity in science and chemistry education is illustrated in terms of instructional storyboarding and the research-based e-learning product developed. Learners’ cognitive abilities will be addressed as part of the research data collected.

  14. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning...... in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  15. Blended learning

    DEFF Research Database (Denmark)

    Dau, Susanne

    2016-01-01

    in blended learning are still insufficient. Moreover, blended learning is a misleading concept described as learning, despite the fact that it fundamentally is an instructional and didactic approach (Oliver & Trigwell, 2005) addressing the learning environment (Inglis, Palipoana, Trenhom & Ward, 2011......Blended Learning has been implemented, evaluated and researched for the last decades within different educational areas and levels. Blended learning has been coupled with different epistemological understandings and learning theories, but the fundamental character and dimensions of learning......) instead of the learning processes behind. Much of the existing research within the field seems to miss this perspective. The consequence is a lack of acknowledgement of the driven forces behind the context and the instructional design limiting the knowledge foundation of learning in blended learning. Thus...

  16. Majorization of quantum polarization distributions

    CERN Document Server

    Luis, Alfredo

    2016-01-01

    Majorization provides a rather powerful partial-order classification of probability distributions depending only on the spread of the statistics, and not on the actual numerical values of the variable being described. We propose to apply majorization as a meta-measure of quantum polarization fluctuations, this is to say of the degree of polarization. We compare the polarization fluctuations of the most relevant classes of quantum and classical-like states. In particular we test the Lieb's conjecture regarding classical-like states as the most polarized and a complementary conjecture that the most unpolarized pure states are the most nonclassical.

  17. Management of Major Limb Injuries

    Science.gov (United States)

    Langer, Vijay

    2014-01-01

    Management of major limb injuries is a daunting challenge, especially as many of these patients have severe associated injuries. In trying to save life, often the limb is sacrificed. The existing guidelines on managing such trauma are often confusing. There is scope to lay down such protocols along with the need for urgent transfer of such patients to a multispecialty center equipped to salvage life and limb for maximizing outcome. This review article comprehensively deals with the issue of managing such major injuries. PMID:24511296

  18. Management of Major Limb Injuries

    Directory of Open Access Journals (Sweden)

    Vijay Langer

    2014-01-01

    Full Text Available Management of major limb injuries is a daunting challenge, especially as many of these patients have severe associated injuries. In trying to save life, often the limb is sacrificed. The existing guidelines on managing such trauma are often confusing. There is scope to lay down such protocols along with the need for urgent transfer of such patients to a multispecialty center equipped to salvage life and limb for maximizing outcome. This review article comprehensively deals with the issue of managing such major injuries.

  19. Dynamic Range Majority Data Structures

    OpenAIRE

    Elmasry, Amr; HE, MENG; Munro, J. Ian; Nicholson, Patrick K.

    2011-01-01

    Given a set $P$ of coloured points on the real line, we study the problem of answering range $\\alpha$-majority (or "heavy hitter") queries on $P$. More specifically, for a query range $Q$, we want to return each colour that is assigned to more than an $\\alpha$-fraction of the points contained in $Q$. We present a new data structure for answering range $\\alpha$-majority queries on a dynamic set of points, where $\\alpha \\in (0,1)$. Our data structure uses O(n) space, supports queries in $O((\\lg...

  20. An Empirical Study on the Application and Effect of Writing Strategy Under Cooperative Learning Model by English Majors of Vocational Colleges%合作学习模式下高职高专英语专业学生写作策略使用及其效果实证研究

    Institute of Scientific and Technical Information of China (English)

    李微

    2014-01-01

    On the basis of cooperative leaning theory, this thesis makes an empirical study on the ap-plication and effect of writing strategy by English majors of vocational colleges. Major findings are as follows:(1) The frequent-used strategy in the experimental class and the controlled classes is editing strategy, while the less frequent-used strategy is drafting strategy. The experimental class uses the planning and editing strategy much more than the controlled class. As the drafting and revising strategy, the frequency used by the two classes is almost the same. (2) After the experiment, the writing proficiency of students in experi-mental class is better than the controlled class. (3) Compared with the controlled class, the experimental class has improved more in tense of verbs, subject-verb agreement and the numbers of nouns; for the use of preposition and articles, there is no obvious difference between the two classes. This study has enriched the research on the writing strategy and the cooperative learning. Besides, it has proved that cooperative learning can improve students’ writing proficiency and English learners should attach great importance to it.%以合作学习理论为基础,通过问卷调查和独立样本T检验对高职高专英语专业学生写作策略使用及其效果进行实证研究。结果表明:(1)实验班和对照班使用最多的是润色策略,最少的是初稿策略。实验班使用写前策略和润色策略比对照班要多,两班在初稿策略和修改策略使用上大致相同。(2)实验结束后,实验班的英语写作平均成绩高于对照班。(3)实验班在时态、主谓一致、名词单复数等方面的得分高于对照班,两班在介词和冠词的使用方面没有明显差异。该研究丰富了人们对写作策略和合作学习的认识,证实了合作学习模式对提高学生写作水平有促进作用,应该得到英语学习者的高度重视。