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Sample records for previously taught inquiry-based

  1. Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"

    Science.gov (United States)

    Lujan, Heidi L.; DiCarlo, Stephen E.

    2015-01-01

    The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology…

  2. Mobile Inquiry Based Learning

    NARCIS (Netherlands)

    Specht, Marcus

    2012-01-01

    Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.

  3. Assessing Student Openness to Inquiry-Based Learning in Precalculus

    Science.gov (United States)

    Cooper, Thomas; Bailey, Brad; Briggs, Karen; Holliday, John

    2017-01-01

    The authors have completed a 2-year quasi-experimental study on the use of inquiry-based learning (IBL) in precalculus. This study included six traditional lecture-style courses and seven modified Moore method courses taught by three instructors. Both quantitative and qualitative analyses were used to investigate the attitudes and beliefs of the…

  4. Effect of the inquiry-based teaching approach on students ...

    African Journals Online (AJOL)

    kofi.mereku

    mathematics as a vital tool for the understanding and application of science and .... In view of senior high school students' poor performance in circle theorems and their ..... taught using the inquiry-based approach on the other hand perceive their .... visualization and spatial reasoning to middle school mathematics students.

  5. Inquiry-based science education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens

    2010-01-01

    Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

  6. Collaborative Inquiry-based Learning

    NARCIS (Netherlands)

    Suarez, Angel

    2017-01-01

    This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and

  7. Inquiry-based learning to improve student engagement in a large first year topic

    Directory of Open Access Journals (Sweden)

    Masha Smallhorn

    2015-08-01

    Full Text Available Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

  8. An Inquiry-Based Linear Algebra Class

    Science.gov (United States)

    Wang, Haohao; Posey, Lisa

    2011-01-01

    Linear algebra is a standard undergraduate mathematics course. This paper presents an overview of the design and implementation of an inquiry-based teaching material for the linear algebra course which emphasizes discovery learning, analytical thinking and individual creativity. The inquiry-based teaching material is designed to fit the needs of a…

  9. Inquiry-based Learning in Mathematics Education

    DEFF Research Database (Denmark)

    Dreyøe, Jonas; Larsen, Dorte Moeskær; Hjelmborg, Mette Dreier

    From a grading list of 28 of the highest ranked mathematics education journals, the six highest ranked journals were chosen, and a systematic search for inquiry-based mathematics education and related keywords was conducted. This led to five important theme/issues for inquiry-based learning...

  10. The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities

    Science.gov (United States)

    D'Angelo, Heather Hopkins

    This research utilized inquiry based science as a vehicle to implement and maintain social skills training for secondary students, ages 14 to 20, with low-incidence disabilities in a self-contained classroom. This three year action research study examined the effects of an inquiry based science curriculum on the level and quantity of social skills used by students with one or more of the following challenges: significant learning disability (functioning more than two grade levels below grade level), emotional/social disability, mental retardation, Autism, and/or varying degrees of brain damage. Through the use of video recording, the students in the study were analyzed based on the level of social interaction and the amount of socialization that took place during inquiry based science. The skills sought were based on the social and communication skills earmarked in the students' weekly social skills training class and their Individualized Education Plans (IEP). Based on previous research in social skills training it has been determined that where social skills training is lacking are in the areas of transfer and maintenance of skills. Due to the natural social behavior that must take place in inquiry based science this group of students were found to exhibit gains in (1) quantity of social interactions on topic; (2) developing higher levels of social interactions (sharing, taking other's suggestions, listening and responding appropriately, etc.); and (3) maintenance of social skills taught outside of formal social skills training. These gains were seen overall in the amount of student involvement during inquiry based science verses teacher involvement. Such increases are depicted through students' verbal exchanges, excerpts from field notes, and student reflections. The findings of this research is expected to guide special educators, administrators and directors of curriculum as to how to better create curriculum for this specific population where social skills

  11. Gender Differences in Achievement in an Inquiry-Based Learning Precalculus Course

    OpenAIRE

    Thomas E. Cooper; Brad Bailey; Karen S. Briggs

    2015-01-01

    The authors conducted a two-semester quasi-experimental study in which each author taught a traditional lecture-based section of precalculus and a section using an inquiry-based approach called a Modified Moore Method in which the students worked through and presented the course material. A common final exam was used to compare student achievement. The results were compared for the overall population and by each instructor. Gender proved to be an important variable with the females performing...

  12. Meta-Analysis of Inquiry-Based Instruction Research

    Science.gov (United States)

    Hasanah, N.; Prasetyo, A. P. B.; Rudyatmi, E.

    2017-04-01

    Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.

  13. Inquiry based learning in physical education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2014-01-01

    The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

  14. Conceptualising inquiry based education in mathematics

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Artigue, Michéle

    2013-01-01

    of inquiry as a pedagogical concept in the work of Dewey (e.g. 1916, 1938) to analyse and discuss its migration to science and mathematics education. For conceptualizing inquiry-based mathematics education (IBME) it is important to analyse how this concept resonates with already well-established theoretical...... frameworks in mathematics education. Six such frameworks are analysed from the perspective of inquiry: the problem-solving tradition, the Theory of Didactical Situations, the Realistic Mathematics Education programme, the mathematical modelling perspective, the Anthropological Theory of Didactics...

  15. Inquiry-Based Examination of Chemical Disruption of Bacterial Biofilms

    Science.gov (United States)

    Redelman, Carly V.; Hawkins, Misty A. W.; Drumwright, Franklin R.; Ransdell, Beverly; Marrs, Kathleen; Anderson, Gregory G.

    2012-01-01

    Inquiry-based instruction in the sciences has been demonstrated as a successful educational strategy to use for both high school and college science classrooms. As participants in the NSF Graduate STEM Fellows in K-12 Education (GK-12) Program, we were tasked with creating novel inquiry-based activities for high school classrooms. As a way to…

  16. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    Directory of Open Access Journals (Sweden)

    Hai-Hon Chen

    2015-07-01

    Full Text Available The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, Taiwan were used as samples. Students were randomly assigned to experimental conditions by class. Twenty eight students of the experimental group were taught by the collaboration of social studies teacher and teacher-librarian; while 27 students of the controlled group were taught separately by teacher in didactic teaching method. Inquiry-Based Project Record, Inquiry-Based Project Rubrics, and school monthly test scores were used as instruments for collecting data. A t-test and correlation were used to analyze the data. The results indicate that: (1 High-end collaboration model between social studies teacher and teacher-librarian was established and implemented well in the classroom. (2There was a significant difference between the experimental group and the controlled group in individual and groups’ inquiry-based project reports. Students that were taught by the collaborative teachers got both higher inquiry-based project reports’ scores than those that were taught separately by the teachers. Experimental group’s students got higher school monthly test scores than controlled groups. Suggestions for teachers’ high-end collaboration and future researcher are provided in this paper.

  17. Inquiry-Based Learning in China: Lesson Learned for School Science Practices

    Science.gov (United States)

    Nuangchalerm, Prasart

    2014-01-01

    Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

  18. Development of guided inquiry-based laboratory worksheet on topic of heat of combustion

    Science.gov (United States)

    Sofiani, D.; Nurhayati; Sunarya, Y.; Suryatna, A.

    2018-03-01

    Chemistry curriculum reform shows an explicit shift from traditional approach to scientific inquiry. This study aims to develop a guided inquiry-based laboratory worksheet on topic of heat of combustion. Implementation of this topic in high school laboratory is new because previously some teachers only focused the experiment on determining the heat of neutralization. The method used in this study was development research consisted of three stages: define, design, and develop. In the define stage, curriculum analysis and material analysis were performed. In the design stage, laboratory optimization and product preparation were conducted. In the development stage, the product was evaluated by the experts and tested to a total of 20 eleventh-grade students. The instruments used in this study were assessment sheet and students’ response questionnaire. The assessment results showed that the guided inquiry-based laboratory worksheet has very good quality based on the aspects of content, linguistic, and graphics. The students reacted positively to the use of this guided inquiry-based worksheet as demonstrated by the results from questionnaire. The implications of this study is the laboratory activity should be directed to development of scientific inquiry skills in order to enhance students’ competences as well as the quality of science education.

  19. Ethics: Can It Be Taught

    Science.gov (United States)

    2016-04-05

    Running head: ETHICS : CAN IT BE TAUGHT? 1 Ethics : Can It Be Taught? Ancel B. Hodges Defense Acquisition University...U.S. Army Materiel Command Public Affairs ETHICS : CAN IT BE TAUGHT? 2 Approval Page Title: Ethics ...Date Submitted for Journal Publication: ETHICS : CAN IT BE TAUGHT? 3 Acknowledgements I would like to thank

  20. A Simple Inquiry-Based Lab for Teaching Osmosis

    Science.gov (United States)

    Taylor, John R.

    2014-01-01

    This simple inquiry-based lab was designed to teach the principle of osmosis while also providing an experience for students to use the skills and practices commonly found in science. Students first design their own experiment using very basic equipment and supplies, which generally results in mixed, but mostly poor, outcomes. Classroom "talk…

  1. An Inquiry-Based Laboratory Design for Microbial Ecology

    Science.gov (United States)

    Tessier, Jack T.; Penniman, Clayton A.

    2006-01-01

    There is a collective need to increase the use of inquiry-based instruction at the college level. This paper provides of an example of how inquiry was successfully used in the laboratory component of an undergraduate course in microbial ecology. Students were offered a collection of field and laboratory methods to choose from, and they developed a…

  2. Inquiry-Based Approach to Understanding Common Descent

    Science.gov (United States)

    Parker, Monica

    2010-01-01

    In this inquiry-based activity, students catalog external and internal characteristics of four different classes of animals during dissection exercises. On the basis of their accumulated data, students compare and contrast the animals, devise a phylogenetic tree, and provide reasonable characteristics for extinct transitional organisms. (Contains…

  3. Effect of the inquiry-based teaching approach on students ...

    African Journals Online (AJOL)

    The experimental group was treated with a teaching approach that integrated inquiry-based teaching into classroom discourse. Tests (pre- and post-), for assessing students' understanding of circle theorems and a questionnaire for measuring the students' perception of motivation to learn were given to the two groups ...

  4. Supporting Inquiry-based Learning with Google Glass (GPIM)

    NARCIS (Netherlands)

    Suarez, Angel; Ternier, Stefaan; Kalz, Marco; Specht, Marcus

    2015-01-01

    Wearable technology is a new genre of technology that is appearing to enhance learning in context. This manuscript introduces a Google Glass application to support Inquiry-based Learning (IBL). Applying Google Glass to IBL, we aim to transform the learning process into a more seamless, personal and

  5. Inquiry based learning as didactic model in distant learning

    NARCIS (Netherlands)

    Rothkrantz, L.J.M.

    2015-01-01

    Recent years many universities are involved in development of Massive Open Online Courses (MOOCs). Unfortunately an appropriate didactic model for cooperated network learning is lacking. In this paper we introduce inquiry based learning as didactic model. Students are assumed to ask themselves

  6. Discovering Biofilms: Inquiry-Based Activities for the Classroom

    Science.gov (United States)

    Redelman, Carly V.; Marrs, Kathleen; Anderson, Gregory G.

    2012-01-01

    In nature, bacteria exist in and adapt to different environments by forming microbial communities called "biofilms." We propose simple, inquiry-based laboratory exercises utilizing a biofilm formation assay, which allows controlled biofilm growth. Students will be able to qualitatively assess biofilm growth via staining. Recently, we developed a…

  7. Sustainable inquiry based learning with ICT. Projectrapportage. SURFInnovatieregeling Duurzaamheid & ICT

    NARCIS (Netherlands)

    Firssova, Olga; Börner, Dirk; Rusman, Ellen; Kalz, Marco; Ternier, Stefaan; Pannekeet, Kees; Specht, Marcus; Van der Klink, Marcel

    2018-01-01

    This report summarizes the results of the project “Sustainable inquiry based learning with ICT / Duurzaam onderzoekend leren met ICT” funded by the SURFnet Innovation grant for sustainable ICT solutions. This project was conducted from May 2013 to November 2013 by researchers of CELSTEC, OU. This

  8. Qualitative Assessment of Inquiry-Based Teaching Methods

    Science.gov (United States)

    Briggs, Michael; Long, George; Owens, Katrina

    2011-01-01

    A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…

  9. Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom

    Directory of Open Access Journals (Sweden)

    Karen S. Barfod

    2018-05-01

    Full Text Available Most research on outdoor education, including the Scandinavian concept udeskole (regular curriculum-based teaching outside the classroom, has focused on pupils' outcomes, whereas less has focused on teachers' practices. In this article, we described the occurrence of inquiry-based teaching in udeskole. To analyze practice, we extended the notion of inquiry-based education. Within science and mathematics education, a strong stepwise teaching approach formerly was established, called Inquiry Based Science and Mathematics Education (IBSME, emphasizing pupils' hypothesis testing, data validation and systematic experimentation. In this study, we broadened the IBSME-concept of inquiry in order to include a more holistic, non-linear teaching approach, but excluding teacher-instructed inquiry. Using this idea, we observed and documented by field notes how five experienced teachers practiced mathematics and science teaching in udeskole at primary level in Denmark. Twenty-eight outdoor days were observed. Each day was divided into separate teaching incidents with a distinct start and end. The level of teacher interference and possible choices in each teaching incidents formed the analytic background. We analyzed each of the 71 teaching incidents, and categorized each of them into one of five categories numbered 4–0. The categories designated numbers 4–2 contained the inquiry-based teaching incidents, and the categories designated 1 and 0 were categorized as “non-inquiry-based.” They contained teaching incidents where the teacher was instructing the pupils (category 1, and outdoor teaching activities with no sign of inquiry, called training activities (category 0. Our results showed that about half of the analyzed outdoor teaching practice seemed to be inquiry-based, emphasizing pupils' choice and presenting cognitive challenge. This indicates that the analyzed udeskole had the potential to support an explorative and multifaceted inquiry-based

  10. Inquiry-Based Instruction and High Stakes Testing

    Science.gov (United States)

    Cothern, Rebecca L.

    Science education is a key to economic success for a country in terms of promoting advances in national industry and technology and maximizing competitive advantage in a global marketplace. The December 2010 Program for International Student Assessment (PISA) ranked the United States 23rd of 65 countries in science. That dismal standing in science proficiency impedes the ability of American school graduates to compete in the global market place. Furthermore, the implementation of high stakes testing in science mandated by the 2007 No Child Left Behind (NCLB) Act has created an additional need for educators to find effective science pedagogy. Research has shown that inquiry-based science instruction is one of the predominant science instructional methods. Inquiry-based instruction is a multifaceted teaching method with its theoretical foundation in constructivism. A correlational survey research design was used to determine the relationship between levels of inquiry-based science instruction and student performance on a standardized state science test. A self-report survey, using a Likert-type scale, was completed by 26 fifth grade teachers. Participants' responses were analyzed and grouped as high, medium, or low level inquiry instruction. The unit of analysis for the achievement variable was the student scale score average from the state science test. Spearman's Rho correlation data showed a positive relationship between the level of inquiry-based instruction and student achievement on the state assessment. The findings can assist teachers and administrators by providing additional research on the benefits of the inquiry-based instructional method. Implications for positive social change include increases in student proficiency and decision-making skills related to science policy issues which can help make them more competitive in the global marketplace.

  11. Inquiry-Based Instruction in the Social Studies: Successes and Challenges

    Science.gov (United States)

    Beshears, Crystal M.

    2012-01-01

    The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide…

  12. Exercise in Inquiry: Critical Thinking in an Inquiry-Based Exercise Physiology Laboratory Course.

    Science.gov (United States)

    DiPasquale, Dana M.; Mason, Cheryl L.; Kolkhorst, Fred W.

    2003-01-01

    Describes an inquiry-based teaching method implemented in an undergraduate exercise physiology laboratory course. Indicates students' strong, positive feelings about the inquiry-based teaching method and shows that inquiry-based learning results in a higher order of learning not typically observed in traditional style classes. This teaching method…

  13. Immunology taught by rats

    OpenAIRE

    Klenerman, P; Barnes, EJ

    2017-01-01

    Immunology may be best taught by viruses, and possibly by humans, but the rats of New York City surprisingly also have plenty to offer. A survey published in 2014 of the pathogens carried by rats trapped in houses and parks in Manhattan identified a huge burden of infectious agents in these animals, including several novel viruses. Among these are Norway rat hepaciviruses (NrHVs), which belong to the same family as hepatitis C virus (HCV). NrHVs were found in rat livers, raising the possibili...

  14. Investigation of Inquiry-based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study

    Science.gov (United States)

    Weiland, Sunny Minelli

    This study implemented a qualitative approach to examine the phenomenon of "inquiry-based science pedagogy or inquiry instruction" as it has been experienced by individuals. Data was collected through online open-ended surveys, focus groups, and teacher reported self-reflections to answer the research questions: 1) How do middle level science teachers conceptualize "inquiry-based instruction?" 2) What are preferred instructional strategies for implementation in middle level science classrooms? And 3) How do middle level science teachers perceive the connection between science instruction and student learning? The participants within this research study represent 33 percent of teachers in grades 5 through 9 within six school districts in northeastern Pennsylvania. Of the 12 consent forms originally obtained, 10 teachers completed all three phases of the data collection, including the online survey, participation in focus groups, and teacher self-reflection. 60 percent of the participants taught only science, and 40 percent taught all content areas. Of the ten participants, 50 percent were certified teachers of science and 50 percent were certified as teachers of elementary education. 70 percent of the research participants reflected having obtained a master's, with 60 percent of these degrees being received in areas of education, and 10 percent in the area of science. The research participants have a total of 85 collective years of experience as professional educators, with the average years of experience being 8.5 years. Analysis of data revealed three themes related to research question #1) How do middle-level science teachers conceptualize inquiry-based instruction? and sub-question #1) How do middle-level science teachers characterize effective instruction? The themes that capture the essence of teachers' formulation of inquiry-based instruction that emerged in this study were student centered, problem solving, and hands-on . Analysis of data revealed one theme

  15. Epistemic Purposes to Prompt Argumentation in inquiry-based classes

    Directory of Open Access Journals (Sweden)

    Arthur Tadeu Ferraz

    2017-04-01

    Full Text Available Considering the growth in interest on argumentation in research on science education, in this paper our goal is to propose an overview of actions taken by a teacher that made possible to establish and mediate production of arguments by the students in classroom. For this purpose, we analyze a physics lesson where discussions were about light duality, through a planned inquiry-based sequence teaching. We developed a set of codes called Epistemic Purposes for Promotion of Argumentation that allow understanding teacher's purposes as well his actions to promote argumentation among students during inquiry-based lessons. According to theoretical proposition and empirical analysis, it was revealed that the construction of arguments by students has a high dependence on how ideas are problematized by teacher. The construction of understanding  by students requires teacher actions that result in contributions of different kinds.

  16. A Multi-Faceted Approach to Inquiry-Based Learning

    Science.gov (United States)

    Brudzinski, M. R.; Sikorski, J.

    2009-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make several adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome. A stepwise approach to this transformation is likely to be more manageable for individual faculty or departments. In this session, we will describe several features that we are implementing in our introductory geology course with the ultimate goal of converting to an entirely inquiry-based approach. Our project is part of the Miami University initiative in the top 25 enrolled courses to move towards the “student as scholar” model for engaged learning. Some of the features we developed for our course include: student learning outcomes, student development outcomes, out-of-class content quizzes, in-class conceptests, pre-/post-course assessment, reflective knowledge surveys, and daily group activities.

  17. How does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?

    Science.gov (United States)

    Whittington, Kayla Lee

    This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey and from student content knowledge assessments showed growth in student belief of their own abilities in the science classroom. Qualitative data gathered from student observations and interviews performed at the conclusion of the Earth Science unit further show gains in student understanding and attitudes. This study adds to the existing literature on the importance of standard aligned, inquiry based science curriculum that provides time for students to engage in science practices.

  18. Implementation and outcomes of inquiry-based learning in mathematics content courses for pre-service teachers

    Science.gov (United States)

    Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah

    2016-02-01

    This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities, separately targeting elementary and secondary pre-service teachers. Classroom observation established that the courses were taught with student-centred methods that were comparable to those used in IBL courses for students in mathematics-intensive fields at the same institutions. To measure pre-service teachers' gains in mathematical knowledge for teaching, we administered the Learning Mathematics for Teaching (LMT) instrument developed by Hill, Ball and Schilling for in-service teacher professional development. Results from the LMT show that pre-service teachers made significant score gains from beginning to end of their course, while data from interviews and from surveys of learning gains show that pre-service teachers viewed their gains as relevant to their future teaching work. Measured changes on pre-/post-surveys of attitudes and beliefs were generally supportive of learning mathematics but modest in magnitude. The study is distinctive in applying the LMT to document pre-service teachers' growth in mathematical knowledge for teaching. The study also suggests IBL is an approach well suited to mathematics departments seeking to strengthen their pre-service teacher preparation offerings in ways consistent with research-based recommendations.

  19. Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education

    Directory of Open Access Journals (Sweden)

    Bayu Sandika

    2018-03-01

    Full Text Available Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department at the IAIN Jember. The learning process was conducted in two meetings in November 2017. The enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. Research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture.

  20. Collaborative CPD and inquiry-based science in the classroom

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    on the teaching of science and on collaboration. Qualitative data obtained by following the same teacher teaching Science & Technology from 4th to 6th grade are used to discuss changes in her classroom practice; in particular concerning inquiry-based methods shown in earlier QUEST-research to be understood......Continuous Professional Development (CPD) is crucial for reforming science teaching, but more knowledge is needed about how to embed CPD in teachers’ daily work. The Danish QUEST-project is a long-term collaborative CPD-project designed informed by research and with activities changing rhythmically...... between seminars, individual trials in own classroom, and collaborative activities in the science-team at local schools. The QUEST research is aimed at understanding the relation between individual and social changes. In this study, quantitative data are used to compare the perceived effect from QUEST...

  1. Assessment for Learning in Inquiry Based Science Education

    DEFF Research Database (Denmark)

    Fornaguera, Cristina Carulla

    The study looks at assessment for learning and Inquiry Based Science Education —IBSE— as concepts established in a diversity of geographical areas, where the traditional summative assessment shapes what most individuals share as being experienced as assessment. Based on Leontiev and Radford...... the analytical process. The main contribution was the analysis and the results of researcher movement from a view of assessment considering learning as a psychological process in the mind, independent of the everyday life of individuals, towards one considering the inseparability of collective and individual...... as identifying and differentiating forms of researching assessment, changing the researcher’s perspective on research, and imagining a new theoretical approach to assessment for learning....

  2. Inquiry-based problem solving in introductory physics

    Science.gov (United States)

    Koleci, Carolann

    What makes problem solving in physics difficult? How do students solve physics problems, and how does this compare to an expert physicist's strategy? Over the past twenty years, physics education research has revealed several differences between novice and expert problem solving. The work of Chi, Feltovich, and Glaser demonstrates that novices tend to categorize problems based on surface features, while experts categorize according to theory, principles, or concepts1. If there are differences between how problems are categorized, then are there differences between how physics problems are solved? Learning more about the problem solving process, including how students like to learn and what is most effective, requires both qualitative and quantitative analysis. In an effort to learn how novices and experts solve introductory electricity problems, a series of in-depth interviews were conducted, transcribed, and analyzed, using both qualitative and quantitative methods. One-way ANOVA tests were performed in order to learn if there are any significant problem solving differences between: (a) novices and experts, (b) genders, (c) students who like to answer questions in class and those who don't, (d) students who like to ask questions in class and those who don't, (e) students employing an interrogative approach to problem solving and those who don't, and (f) those who like physics and those who dislike it. The results of both the qualitative and quantitative methods reveal that inquiry-based problem solving is prevalent among novices and experts, and frequently leads to the correct physics. These findings serve as impetus for the third dimension of this work: the development of Choose Your Own Adventure Physics(c) (CYOAP), an innovative teaching tool in physics which encourages inquiry-based problem solving. 1Chi, M., P. Feltovich, R. Glaser, "Categorization and Representation of Physics Problems by Experts and Novices", Cognitive Science, 5, 121--152 (1981).

  3. Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

    Science.gov (United States)

    Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

    2016-01-01

    To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

  4. Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

    Science.gov (United States)

    Qablan, Ahmad M.; DeBaz, Theodora

    2015-01-01

    Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

  5. Inquiry-based leadership : The influence of affective attitude, experienced social pressure and self-efficacy

    NARCIS (Netherlands)

    Uiterwijk-Luijk, L.; Krüger, M.; Zijlstra, B.; Volman, M.

    2017-01-01

    Purpose The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s

  6. Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning

    Science.gov (United States)

    Bolton, Elizabeth B.; Brennan, M. A.; Terry, Bryan D.

    2009-01-01

    This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a…

  7. Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

    Science.gov (United States)

    Nuangchalerm, Prasart

    2013-01-01

    Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

  8. Demonstrating Inquiry-Based Teaching Competencies in the Life Sciences--Part 2

    Science.gov (United States)

    Thompson, Stephen

    2007-01-01

    This set of botany demonstrations is a continuation of the inquiry-based lecture activities that provide realistic connections to the history and nature of science and employ technology in data collection. The demonstrations also provide examples of inquiry-based teaching practices in the life sciences. (Contains 5 figures.) [For Part 1, see…

  9. Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

    Science.gov (United States)

    Mumba, F.; Banda, A.; Chabalengula, V. M.

    2015-01-01

    Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

  10. Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

    Science.gov (United States)

    Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

    2012-01-01

    The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

  11. Inquiry-Based Leadership: The Influence of Affective Attitude, Experienced Social Pressure and Self-Efficacy

    Science.gov (United States)

    Uiterwijk-Luijk, Lisette; Krüger, Meta; Zijlstra, Bonne; Volman, Monique

    2017-01-01

    Purpose: The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader's inquiry habit of mind, data literacy, and the…

  12. An Inquiry-Based Approach of Traditional "Step-by-Step" Experiments

    Science.gov (United States)

    Szalay, L.; Tóth, Z.

    2016-01-01

    This is the start of a road map for the effective introduction of inquiry-based learning in chemistry. Advantages of inquiry-based approaches to the development of scientific literacy are widely discussed in the literature. However, unless chemistry educators take account of teachers' reservations and identified disadvantages such approaches will…

  13. Principles of an inquiry-based approach to the teaching of litterature

    DEFF Research Database (Denmark)

    Hansen, Thomas Illum; Gissel, Stig Toke; Kaspersen, Peter

    and to what extent is the teaching of literature in Denmark currently inquiry-based? • How could such an approach inform interventions in practice in Danish secondary education and principles of inquiry-based course designs? General reading comprehension strategies are not suitable for aesthetic texts...

  14. Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

    International Nuclear Information System (INIS)

    Tran, Trinh-Ba; Ed van den Berg, Ed; Beishuizen, Jos; Ellermeijer, Ton

    2015-01-01

    Integration of technology (e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers’ learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2–3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

  15. Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

    Science.gov (United States)

    Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

    2016-05-01

    Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life

  16. The Utilization of Inquiry-Based Science Instruction in Connecticut

    Science.gov (United States)

    Bozzuto, David M.

    The purpose of this study was to explore the perspectives of practitioners of inquiry-based instruction from 35 Connecticut school districts. The source of the participants, Connecticut State Science Assessment Advisory Committee members, and their involvement in science education acted to bound the research. Using a multiple case study design, data were gathered from 28 participants: teachers n = 21, curriculum leaders n = 4, professional development experts n = 2, and state education advisor/ teacher preparation expert n = 1 involved with Connecticut schools. Each participant was asked to complete an online demographic and inquiry utilization questionnaire. From the results of the questionnaires, a cadre of 11 participants was selected to participate in semi-structured interviews. A round of follow-up interviews of five key participants was conducted to further clarify the phenomenon. Two of the follow up interviewees were observed using the EQUIP rubric to assess inquiry implementation. Artifacts such as minutes, PowerPoint presentations, and a reflexive journal were collected throughout the study. An inductive approach to content analysis of data from the survey and interviews was used to explore constructs, themes, and patterns. After segmentation took place, the data were categorized to allow patterns and constructs to emerge. The data were reduced based on the emergent design and those reductions, or themes, were informed by ongoing data collection using constant comparison as different levels of codes emerge. Data collection further informed data analysis and future data collection. Initial coding of patterns was reduced until theoretical saturation occurred and the data allowed five thematic findings to emerge from the data. The five themes were: teach, process, impasse, develop, and support. The significance of each theme and its implication for practitioners and researchers were discussed and offered, respectively.

  17. weSPOT: Working Environment with Social and Personal Open Tools for inquiry based learning

    NARCIS (Netherlands)

    Rusman, Ellen; Firssova, Olga; Prinsen, Fleur; Specht, Marcus; Ternier, Stefaan

    2014-01-01

    Presentation of the weSPOT model for Inquiry based learning developed by a EC-funded Research weSPOT project, held at a potential testbed - Sint-Jans College in Hoensbroek, Netherlands on May 20, 2014

  18. Inquiry-based science teasching competence of pre-service primary teachers

    NARCIS (Netherlands)

    Alake-Tuenter, E.

    2014-01-01

    In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new

  19. PENERAPAN INQUIRY BASED LEARNING UNTUK MENGETAHUI RESPON BELAJAR SISWA PADA MATERI KONSEP DAN PENGELOLAAN KOPERASI

    Directory of Open Access Journals (Sweden)

    Heru Kusmaryono

    2015-03-01

    Full Text Available The objective of the study was to know the students' learning responsestoward Inquiry Based Learning method on the materials of Cooperative Concept andManagement. It was a qualitative descriptive approach and the research subjects were32 students of class X IIS 1 at SMA 1 Bae Kudus. The data were collected byobservation, documentation and interview. The results showed that students gavepositive responses toward the application of Inquiry Based Learning method sincestudents’ responses were very high at 85.51%.

  20. Inquiry-based science: Preparing human capital for the 21 st century and beyond

    Science.gov (United States)

    Boyd, Yolanda F.

    High school students need to graduate with 21st century skills to be college and career ready and to be competitive in a global marketplace. A positive trend exists favoring inquiry-based instructional practices that purportedly not only increase science content knowledge, but also 21 st century skill development. A suburban school district, Areal Township (pseudonym), implemented an inquiry-based science program based on this trend; however, the degree to which the program has been meeting students' needs for science content knowledge and 21st century skills development has not been explored. If we were to understand the process by which an inquiry-based science program contributes to attainment of science content and 21st century skill development, then we might be able to improve the delivery of the program and provide a model to be adopted by other schools. Therefore, the purpose of this descriptive case study was to engage with multiple stakeholders to formatively assess the successes and obstacles for helping students to achieve science content and 21st century skills through an inquiry-based curriculum. Using constructivist theory, this study aimed to address the following central research question: How does the implementation of an inquiry-based program within the Areal Township School District (ATSD) support the acquisition of science content knowledge and the development of 21st century skills? This study found that 21st century skill development is embedded in inquiry-based instructional practices. These practices engage students in meaningful learning that spirals in content and is measured using diverse assessments. Time to do inquiry-based science and adequate time for collegial collaboration were obstacles for educators in grades K-5. Other obstacles were turnkey professional development and a lack of ongoing program monitoring, as a result of imposed extrinsic factors from state and federal mandates. Lastly, it was discovered that not all parts of

  1. Inquiry based learning in science education and mathematics for developing bilinguals

    Directory of Open Access Journals (Sweden)

    Nataliya H. Pavlova

    2015-09-01

    Full Text Available This article studies the problem of teaching bilingual children. A definition of “developing bilingual” is proposed. The article presents an example of the application of inquiry based learning through which students develop not only math skills but also lexical capabilities. This study offers levels of differentiation in different groups of students. The paper determines advantages and disadvantages of the use of Inquiry Based Learning in developing bilingual groups.

  2. EFFECTIVENESS IN USING INQUIRY-BASED TEXTBOOK OF PHYSICS FOR PHYSICS LEARNING IN VOCATIONAL HIGH SCHOOL.

    OpenAIRE

    Faiz Nour Rohmah; Indrawati; I Ketut Mahardika; Sutarto; Joko Waluyo; Nuriman.

    2018-01-01

    This research aimed to describe the effectiveness in using inquiry-based textbook of Physics for Physics Learning in Vocational High School. The effectiveness was reflected by student learning outcomes and responses after the implementation of inquiry-based textbook of Physics. The research method was quasi-experimental research with design of One Group Pre-test Post-test. The subjects of the research were students of X Multimedia odd semester, Vocational High School Al-Qodiri Jember. Data co...

  3. Inquiry-based leading and learning : Inquiry-based working by school boards, school leaders and teachers and students’ inquiry habit of mind

    NARCIS (Netherlands)

    Luijk, E.

    2017-01-01

    Inquiry-based working is assumed to contribute to improving educational quality and to stimulate professional learning. It involves having an inquiry habit of mind, being data literate and creating a culture of inquiry in schools (based on Earl & Katz, 2006). The general aim of this study was to

  4. Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

    Science.gov (United States)

    Steer, D. N.; McConnell, D. A.; Owens, K.

    2001-12-01

    Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily

  5. The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

    Science.gov (United States)

    Eliot, Michael H.

    Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs

  6. The Effects of Inquiry-Based Integrated Information Literacy Instruction: Four-Year Trends

    Directory of Open Access Journals (Sweden)

    Lin Ching Chen

    2014-07-01

    Full Text Available The purpose of this study was to examine the effects of four-year integrated information literacy instruction via a framework of inquiry-based learning on elementary students’ memory and comprehension. Moderating factors of students’ academic achievement was another focus of this study. The subjects were 72 students who have participated in this study since they entered an elementary school in Chiayi district. This elementary school adopted the integrated information literacy instruction, designed by the researchers and elementary school teachers, and integrated it into various subject matters via a framework of inquiry-based learning, such as Super 3 and Big6 models. A series of inquiry-based integrated information literacy instruction has been implemented since the second semester of the subjects’ first grade. A total of seven inquiry learning projects has been implemented from grade one through grade four. Fourteen instruments were used as pretests and posttests to assess students’ factual recall and conceptual understanding of subject contents in different projects. The results showed that inquiry-based integrated information literacy instruction couldhelp students memorize facts and comprehend concepts of subject contents. Regardless ofacademic achievements, if students would like to devote their efforts to inquiry processes, their memory and comprehension of subject contents improvedeffectively. However, students of low-academic achievement might need more time to be familiar with the inquiry-based learning strategy.

  7. The science experience: The relationship between an inquiry-based science program and student outcomes

    Science.gov (United States)

    Poderoso, Charie

    Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

  8. Analyzing students' attitudes towards science during inquiry-based lessons

    Science.gov (United States)

    Kostenbader, Tracy C.

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

  9. Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

    Science.gov (United States)

    Cairns, Dean; Areepattamannil, Shaljan

    2017-06-01

    This study, drawing on data from the third cycle of the Program for International Student Assessment (PISA) and employing three-level hierarchical linear modeling (HLM) as an analytic strategy, examined the relations of inquiry-based science teaching to science achievement and dispositions toward science among 170,474 15-year-old students from 4780 schools in 54 countries across the globe. The results of the HLM analyses, after accounting for student-, school-, and country-level demographic characteristics and students' dispositions toward science, revealed that inquiry-based science teaching was significantly negatively related to science achievement. In contrast, inquiry-based science teaching was significantly positively associated with dispositions toward science, such as interest in and enjoyment of science learning, instrumental and future-oriented science motivation, and science self-concept and self-efficacy. Implications of the findings for policy and practice are discussed.

  10. The meaning making about inquiry based teaching in a science teacher preparation program

    Directory of Open Access Journals (Sweden)

    Eliane Ferreira de Sá

    2011-09-01

    Full Text Available In this work we present an analysis of the effort that a group of tutors and professors have made to share a meaning of the notions “inquiry based teaching” and “inquiry based learning”. For this, we made an analysis of the data produced from notes elaborated in several meetings of this group for two years and in interviews that we did with tutors. We draw on the Theory of the Enunciation of Bakhtin to identify the meanings put into circulation by the participants, considering the positions of the participants and the specific conditions of enunciation. The results of our analysis point to some tensions among point of views of these persons about inquiry based teaching and learning. And addition, it point out the existence of some parameters that can help us to define a way to understand these notions conceived by this group.

  11. Inquiry-based Laboratory Activities on Drugs Analysis for High School Chemistry Learning

    Science.gov (United States)

    Rahmawati, I.; Sholichin, H.; Arifin, M.

    2017-09-01

    Laboratory activity is an important part of chemistry learning, but cookbook instructions is still commonly used. However, the activity with that way do not improve students thinking skill, especially students creativity. This study aims to improve high school students creativity through inquiry-based laboratory on drugs analysis activity. Acid-base titration is used to be method for drugs analysis involving a color changing indicator. The following tools were used to assess the activity achievement: creative thinking test on acid base titration, creative attitude and action observation sheets, questionnaire of inquiry-based lab activities, and interviews. The results showed that the inquiry-based laboratory activity improving students creative thinking, creative attitude and creative action. The students reacted positively to this teaching strategy as demonstrated by results from questionnaire responses and interviews. This result is expected to help teachers to overcome the shortcomings in other laboratory learning.

  12. Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses.

    Science.gov (United States)

    Casotti, G; Rieser-Danner, L; Knabb, M T

    2008-12-01

    Recent evidence has demonstrated that inquiry-based physiology laboratories improve students' critical- and analytical-thinking skills. We implemented inquiry-based learning into three physiology courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors). The aims of our curricular modifications were to improve the teaching of physiological concepts, teach students the scientific approach, and promote creative and critical thinking. We assessed our modifications using formative (laboratory exams, oral presentations, and laboratory reports) and summative evaluations (surveys, laboratory notebook, and an end of semester project). Students appreciated the freedom offered by the new curriculum and the opportunity to engage in the inquiry process. Results from both forms of evaluation showed a marked improvement due to the curricular revisions. Our analyses indicate an increased confidence in students' ability to formulate questions and hypotheses, design experiments, collect and analyze data, and make conclusions. Thus, we have successfully incorporated inquiry-based laboratories in both major and nonmajor courses.

  13. Can practical ALARA be taught?

    International Nuclear Information System (INIS)

    Guest, R. Monty

    2008-01-01

    . Dose minimisation can only be practically taught if the concepts of dose are understood well first and the practical methods are taught in a logical and integrated scheme. (author)

  14. The meaning making about inquiry based teaching in a science teacher preparation program

    OpenAIRE

    Eliane Ferreira de Sá; Maria Emília Caixeta de Castro Lima; Orlando Aguiar Jr.

    2011-01-01

    In this work we present an analysis of the effort that a group of tutors and professors have made to share a meaning of the notions “inquiry based teaching” and “inquiry based learning”. For this, we made an analysis of the data produced from notes elaborated in several meetings of this group for two years and in interviews that we did with tutors. We draw on the Theory of the Enunciation of Bakhtin to identify the meanings put into circulation by the participants, considering the positions o...

  15. INQUIRY-BASED SCIENCE COMIC PHYSICS SERIES INTEGRATED WITH CHARACTER EDUCATION

    Directory of Open Access Journals (Sweden)

    D Yulianti

    2016-04-01

    Full Text Available This study aimed to test the level of readability and feasibility of science comic, to knowcharacter development through a small test in some schools. The research design was Research & Development, trials were using quasi-experimental pre-test-post-test experimental design. The instruments to measure attitudes were: a questionnaire and observation sheet, a test used to measure comprehension of the material. The results showed that learning science by inquiry-based science comic can improvecharacters and cognitive achievement of primary school students. Results in the form of inquiry-based science comic can be utilized in learning science as a companion teaching materials.

  16. Evaluation of a High School Fair Program for Promoting Successful Inquiry-based Learning

    Science.gov (United States)

    Betts, Julia Nykeah

    The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre--fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.

  17. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    NARCIS (Netherlands)

    Avraamidou, Lucy

    2017-01-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related

  18. Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy

    Science.gov (United States)

    Juntunen, Marianne; Aksela, Maija

    2013-01-01

    The aim of the present study is to improve the quality of students' environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary…

  19. VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy

    NARCIS (Netherlands)

    Gomes, Teresa Dias Pedro; Goei, Sui Lin; Van Joolingen, Wouter; Cai, Yiyu

    2016-01-01

    Education in Science, Technology, Engineering, and Mathematics (STEM) is moving towards a more inquiry-based, and creativity stimulating pedagogy. Part of a curriculum based on such pedagogies should be challenging learning activities that engage students in investigation. At the same time, it is

  20. Inquiry-Based Learning and Technology: Designing and Exploring WebQuests

    Science.gov (United States)

    Lacina, Jan

    2007-01-01

    A WebQuest is an inquiry-based technology activity designed by Bernie Dodge and Tom March at San Diego State University in 1995. Dodge and March describe WebQuests as activities in which most, or all, of the information used by learners is drawn from the Web. WebQuests are a powerful instructional activity for teachers and students. Students will…

  1. Learning How to Design a Technology Supported Inquiry-Based Learning Environment

    Science.gov (United States)

    Hakverdi-Can, Meral; Sonmez, Duygu

    2012-01-01

    This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

  2. Investigating the Use of a Digital Library in an Inquiry-Based Undergraduate Geology Course

    Science.gov (United States)

    Apedoe, Xornam S.

    2007-01-01

    This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and…

  3. Repairing Student Misconceptions in Heat Transfer Using Inquiry-Based Activities

    Science.gov (United States)

    Prince, Michael; Vigeant, Margot; Nottis, Katharyn

    2016-01-01

    Eight inquiry-based activities, described here in sufficient detail for faculty to adopt in their own courses, were designed to teach students fundamental concepts in heat transfer. The concept areas chosen were (1) factors affecting the rate vs. amount of heat transfer, (2) temperature vs. perceptions of hot and cold, (3) temperature vs. energy…

  4. A Simple System for Observing Dynamic Phase Equilibrium via an Inquiry-Based Laboratory or Demonstration

    Science.gov (United States)

    Cloonan, Carrie A.; Andrew, Julie A.; Nichol, Carolyn A.; Hutchinson, John S.

    2011-01-01

    This article describes an activity that can be used as an inquiry-based laboratory or demonstration for either high school or undergraduate chemistry students to provide a basis for understanding both vapor pressure and the concept of dynamic phase equilibrium. The activity includes a simple setup to create a closed system of only water liquid and…

  5. Inquiry-Based Pre-Engineering Activities for K-4 Students

    Science.gov (United States)

    Perrin, Michele

    2004-01-01

    This paper uses inquiry-based learning to introduce primary students to the concepts and terminology found in four introductory engineering courses: Differential Equations, Circuit Analysis, Thermodynamics, and Dynamics. Simple electronic sensors coupled with everyday objects, such as a troll doll, demonstrate and reinforce the physical principles…

  6. An Analysis of Pre-Service Elementary Teachers' Understanding of Inquiry-Based Science Teaching

    Science.gov (United States)

    Lee, Carole K.; Shea, Marilyn

    2016-01-01

    This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs…

  7. The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in Science Course

    Science.gov (United States)

    Abdi, Ali

    2014-01-01

    The purpose of this study was to investigate the effects of inquiry-based learning method on students' academic achievement in sciences lesson. A total of 40 fifth grade students from two different classes were involved in the study. They were selected through purposive sampling method. The group which was assigned as experimental group was…

  8. The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

    Science.gov (United States)

    Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

    2018-01-01

    The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

  9. The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

    Science.gov (United States)

    Duran, Lena Ballone; Duran, Emilio

    2004-01-01

    The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

  10. An Epistemological Analysis of the Application of an Online Inquiry-Based Program in Tourism Education

    Science.gov (United States)

    Hsu, Liwei

    2014-01-01

    This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to…

  11. Inquiry-Based Learning in Teacher Education: A Primary Humanities Example

    Science.gov (United States)

    Preston, Lou; Harvie, Kate; Wallace, Heather

    2015-01-01

    Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation…

  12. Inquiry and Groups: Student Interactions in Cooperative Inquiry-Based Science

    Science.gov (United States)

    Woods-McConney, Amanda; Wosnitza, Marold; Sturrock, Keryn L.

    2016-01-01

    Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic…

  13. Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

    Science.gov (United States)

    Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

    2012-01-01

    Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

  14. Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

    Science.gov (United States)

    Ryker, Katherine; McConnell, David

    2014-01-01

    This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

  15. Developing and Supporting Students' Autonomy to Plan, Perform, and Interpret Inquiry-Based Biochemistry Experiments

    Science.gov (United States)

    Silva, Thanuci; Galembeck, Eduardo

    2017-01-01

    Laboratory sessions are designed to develop the experimental skills and the acquaintance with instruments that may contribute to a successful career in Biochemistry and associated fields. This study is a report on improving a traditional Biochemistry course by devising the laboratory sessions as an inquiry-based environment to develop the…

  16. Inquiry-based Investigation in Biology Laboratories: Does Neem Provide Bioprotection against Bean Beetles?

    Science.gov (United States)

    Pearce, Amy R.; Sale, Amanda Lovelace; Srivatsan, Malathi; Beck, Christopher W.; Blumer, Lawrence S.; Grippo, Anne A.

    2013-01-01

    We developed an inquiry-based biology laboratory exercise in which undergraduate students designed experiments addressing whether material from the neem tree ("Azadirachta indica") altered bean beetle ("Callosobruchus maculatus") movements and oviposition. Students were introduced to the bean beetle life cycle, experimental…

  17. A Web-Based Learning Support System for Inquiry-Based Learning

    Science.gov (United States)

    Kim, Dong Won; Yao, Jingtao

    The emergence of the Internet and Web technology makes it possible to implement the ideals of inquiry-based learning, in which students seek truth, information, or knowledge by questioning. Web-based learning support systems can provide a good framework for inquiry-based learning. This article presents a study on a Web-based learning support system called Online Treasure Hunt. The Web-based learning support system mainly consists of a teaching support subsystem, a learning support subsystem, and a treasure hunt game. The teaching support subsystem allows instructors to design their own inquiry-based learning environments. The learning support subsystem supports students' inquiry activities. The treasure hunt game enables students to investigate new knowledge, develop ideas, and review their findings. Online Treasure Hunt complies with a treasure hunt model. The treasure hunt model formalizes a general treasure hunt game to contain the learning strategies of inquiry-based learning. This Web-based learning support system empowered with the online-learning game and founded on the sound learning strategies furnishes students with the interactive and collaborative student-centered learning environment.

  18. Students Dig Deep in the Mystery Soil Lab: A Playful, Inquiry-Based Soil Laboratory Project

    Science.gov (United States)

    Thiet, Rachel K.

    2014-01-01

    The Mystery Soil Lab, a playful, inquiry-based laboratory project, is designed to develop students' skills of inquiry, soil analysis, and synthesis of foundational concepts in soil science and soil ecology. Student groups are given the charge to explore and identify a "Mystery Soil" collected from a unique landscape within a 10-mile…

  19. Enhanced Learning of Biotechnology Students by an Inquiry-Based Cellulase Laboratory

    Science.gov (United States)

    Ketpichainarong, Watcharee; Panijpan, Bhinyo; Ruenwongsa, Pintip

    2010-01-01

    This study explored the effectiveness of an inquiry-based cellulase laboratory unit in promoting inquiry in undergraduate students in biotechnology. The following tools were used to assess the students' achievements and attitude: conceptual understanding test, concept mapping, students' documents, CLES questionnaire, students' self reflection, and…

  20. Working environment with social and personal open tools for inquiry based learning: Pedagogic and diagnostic frameworks

    NARCIS (Netherlands)

    Protopsaltis, Aristos; Seitlinger, Paul; Chaimala, Foteini; Firssova, Olga; Hetzner, Sonja; Kikis-Papadakis, Kitty; Boytchev, Pavel

    2014-01-01

    The weSPOT project aims at propagating scientific inquiry as the approach for science learning and teaching in combination with today’s curricula and teaching practices The project focuses on inquiry-based learning with a theoretically sound and technology supported personal inquiry approach and it

  1. An Inquiry-Based Science Activity Centred on the Effects of Climate Change on Ocean Ecosystems

    Science.gov (United States)

    Boaventura, Diana; Guilherme, Elsa; Faria, Cláudia

    2016-01-01

    We propose an inquiry-based science activity centred on the effects of climate change on ocean ecosystems. This activity can be used to improve acquisition of knowledge on the effects of climate change and to promote inquiry skills, such as researching, reading and selecting relevant information, identifying a problem, focusing on a research…

  2. Using Inquiry-Based Strategies for Enhancing Students' STEM Education Learning

    Science.gov (United States)

    Lai, Ching-San

    2018-01-01

    The major purpose of this study was to investigate whether or not the inquiry-based method is effective in improving students' learning in STEM (Science, Technology, Engineering, and Mathematics) education. Both quantitative and qualitative methods were used. A total of 73 college students studying Information Technology (IT) were chosen as…

  3. Phospholipids, Dietary Supplements, and Chicken Eggs: An Inquiry-Based Exercise Using Thin-Layer Chromatography

    Science.gov (United States)

    Potteiger, Sara E.; Belanger, Julie M.

    2015-01-01

    This inquiry-based experiment is designed for organic or biochemistry undergraduate students to deduce the identity of phospholipids extracted from chicken eggs and dietary supplements. This is achieved using thin-layer chromatography (TLC) data, a series of guided questions of increasing complexity, and provided relative retention factor (Rf)…

  4. Authority in an Agency-Centered, Inquiry-Based University Calculus Classroom

    Science.gov (United States)

    Gerson, Hope; Bateman, Elizabeth

    2010-01-01

    Authority roles among teachers and students have traditionally been hierarchal and centered with the expertise and power of the teacher limiting opportunities for students to act with autonomy to build and justify mathematics. In this paper we discuss authority roles for teachers and students that have been realized in an inquiry-based university,…

  5. The Use of Wikis in a Science Inquiry-Based Project in a Primary School

    Science.gov (United States)

    Lau, Wilfred W. F.; Lui, Vicky; Chu, Samuel K. W.

    2017-01-01

    This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11-12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students' attitudes toward learning with wikis? (2) What are students' interactions in online group collaboration…

  6. Inquiry-based Science Education Competence of Primary School Teachers: A Delphi Study

    NARCIS (Netherlands)

    Alake-Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Mulder, M.

    2013-01-01

    Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking.

  7. Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

    Science.gov (United States)

    Kim, Hanna

    2016-01-01

    This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

  8. A review of the types of mobile activities in mobile inquiry-based learning

    NARCIS (Netherlands)

    Suarez, Angel; Specht, Marcus; Prinsen, Fleur; Kalz, Marco; Ternier, Stefaan

    2017-01-01

    Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology

  9. Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry-Based Philosophy

    Science.gov (United States)

    Cook, Samuel A.; Borkovitz, Debra K.

    2017-01-01

    In this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to…

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

    Science.gov (United States)

    McRae-Jones, Wanda Joycelyn

    2017-01-01

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

  11. Use of Genomic Databases for Inquiry-Based Learning about Influenza

    Science.gov (United States)

    Ledley, Fred; Ndung'u, Eric

    2011-01-01

    The genome projects of the past decades have created extensive databases of biological information with applications in both research and education. We describe an inquiry-based exercise that uses one such database, the National Center for Biotechnology Information Influenza Virus Resource, to advance learning about influenza. This database…

  12. Engaging Students in the Pacific and beyond Using an Inquiry-Based Lesson in Ocean Acidification

    Science.gov (United States)

    Gorospe, Kelvin D.; Fox, Bradley K.; Haverkort-Yeh, Roxanne D.; Tamaru, Clyde S.; Rivera, Malia Ana J.

    2013-01-01

    We present a hands-on, inquiry-based activity exploring how CO[subscript 2] input to seawater affects the skeletons of several species of reef-building corals and other marine organisms by testing for changes in pH and calcium ion concentrations. Originally developed to inspire and recruit high school students in the state of Hawai'i into the…

  13. Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

    Science.gov (United States)

    Magee, Paula A.; Flessner, Ryan

    2012-01-01

    This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

  14. Barriers Inhibiting Inquiry-Based Science Teaching and Potential Solutions: Perceptions of Positively Inclined Early Adopters

    Science.gov (United States)

    Fitzgerald, Michael; Danaia, Lena; McKinnon, David H.

    2017-07-01

    In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in relation to their implementation of inquiry-based pedagogies. The teachers were part of a large-scale Australian high school intervention project based around astronomy. In a series of semi-structured interviews, the teachers identified a number of common barriers that prevented them from implementing inquiry-based approaches. The most important barriers identified include the extreme time restrictions on all scales, the poverty of their common professional development experiences, their lack of good models and definitions for what inquiry-based teaching actually is, and the lack of good resources enabling the capacity for change. Implications for expectations of teachers and their professional learning during educational reform and curriculum change are discussed.

  15. The Effect of the Inquiry-Based Learning Approach on Student's Critical-Thinking Skills

    Science.gov (United States)

    Duran, Meltem; Dökme, Ilbilge

    2016-01-01

    The purpose of this study is to determine the effect of an activity set developed according to the inquiry-based learning (IBL) approach in the unit "Particulate Structure of Matter" on students' critical-thinking skills in science and technology courses. The study was conducted with 90 students from the 6th grade attending four, 6th…

  16. Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

    Science.gov (United States)

    Forbes, Cory T.

    2011-01-01

    Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

  17. Phases of inquiry-based learning: Definitions and the inquiry cycle

    NARCIS (Netherlands)

    Pedaste, Margus; Mäeots, Mario; Siiman, Leo A.; de Jong, Anthonius J.M.; van Riesen, Siswa; Kamp, E.T.; Kamp, E.T.; Manoli, Constantinos C.; Zacharia, Zacharias C.; Tsourlidaki, Eleftheria

    2015-01-01

    Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be

  18. Effects of Inquiry-Based Agriscience Instruction on Student Scientific Reasoning

    Science.gov (United States)

    Thoron, Andrew C.; Myers, Brian E.

    2012-01-01

    The purpose of this study was to determine the effect of inquiry-based agriscience instruction on student scientific reasoning. Scientific reasoning is defined as the use of the scientific method, inductive, and deductive reasoning to develop and test hypothesis. Developing scientific reasoning skills can provide learners with a connection to the…

  19. Improving Achievement for Linguistically and Culturally Diverse Learners through an Inquiry-Based Earth Systems Curriculum

    Science.gov (United States)

    Lambert, Julie; Ariza, Eileen N. Whelan

    2008-01-01

    This report describes an inquiry-based Earth systems curriculum and strategies for teaching diverse students, which were embedded in the curriculum. The curriculum was implemented with 5th-grade students with varied linguistic, cultural, and socioeconomic backgrounds in five schools in a large, southeastern U.S., urban school district. At the end…

  20. Effectiveness of Inquiry-Based Learning in an Undergraduate Exercise Physiology Course

    Science.gov (United States)

    Nybo, Lars; May, Michael

    2015-01-01

    The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews)…

  1. Inquiry-Based Laboratory Activities in Electrochemistry: High School Students' Achievements and Attitudes

    Science.gov (United States)

    Sesen, Burcin Acar; Tarhan, Leman

    2013-01-01

    This study aimed to investigate the effects of inquiry-based laboratory activities on high school students' understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N =…

  2. Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

    Science.gov (United States)

    Lawrie, Gwendolyn Angela; Grøndahl, Lisbeth; Boman, Simon; Andrews, Trish

    2016-01-01

    Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…

  3. Development of inquiry-based planetary science resources for Canadian schools

    Science.gov (United States)

    Osinski, G. R.; Gilbert, A.; Brown, P.

    2011-12-01

    The Centre for Planetary Science and Exploration (CPSX - http://cpsx.uwo.ca) at The University of Western Ontario has initiated a comprehensive outreach and education program focusing on planetary science and exploration. The goal is to use planetary science to raise general interest in science. Currently, the activities being preformed by the centre can be divided into three broad categories: (1) educational/curriculum based activities, (2) outreach/community based activities, and (3) training. The first is where the push for an increase in interest for science is really critical and is the focus here. In partnership with the Thames Valley District School Board and by using inquiry-based teaching methods, students study various topics under the guidance of a CPSX graduate students and faculty. The educational activities that have taken place are all based on the Ontario curriculum and have been developed with the support of the local school board and teachers. An annual teacher workshop provides a hands-on opportunity for the teachers to interact with CPSX members. The first activity to be developed was on meteorite impact craters. The CPSX web page also contains the lesson plans and activity work sheets for this Cratering Activity, as well as additional activities. As the Cratering Activity is available online, teachers can perform the experiment independently or request the support from a CPSX outreach member. The activity is designed with the following structure: (1) The teacher gives a background presentation (provided by CPSX) which describes crater processes throughout our solar system (specifically comparing Earth to other planets), the consequences of impacts on Earth, the origins of impactors (small bodies) in our solar system, and the mechanical process of an impact. (2) The teacher demonstrates an impact event. Students are to make observations in their lab handout, and sketch what they see. (3) Students (either individually or as a group, based on

  4. Play with Science in Inquiry Based Science Education

    OpenAIRE

    Andrée, Maria; Lager-Nyqvist, Lotta; Wickman, Per-Olof

    2011-01-01

    In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous info...

  5. Inquiry based learning: a student centered learning to develop mathematical habits of mind

    Science.gov (United States)

    Handayani, A. D.; Herman, T.; Fatimah, S.; Setyowidodo, I.; Katminingsih, Y.

    2018-05-01

    Inquiry based learning is learning that based on understanding constructivist mathematics learning. Learning based on constructivism is the Student centered learning. In constructivism, students are trained and guided to be able to construct their own knowledge on the basis of the initial knowledge that they have before. This paper explained that inquiry based learning can be used to developing student’s Mathematical habits of mind. There are sixteen criteria Mathematical Habits of mind, among which are diligent, able to manage time well, have metacognition ability, meticulous, etc. This research method is qualitative descriptive. The result of this research is that the instruments that have been developed to measure mathematical habits of mind are validated by the expert. The conclusion is the instrument of mathematical habits of mind are valid and it can be used to measure student’s mathematical habits of mind.

  6. Teaching numerical methods with IPython notebooks and inquiry-based learning

    KAUST Repository

    Ketcheson, David I.

    2014-01-01

    A course in numerical methods should teach both the mathematical theory of numerical analysis and the craft of implementing numerical algorithms. The IPython notebook provides a single medium in which mathematics, explanations, executable code, and visualizations can be combined, and with which the student can interact in order to learn both the theory and the craft of numerical methods. The use of notebooks also lends itself naturally to inquiry-based learning methods. I discuss the motivation and practice of teaching a course based on the use of IPython notebooks and inquiry-based learning, including some specific practical aspects. The discussion is based on my experience teaching a Masters-level course in numerical analysis at King Abdullah University of Science and Technology (KAUST), but is intended to be useful for those who teach at other levels or in industry.

  7. Inquiry-based training improves teaching effectiveness of biology teaching assistants

    Science.gov (United States)

    Hughes, P. William; Ellefson, Michelle R.

    2013-01-01

    Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

  8. Teaching genetics using hands-on models, problem solving, and inquiry-based methods

    Science.gov (United States)

    Hoppe, Stephanie Ann

    Teaching genetics can be challenging because of the difficulty of the content and misconceptions students might hold. This thesis focused on using hands-on model activities, problem solving, and inquiry-based teaching/learning methods in order to increase student understanding in an introductory biology class in the area of genetics. Various activities using these three methods were implemented into the classes to address any misconceptions and increase student learning of the difficult concepts. The activities that were implemented were shown to be successful based on pre-post assessment score comparison. The students were assessed on the subjects of inheritance patterns, meiosis, and protein synthesis and demonstrated growth in all of the areas. It was found that hands-on models, problem solving, and inquiry-based activities were more successful in learning concepts in genetics and the students were more engaged than tradition styles of lecture.

  9. DEVELOPMENT SCIENTIFIC INQUIRY BASED TEACHING MATERIALS ON DYNAMIC FLUIDS TO IMPROVE STUDENTS ACHIEVEMENT

    Directory of Open Access Journals (Sweden)

    Jeliana Veronika Sirait

    2016-06-01

    Full Text Available The study was conducted to investigate whether the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement. This study is development which based on Borg & Gall product development. Samples were selected randomly by raffling 4 classes into one class, applied teaching materials based scientific inquiry. The instruments which are used in this study consisted of three namely quetionnaires used for validation of teaching material by the expert of the material and the expert of design, the evaluation of physics teacher and students’ response toward teaching materials and observation sheet of students’ activity used in learning process and also test for students’ achievement in the form of multiple choice consisted of 10 quetions provided for end of the learning. The results of this study showed that the developed scientific inquiry-based teaching materials can improve the students’ response, the students’ activity and the students’ achievement in every session.

  10. Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics

    OpenAIRE

    McDaniel, Scott N.; Green, Lisa

    2012-01-01

    Simulations can make complex ideas easier for students to visualize and understand. It has been shown that guidance in the use of these simulations enhances students’ learning. This paper describes the implementation and evaluation of the Independent Interactive Inquiry-based (I3) Learning Modules, which use existing open-source Java applets, combined with audio-visual instruction. Students are guided to discover and visualize important concepts in post-calculus and algebra-based courses in p...

  11. Characterising Extrinsic Challenges Linked to the Design and Implementation of Inquiry-Based Practical Work

    Science.gov (United States)

    Akuma, Fru Vitalis; Callaghan, Ronel

    2017-11-01

    Inquiry-based science education has been incorporated in science curricula internationally. In this regard, however, many teachers encounter challenges. The challenges have been characterised into those linked to the personal characteristics of these teachers (intrinsic challenges) and others associated with contextual factors (extrinsic challenges). However, this level of characterisation is inadequate in terms of appreciating the complexity of the challenges, tracking of their development, and discovering knowledge within specific categories. Against this background, the purpose of the research presented here was to characterise extrinsic challenges linked to the design and implementation of inquiry-based practical work. In order to do so, we used a conceptual framework of teaching challenges based on Bronfenbrenner's ecological theory of human development. The data gathered using a multi-method case study of practical work in two South African high schools, was analysed by combining the data-driven inductive approach and the deductive a priori template of codes approach in thematic analysis. On this basis, the extrinsic challenges linked to the design and implementation of inquiry-based practical work that participants are confronted with, were found to consist of macrosystem challenges (such as a restrictive curriculum) and microsystem challenges. At the latter level, the challenges are material-related (e.g., lack of science education equipment and materials) or non-material-related (such as time constraints and the lack of access to interactive computer simulations). We have discussed the theory-, practice- and research-based implications of these results in relation to the design and implementation of inquiry-based practical work in South Africa and internationally.

  12. Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

    Science.gov (United States)

    McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

    2016-01-01

    Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

  13. The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

    Science.gov (United States)

    Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

    2013-03-01

    This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

  14. Inquiry-based laboratory investigations and student performance on standardized tests in biological science

    Science.gov (United States)

    Patke, Usha

    Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

  15. Implementing inquiry-based kits within a professional development school model

    Science.gov (United States)

    Jones, Mark Thomas

    2005-07-01

    Implementation of guided inquiry teaching for the first time carries inherent problems for science teachers. Reform efforts on inquiry-based science teaching are often unsustainable and are not sensitive to teachers' needs and abilities as professionals. Professional development schools are meant to provide a research-based partnership between a public school and a university. These collaborations can provide support for the professional development of teachers. This dissertation reports a study focused on the implementation of inquiry-based science kits within the support of one of these collaborations. The researcher describes the difficulties and successful adaptations experienced by science teachers and how a coteaching model provided support. These types of data are needed in order to develop a bottom-up, sustainable process that will allow teachers to implement inquiry-based science. A qualitative methodology with "researcher as participant" was used in this study of two science teachers during 2002--2003. These two teachers were supported by a coteaching model, which included preservice teachers for each teacher as well as a supervising professor. Data were collected from the researcher's direct observations of coteachers' practice. Data were also collected from interviews and reflective pieces from the coteachers. Triangulation of the data on each teacher's case supported the validity of the findings. Case reports were prepared from these data for each classroom teacher. These case reports were used and cross-case analysis was conducted to search for major themes and findings in the study. Major findings described the hurdles teachers encounter, examples of adaptations observed in the teachers' cases and the supportive interactions with their coteachers while implementing the inquiry-based kits. In addition, the data were used to make recommendations for future training and use of the kits and the coteaching model. Results from this study showed that the

  16. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  17. Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

    Science.gov (United States)

    Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

    2012-01-01

    In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

  18. Inquiry-based learning with weSPOT in secondary education: “Colony on Mars” project

    NARCIS (Netherlands)

    Rusman, Ellen; Prinsen, Fleur; Janssen, Theo

    2014-01-01

    Presentation about the pilot 'Colony on Mars' within a secondary school context (Sint Jan college) with an inquiry based learning model and adapted assessment framework to integrate 21st century skills in learning activities of pupils.

  19. Effects of an Inquiry-Based Short Intervention on State Test Anxiety in Comparison to Alternative Coping Strategies

    Directory of Open Access Journals (Sweden)

    Ann Krispenz

    2018-02-01

    Full Text Available Background and Objectives: Test anxiety can have undesirable consequences for learning and academic achievement. The control-value theory of achievement emotions assumes that test anxiety is experienced if a student appraises an achievement situation as important (value appraisal, but feels that the situation and its outcome are not fully under his or her control (control appraisal. Accordingly, modification of cognitive appraisals is assumed to reduce test anxiety. One method aiming at the modification of appraisals is inquiry-based stress reduction. In the present study (N = 162, we assessed the effects of an inquiry-based short intervention on test anxiety.Design: Short-term longitudinal, randomized control trial.Methods: Focusing on an individual worry thought, 53 university students received an inquiry-based short intervention. Control participants reflected on their worry thought (n = 55 or were distracted (n = 52. Thought related test anxiety was assessed before, immediately after, and 2 days after the experimental treatment.Results: After the intervention as well as 2 days later, individuals who had received the inquiry-based intervention demonstrated significantly lower test anxiety than participants from the pooled control groups. Further analyses showed that the inquiry-based short intervention was more effective than reflecting on a worry thought but had no advantage over distraction.Conclusions: Our findings provide first experimental evidence for the effectiveness of an inquiry-based short intervention in reducing students’ test anxiety.

  20. Sustaining inquiry-based teaching methods in the middle school science classroom

    Science.gov (United States)

    Murphy, Amy Fowler

    This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

  1. Development of Guided Inquiry-Based Student Lab Worksheet on the Making of Pineapple Flavoring

    Science.gov (United States)

    Dwiyanti, G.; Suryatna, A.; Taibah, I.

    2017-02-01

    The aim of this research was to develop guided inquiry based student lab worksheet on making pineapple flavour and knowing the quality of worksheet that is being developed. Research methods that is being conducted is research and development that is limited by a preliminary studies (literature studies, field surveys, and preparation of the initial product) and development of the model (within limited testing). The results from analyze the books sources and fields survey showed that the characteristic of esterification lab worksheet that currently available still in the direct instruction form (cookbook). The optimization result of making pineapple flavour experiment that was conducted are the ethanol volume 3 mL, butyric acid volume 2 mL, sulfuric acid 5 drops, saturated NaHCO3 solution volume 9 mL, and temperature of heating was 80 °C. The characteristic of guided inquiry based student lab worksheet that was developed contained phenomenon and instructions that suitable with inquiry stages to guide the students in doing the experiment of making pineapple flavour. The evaluation of designated teachers and lecturers of the developed student worksheet were very good (96,08%). Lab-experiment feasibility achieved by using guided inquiry based student lab worksheets that is being developed based on the inquiry stages that conducted by student were found very good (97,50%) and accomplishment based on students’ answer of the tasks in the worksheet were found very good (83,84%). Students’ responses of the experiments using the developed worksheet are found very good (81,84%).

  2. Effectiveness of inquiry-based learning in an undergraduate exercise physiology course.

    Science.gov (United States)

    Nybo, Lars; May, Michael

    2015-06-01

    The present study was conducted to investigate the effects of changing a laboratory physiology course for undergraduate students from a traditional step-by-step guided structure to an inquiry-based approach. With this aim in mind, quantitative and qualitative evaluations of learning outcomes (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42 ± 3 min, P traditional course. Furthermore, students in the I-based course achieved a higher (P traditional course (31 ± 4%). Although students were unfamiliar with cardiorespiratory exercise physiology and the experimental methods before the course, it appears that an inquiry-based approach rather than one that provides students with step-by-step instructions may benefit learning outcomes in a laboratory physiology course. Copyright © 2015 The American Physiological Society.

  3. Inquiry-Based Laboratory Activity to Investigate Physical Growth Requirements of Microorganisms

    Directory of Open Access Journals (Sweden)

    Michelle Furlong

    2014-08-01

    Full Text Available Standard "cookbook" laboratory activities that are used to teach students the optimal physical growth conditions of microorganisms should be modified so that they more effectively foster student's higher order cognitive skills and attract student interest.  This paper describes a laboratory activity that engages students in an inquiry-based approach to studying the physical growth requirements of microorganisms.  In this activity, students design and implement an experiment to obtain pure cultures of specific microorganisms, with distinct growth properties, that are provided to them in a mixed culture.

  4. Scientific evaluation of an intra-curricular educational kit to foster inquiry-based learning (IBL)

    Science.gov (United States)

    Debaes, Nathalie; Cords, Nina; Prasad, Amrita; Fischer, Robert; Euler, Manfred; Thienpont, Hugo

    2014-07-01

    Society becomes increasingly dependent on photonics technologies; however there is an alarming lack of technological awareness among secondary school students. They associate photonics with experiments and components in the class room that seem to bear little relevance to their daily life. The Rocard Report [5] highlights the need for fostering students' scientific skills and technological awareness and identifies inquiry based learning (IBL) as a means to achieve this. Students need to actively do science rather than be silent spectators. The `Photonics Explorer' kit was developed as an EU funded project to equip teachers, free-of-charge, with educational material designed to excite, engage and educate European secondary school students using guided inquiry based learning techniques. Students put together their own experiments using up-to-date versatile components, critically interpret results and relate the conclusions to relevant applications in their daily life. They work hands-on with the material, thus developing and honing their scientific and analytical skills that are otherwise latent in a typical class room situation. A qualitative and quantitative study of the impact of the kit in the classroom was undertaken with 50 kits tested in 7 EU countries with over 1500 students in the local language. This paper reports on the results of the EU wide field tests that show the positive impact of the kit in raising the self-efficacy, scientific skills and interest in science among students and the effectiveness of the kit in implementing IBL strategies in classrooms across EU.

  5. The experiment editor: supporting inquiry-based learning with virtual labs

    Science.gov (United States)

    Galan, D.; Heradio, R.; de la Torre, L.; Dormido, S.; Esquembre, F.

    2017-05-01

    Inquiry-based learning is a pedagogical approach where students are motivated to pose their own questions when facing problems or scenarios. In physics learning, students are turned into scientists who carry out experiments, collect and analyze data, formulate and evaluate hypotheses, and so on. Lab experimentation is essential for inquiry-based learning, yet there is a drawback with traditional hands-on labs in the high costs associated with equipment, space, and maintenance staff. Virtual laboratories are helpful to reduce these costs. This paper enriches the virtual lab ecosystem by providing an integrated environment to automate experimentation tasks. In particular, our environment supports: (i) scripting and running experiments on virtual labs, and (ii) collecting and analyzing data from the experiments. The current implementation of our environment supports virtual labs created with the authoring tool Easy Java/Javascript Simulations. Since there are public repositories with hundreds of freely available labs created with this tool, the potential applicability to our environment is considerable.

  6. The trend in inquiry-based learning (IBL) research from many perspectives: A systematic review

    Science.gov (United States)

    Anuar, Nor Syuhada Binti Saiful; Sani, Siti Shamsiah Binti; Ahmad, Che Nidzam Binti Che; Damanhuri, Muhd Ibrahim Bin Muhammad; Borhan, Mohamad Termizi Bin

    2017-05-01

    Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher's verbal interaction during teaching has not been considered to any great extent. For this reason, a systematic review was conducted to observe the pattern of the existing IBL research. This systematic review of quantitative and qualitative studies published between 2006 and 2016 was undertaken by using the following databases: Taylor & Francis Online (2012-2015), Wiley Online Library (2012-2015), ScienceDirect, SpringerLink, SAGE Journals, and EBSCOHOST. Research articles from trustworthy websites were also used. The main keywords used were teacher verbal interaction, inquiry-based learning (IBL), secondary school science and classroom interaction. Eleven studies were included in this review but only two out of the eleven selected papers discussed teacher verbal interaction. Hence, more research needs to be conducted in order to observe the effect of IBL towards teacher's verbal interaction during learning sessions.

  7. Do science coaches promote inquiry-based instruction in the elementary science classroom?

    Science.gov (United States)

    Wicker, Rosemary Knight

    The South Carolina Mathematics and Science Coaching Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based curriculum, and instructional materials support were areas highly impacted by the work of science coaches.

  8. Do individual differences in children's curiosity relate to their inquiry-based learning?

    Science.gov (United States)

    van Schijndel, Tessa J. P.; Jansen, Brenda R. J.; Raijmakers, Maartje E. J.

    2018-06-01

    This study investigates how individual differences in 7- to 9-year-olds' curiosity relate to the inquiry-learning process and outcomes in environments differing in structure. The focus on curiosity as individual differences variable was motivated by the importance of curiosity in science education, and uncertainty being central to both the definition of curiosity and the inquiry-learning environment. Curiosity was assessed with the Underwater Exploration game (Jirout, J., & Klahr, D. (2012). Children's scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32, 125-160. doi:10.1016/j.dr.2012.04.002), and inquiry-based learning with the newly developed Scientific Discovery task, which focuses on the principle of designing informative experiments. Structure of the inquiry-learning environment was manipulated by explaining this principle or not. As intelligence relates to learning and possibly curiosity, it was taken into account. Results showed that children's curiosity was positively related to their knowledge acquisition, but not to their quality of exploration. For low intelligent children, environment structure positively affected their quality of exploration, but not their knowledge acquisition. There was no interaction between curiosity and environment structure. These results support the existence of two distinct inquiry-based learning processes - the designing of experiments, on the one hand, and the reflection on performed experiments, on the other - and link children's curiosity to the latter process.

  9. Implementing and Assessing Inquiry-Based Learning through the CAREER Award

    Science.gov (United States)

    Brudzinski, M. R.

    2011-12-01

    In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

  10. Applied Mathematics Should Be Taught Mixed.

    Science.gov (United States)

    Brown, Gary I.

    1994-01-01

    Discusses the differences between applied and pure mathematics and provides extensive history of mixed mathematics. Argues that applied mathematics should be taught allowing for speculative mathematics, which involves breaking down a given problem into simpler parts until one arrives at first principles. (ASK)

  11. Intelligence Is Dynamic and Can Be Taught

    Science.gov (United States)

    Moberg, Eric

    2009-01-01

    The purpose of this paper is to present evidence that intelligence is dynamic and can be taught. The author reviews empirical studies, theoretical frameworks, qualitative research, and conceptual frameworks. Author employed several databases in a wide review of academic literature. There are many competing and complementary theories of…

  12. Is adolescence a critical period for learning formal thinking skills? A case study investigating the development of formal thinking skills in a short-term inquiry-based intervention program

    Science.gov (United States)

    Towne, Forrest S.

    Current domestic and international comparative studies of student achievement in science are demonstrating that the U.S. needs to improve science education if it wants to remain competitive in the global economy. One of the causes of the poor performance of U.S. science education is the lack of students who have developed the formal thinking skills that are necessary to obtain scientific literacy. Previous studies have demonstrated that formal thinking skills can be taught to adolescents, however only 25% of incoming college freshman have these necessary skills. There is some evidence that adolescence (girls aged 11-13, boys aged 12-14) is a critical period where students must learn formal thinking skills, similar to the critical period that exists for young children learning languages. It is not known whether it is more difficult for students to learn formal thinking skills either prior to or following adolescence. The purpose of this quantitative case study is to determine whether adolescence is a critical period for students to learn formal thinking skills. The study also investigates whether a formal thinking skills focused program can improve students' intelligence. In this study 32 students who had not developed any formal thinking skills, ranging in age from 10-16, underwent an intensive four-week, inquiry-based, formal thinking skill intervention program that focused on two formal thinking skills: (1) the ability to control and exclude variables; and (2) the ability to manipulate ratios and proportionalities. The students undergoing the training were matched with control students by age, gender, formal thinking skill ability, and intelligence. The control group attended their traditional science course during the intervention periods. The results of the study showed that the intervention program was successful in developing students' formal thinking skills. The pre-adolescents (males, age 10-11, females, age 10) were unable to learn formal thinking skills

  13. Inquiry-based laboratory and History of Science: a report about an activity using Oersted’s experiment

    Directory of Open Access Journals (Sweden)

    José Antonio Ferreira Pinto

    2017-05-01

    Full Text Available This work presents an example of how to explore an historical experiment as a problem to be investigated in an inquiry-based laboratory model. The elaborated and executed purpose is one of the possibilities to insert History of Science in Science classroom. The inquiry-based experimental activity, the texts with historical approach based on modern historiography of science and teacher’s pedagogical knowledge allowed the development of argumentative skills and the comprehension of electromagnetism concepts. This study was developed with 3rd grade high school students from a public school of State of Paraiba.

  14. Herder and Modernity: From Lesser-Taught Languages to Lesser-Taught Cultures

    Directory of Open Access Journals (Sweden)

    Martin Votruba

    2017-03-01

    Full Text Available The typical North American curriculum of a lesser-taught Slavic language implicitly relies on the legacy of Johann Gottfried von Herder’s interpretation that language in and of itself contains national (ethnic culture. At the same time, enrolments are dwindling even in courses in the most commonly taught Slavic languages. Millennials’ understandable focus on the practicality of the courses they take make it unlikely for the lesser-taught languages to survive the slump. On the other hand, foreign culture courses are appearing to hold their ground more successfully. Slavic departments may reconsider Herder’s dictum as they try to maintain or establish programs in lesser-taught languages and cultures.

  15. Effectiveness of inquiry-based learning in an undergraduate exercise physiology course

    DEFF Research Database (Denmark)

    Nybo, Lars; May, Michael

    2015-01-01

    (individual subject-specific tests and group interviews) were performed for a laboratory course in cardiorespiratory exercise physiology that was conducted in one year with a traditional step-by-step guided manual (traditional course) and the next year completed with an inquiry-based structure (I-based course......). The I-based course was a guided inquiry course where students had to design the experimental protocol and conduct their own study on the basis of certain predefined criteria (i.e., they should evaluate respiratory responses to submaximal and maximal exercise and provide indirect and direct measures...... of aerobic exercise capacity). The results indicated that the overall time spent on the experimental course as well as self-evaluated learning outcomes were similar across groups. However, students in the I-based course used more time in preparation (102 ± 5 min) than students in the traditional course (42...

  16. Inquiry-Based Science and Technology Enrichment Program: Green Earth Enhanced with Inquiry and Technology

    Science.gov (United States)

    Kim, Hanna

    2011-12-01

    This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

  17. The impact of inquiry-based instructional professional development upon instructional practice: An action research study

    Science.gov (United States)

    Broom, Frances A.

    This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

  18. Inquiry-based course in physics and chemistry for preservice K-8 teachers

    Directory of Open Access Journals (Sweden)

    Michael E. Loverude

    2011-05-01

    Full Text Available We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

  19. An Open Educational Resource Supports a Diversity of Inquiry-Based Learning

    Directory of Open Access Journals (Sweden)

    Catherine Anne Schmidt-Jones

    2012-01-01

    Full Text Available There have been numerous calls for research that demonstrates how open education resources (OERs are actually being used. This case study sought to shed light on the users of a well-visited set of modular music-education materials published at Connexions. Respondents to a voluntary survey included teachers, students, self-directed learners, music ensemble participants, and casual learners. Most reported accessing individual modules on their own initiative, as part of a specific, immediate inquiry, rather than responding to institutional directives or following entire online courses. This was supported by computer-log records, which showed that most visitors to a module arrived from an Internet search for terms specific to that module. The study suggests that, for teachers and students as well as self-directed learners, one function of OERs is as a resource for just-in-time, inquiry-based learning.

  20. Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2012-01-01

    Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects......). The method is central in the action research project NatSats, where focus is on chidren’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based...... and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects...

  1. Engagerande samtal i det naturvetenskapliga klassrummetInquiry based dialouge in science classroom

    Directory of Open Access Journals (Sweden)

    Ragnhild Löfgren

    2014-10-01

    Full Text Available This study focuses on classroom communication within an inquiry-based science education (IBSE program, called NTA (Naturvetenskap och Teknik för Alla. The overall aim of the study is to highlight the ways in which productive and engaging conversations are conducted in the classroom. We have analysed the work within the unit ”The Chemistry of food” and the theme testing of fat in food in grade five and six in a Swedish and a Danish science classroom. We have used video cameras and mp3-players to follow the classroom interaction. Our findings indicate that the classroom communication was focused on everyday science content and that the introduction and the summary of the theme were very important for the pupils’ possibilities to productive disciplinary engagement.

  2. Laboratory projects using inquiry-based learning: an application to a practical inorganic course

    Directory of Open Access Journals (Sweden)

    José G. Carriazo

    2011-01-01

    Full Text Available This paper reports how laboratory projects (LP coupled to inquiry-based learning (IBL were implemented in a practical inorganic chemistry course. Several coordination compounds have been successfully synthesised by students according to the proposed topics by the LP-IBL junction, and the chemistry of a number of metals has been studied. Qualitative data were collected from written reports, oral presentations, lab-notebook reviews and personal discussions with the students through an experimental course with undergraduate second-year students at the Universidad Nacional de Colombia during the last 5 years. Positive skills production was observed by combining LP and IBL. Conceptual, practical, interpretational, constructional (questions, explanations, hypotheses, communicational, environmental and application abilities were revealed by the students throughout the experimental course.

  3. Exciting middle and high school students about immunology: an easy, inquiry-based lesson.

    Science.gov (United States)

    Lukin, Kara

    2013-03-01

    High school students in the United States are apathetic about science, technology, engineering and mathematics (STEM), and the workforce pipeline in these areas is collapsing. The lack of understanding of basic principles of biology means that students are unable to make educated decisions concerning their personal health. To address these issues, we have developed a simple, inquiry-based outreach lesson centered on a mouse dissection. Students learn key concepts in immunology and enhance their understanding of human organ systems. The experiment highlights aspects of the scientific method and authentic data collection and analysis. This hands-on activity stimulates interest in biology, personal health and careers in STEM fields. Here, we present all the information necessary to execute the lesson effectively with middle and high school students.

  4. The Influence of Inquiry-Based Teaching on Male and Female Students' Motivation and Engagement

    Science.gov (United States)

    Kuo, Yen-Ruey; Tuan, Hsiao-Lin; Chin, Chi-Chin

    2018-03-01

    This study aims to examine the influence of inquiry-based instruction on eighth-grade male and female students' motivation and engagement in science learning in two public junior high schools in central Taiwan. Mixed-methods methodology was adopted with 60 students (32 males and 28 females) in the experimental group and 56 students (28 males and 28 females) in the control group. The study lasted for one semester and six units using inquiry-based teaching (90-180 min each) were implemented in the experimental group. Questionnaires used for measuring students' motivation and engagement in science learning were administered as pre- and post-tests. In addition, eight to ten male and female students from both experimental and control groups, as well as two instructors were interviewed four times throughout the semester. Quantitative data were analyzed with t test and the interview data were fully transcribed and coded. Results show that male and female students under intervention expected to do more experiments because it improved their understanding. Male and female students under intervention also used more learning strategies. However, males benefited more than females from the intervention in regard to their motivation and engagement in learning science. Males improved more in motivational constructs, recognized the value of learning science, and increased their cognitive, behavioral, and emotional engagement because what they learned applied to real life. In contrast, females had higher exam anxiety and lower cognitive engagement due to mathematics fear, stronger sense of pride in class, and caring too much about the right answers.

  5. EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA

    Directory of Open Access Journals (Sweden)

    Jingoo Kang

    2016-12-01

    Full Text Available Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science.

  6. Blended learning in dentistry: 3-D resources for inquiry-based learning

    Directory of Open Access Journals (Sweden)

    Susan Bridges

    2012-06-01

    Full Text Available Motivation is an important factor for inquiry-based learning, so creative design of learning resources and materials is critical to enhance students’ motivation and hence their cognition. Modern dentistry is moving towards “electronic patient records” for both clinical treatment and teaching. Study models have long been an essential part of dental records. Traditional plaster casts are, however, among the last type of clinical record in the dental field to be converted into digital media as virtual models. Advantages of virtual models include: simpler storage; reduced risk of damage, disappearance, or misplacement; simpler and effective measuring; and easy transferal to colleagues. In order to support student engagement with the rapidly changing world of digital dentistry, and in order to stimulate the students’ motivation and depth of inquiry, this project aims to introduce virtual models into a Bachelor and Dental Surgery (BDS curriculum. Under a “blended” e-learning philosophy, students are first introduced to the new software then 3-D models are incorporated into inquiry-based problems as stimulus materials. Face-to-face tutorials blend virtual model access via interactive whiteboards (IWBs. Students’ perceptions of virtual models including motivation and cognition as well as the virtual models’ functionality were rated after a workshop introducing virtual models and plaster models in parallel. Initial student feedback indicates that the 3-D models have been generally well accepted, which confirmed the functionality of the programme and the positive perception of virtual models for enhancing students’ learning motivation. Further investigation will be carried out to assess the impact of virtual models on students’ learning outcomes.

  7. 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.

    This study explored the impact of a novel inquiry-based astronomy laboratory curriculum designed using the Backwards Faded Scaffolding inquiry teaching framework on non-science majoring undergraduate students' views of the nature of scientific inquiry (NOSI). The study focused on two aspects of NOSI: The Distinction between Data and Evidence (DvE), and The Multiple Methods of Science (MMS). Participants were 220 predominately non-science majoring undergraduate students at a small, doctoral granting, research-extensive university in the Rocky Mountain region of the United States. The student participants were enrolled in an introductory astronomy survey course with an associated laboratory section and were selected in two samples over consecutive fall and spring semesters. The participants also included four of the graduate student instructors who taught the laboratory courses using the intervention curriculum. In the first stage, student participant views of NOSI were measured using the VOSI-4 research instrument before and after the intervention curriculum was administered. The responses were quantified, and the distributions of pre and posttest scores of both samples were separately analyzed to determine if there was a significant improvement in understanding of either of the two aspects of NOSI. The results from both samples were compared to evaluate the consistency of the results. In the second stage, the quantitative results were used to strategically design a qualitative investigation, in which the four lab instructors were interviewed about their observations of how the student participants interacted with the intervention curriculum as compared to traditional lab activities, as well as their suggestions as to how the curriculum may or may not have contributed to the results of the first stage. These interviews were summarized and analyzed for common themes as to how the intervention curriculum influenced the students' understandings of the two aspect of

  8. What Is a Scientific Experiment? The Impact of a Professional Development Course on Teachers' Ability to Design an Inquiry-Based Science Curriculum

    Science.gov (United States)

    Pérez, María del Carmen B.; Furman, Melina

    2016-01-01

    Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers' lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed…

  9. Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

  10. Self-Reported Student Confidence in Troubleshooting Ability Increases after Completion of an Inquiry-Based PCR Practical

    Science.gov (United States)

    Cook, Anthony L.; Snow, Elizabeth T.; Binns, Henrica; Cook, Peta S.

    2015-01-01

    Inquiry-based learning (IBL) activities are complementary to the processes of laboratory discovery, as both are focused on producing new findings through research and inquiry. Here, we describe the results of student surveys taken pre- and postpractical to an IBL undergraduate practical on PCR. Our analysis focuses primarily student perceptions of…

  11. Assessing Gains in Science Teaching Self-Efficacy after Completing an Inquiry-Based Earth Science Course

    Science.gov (United States)

    Gray, Kyle

    2017-01-01

    Preservice elementary teachers are often required to take an Earth Science content course as part of their teacher education program but typically enter the course with little knowledge of key Earth Science concepts and are uncertain in their ability to teach science. This study investigated whether completing an inquiry-based Earth Science course…

  12. Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

    Science.gov (United States)

    Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

    2010-01-01

    This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

  13. Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

    Science.gov (United States)

    Gershon, Walter S.; Oded, Ben-Horin

    2014-01-01

    Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

  14. Developing Students' Critical Thinking, Problem Solving, and Analysis Skills in an Inquiry-Based Synthetic Organic Laboratory Course

    Science.gov (United States)

    Weaver, Marisa G.; Samoshin, Andrey V.; Lewis, Robert B.; Gainer, Morgan J.

    2016-01-01

    A course is described where students are engaged in an inquiry-based quarter-long research project to synthesize a known pharmaceutical target. Students use literature search engines, such as Reaxys and SciFinder, and the primary chemical literature as resources to plan and perform the synthesis of their pharmaceutical target. Through this…

  15. Ordinary Least Squares and Quantile Regression: An Inquiry-Based Learning Approach to a Comparison of Regression Methods

    Science.gov (United States)

    Helmreich, James E.; Krog, K. Peter

    2018-01-01

    We present a short, inquiry-based learning course on concepts and methods underlying ordinary least squares (OLS), least absolute deviation (LAD), and quantile regression (QR). Students investigate squared, absolute, and weighted absolute distance functions (metrics) as location measures. Using differential calculus and properties of convex…

  16. An Inquiry-Based Project Focused on the X-Ray Powder Diffraction Analysis of Common Household Solids

    Science.gov (United States)

    Hulien, Molly L.; Lekse, Jonathan W.; Rosmus, Kimberly A.; Devlin, Kasey P.; Glenn, Jennifer R.; Wisneski, Stephen D.; Wildfong, Peter; Lake, Charles H.; MacNeil, Joseph H.; Aitken, Jennifer A.

    2015-01-01

    While X-ray powder diffraction (XRPD) is a fundamental analytical technique used by solid-state laboratories across a breadth of disciplines, it is still underrepresented in most undergraduate curricula. In this work, we incorporate XRPD analysis into an inquiry-based project that requires students to identify the crystalline component(s) of…

  17. Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

    Science.gov (United States)

    Areepattamannil, Shaljan

    2012-01-01

    The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and…

  18. Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

    Science.gov (United States)

    Brown, James A. L.

    2016-01-01

    A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

  19. Working with mathematics and science teachers on Inquiry Based Learning (IBL) approaches : teacher belief. [VISIONS 2011: Teacher Education

    NARCIS (Netherlands)

    Sikko, S.A.; Lyngved, R.; Pepin, B.

    2012-01-01

    This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We

  20. Red Seaweed Enzyme-Catalyzed Bromination of Bromophenol Red: An Inquiry-Based Kinetics Laboratory Experiment for Undergraduates

    Science.gov (United States)

    Jittam, Piyachat; Boonsiri, Patcharee; Promptmas, Chamras; Sriwattanarothai, Namkang; Archavarungson, Nattinee; Ruenwongsa, Pintip; Panijpan, Bhinyo

    2009-01-01

    Haloperoxidase enzymes are of interest for basic and applied bioscientists because of their increasing importance in pharmaceutical industry and environmental cleanups. In a guided inquiry-based laboratory experiment for life-science, agricultural science, and health science undergraduates, the bromoperoxidase from a red seaweed was used to…

  1. An Inquiry-Based Approach to Teaching the Spherical Earth Model to Preservice Teachers Using the Global Positioning System

    Science.gov (United States)

    Song, Youngjin; Schwenz, Richard

    2013-01-01

    This article describes an inquiry-based lesson to deepen preservice teachers' understanding of the spherical Earth model using the Global Positioning System. The lesson was designed with four learning goals: (1) to increase preservice teachers' conceptual knowledge of the spherical Earth model; (2) to develop preservice teachers'…

  2. Authenticating Children's Literature: Raising Cultural Awareness with an Inquiry-Based Project in a Teacher Education Course

    Science.gov (United States)

    Smith, Jane; Wiese, Patricia

    2006-01-01

    This article discusses the importance of authentic picture-storybook adaptations of multicultural folktales and describes an action research project through which a children's picture-book adaptation of a traditional tale can be authenticated using an inquiry-based process. In addition to modeling an actual authentication project using "The Golden…

  3. Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

    NARCIS (Netherlands)

    Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

    In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

  4. Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners

    Science.gov (United States)

    Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

    2014-01-01

    This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

  5. The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year

    Science.gov (United States)

    Corcoran, Thomas B.

    2008-01-01

    This is the first report on the evaluation of the Inquiry Based Science and Technology Education Program (IN-STEP), an innovative and ambitious science education initiative for lower secondary schools being undertaken by a public-private partnership in Thailand funded by MSD-Thailand, an affiliate of Merck & Co. IN-STEP is a public-private…

  6. Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies

    Science.gov (United States)

    Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

    2011-01-01

    This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…

  7. Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on "Real-Life" Contexts

    Science.gov (United States)

    Guilherme, Elsa; Faria, Cláudia; Boaventura, Diana

    2016-01-01

    The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

  8. Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-Based Learning

    Science.gov (United States)

    Lappas, Pantelis Z.; Kritikos, Manolis N.

    2018-01-01

    The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework…

  9. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    Science.gov (United States)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  10. Characterizing Teaching Assistants' Knowledge and Beliefs Following Professional Development Activities within an Inquiry-Based General Chemistry Context

    Science.gov (United States)

    Wheeler, Lindsay B.; Maeng, Jennifer L.; Whitworth, Brooke A.

    2017-01-01

    The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants' (TAs') content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs…

  11. Using Expectancy-Value Theory to Explore Aspects of Motivation and Engagement in Inquiry-Based Learning in Primary Mathematics

    Science.gov (United States)

    Fielding-Wells, Jill; O'Brien, Mia; Makar, Katie

    2017-01-01

    Inquiry-based learning (IBL) is a pedagogical approach in which students address complex, ill-structured problems set in authentic contexts. While IBL is gaining ground in Australia as an instructional practice, there has been little research that considers implications for student motivation and engagement. Expectancy-value theory (Eccles and…

  12. The Effect of Inquiry-Based Explorations in a Dynamic Geometry Environment on Sixth Grade Students' Achievements in Polygons

    Science.gov (United States)

    Erbas, Ayhan Kursat; Yenmez, Arzu Aydogan

    2011-01-01

    The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66…

  13. Sherlock Holmes and the Case of the Raven and the Ambassador's Wife: An Inquiry-Based Murder Mystery

    Science.gov (United States)

    Grove, Nathaniel; Bretz, Stacey Lowery

    2005-01-01

    An inquiry-based experiment on Sherlock Holmes adventure stories used to actively involve students in a series of laboratory experiments to prove the guilt of the accused murderer is presented. The result from such experiments showed that students were able to distinguish between sugar and possible poison.

  14. Using educational data from teaching and learning to inform teachers' reflective educational design in inquiry-based STEM education

    NARCIS (Netherlands)

    Sergis, Stylianos; Sampson, Demetrios G.; Rodríguez-Triana, María Jesús; Gillet, Denis; Pelliccione, Lina; de Jong, Ton

    2017-01-01

    Science, Technology, Engineering and Mathematics (STEM) education is recognized as a top school education priority worldwide and Inquiry-based teaching and learning is identified as a promising approach. To effectively engage students in Inquiry tasks, appropriate guidance should be provided,

  15. Self-Efficacy of Students with Visual Impairments before and after Participation in an Inquiry-Based Camp

    Science.gov (United States)

    Farrand, Kathleen; Wild, Tiffany A.; Hilson, Margilee P.

    2016-01-01

    The purpose of this pilot study was to determine students' self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if self-efficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was…

  16. Enhancing Hispanic Minority Undergraduates' Botany Laboratory Experiences: Implementation of an Inquiry-Based Plant Tissue Culture Module Exercise

    Science.gov (United States)

    Siritunga, Dimuth; Navas, Vivian; Diffoot, Nanette

    2012-01-01

    Early involvement of students in hands-on research experiences are known to demystify research and promote the pursuit of careers in science. But in large enrollment departments such opportunities for undergraduates to participate in research are rare. To counteract such lack of opportunities, inquiry-based laboratory module in plant tissue…

  17. "Me? Teach Science?" Exploring EC-4 Pre-Service Teachers' Self Efficacy in an Inquiry-Based Constructivist Physics Classroom

    Science.gov (United States)

    Narayan, Ratna; Lamp, David

    2010-01-01

    In this qualitative and interpretive study, we investigated factors that influenced elementary preservice teachers' self-efficacy in a constructivist, inquiry-based physics class. Bandura's (1977) theory of social learning was used as a basis to examine preservice teacher's self-efficacy. Participants included 70 female EC-4 preservice teachers…

  18. Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

    Science.gov (United States)

    Cartwright, T. J.; Hogsett, M.

    2009-05-01

    Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion

  19. An Investigation of Primary School Teachers’ PCK towards Science Subjects Using an Inquiry-Based Approach

    Directory of Open Access Journals (Sweden)

    Menşure ALKIŞ KÜÇÜKAYDIN

    2016-09-01

    Full Text Available In this study, the pedagogical content knowledge (PCK of four experienced primary school teachers was investigated within the “Let’s Solve the Riddle of Our Body Unit”. The PCK investigation adopted a learning approach based on inquiry, content representation and pedagogical and professional-experience repertoires (PaP-eRs, and interview forms were used as data collection tools. During the course of the research, the findings obtained from observations made during a total of 18 course hours formed the basic data source of the study. According to the results of the study, in which descriptive and content analysis were used concurrently, primary school teachers lack subject matter knowledge, do not interrogate the pre-knowledge of students and some misconceptions exist regarding about blood moves and exercise with pulse. Additionally, some deficiencies were detected in the curriculum, i.e., it offers non-inquisitional knowledge. Furthermore, teachers employee assessment methods with traditional teaching methods and techniques. In the context of an inquiry-based learning approach, teachers appeared to believe that classroom activities were adversely affected by the physical conditions (class size, lack of laboratory etc., students’ cognitive levels and parent profiles. The result of this study revealed that PCK components affect one another. The PCK findings pertaining to primary school teachers as it concerns the unit are briefly discussed and some suggestions about the development of PCK are submitted.

  20. Evidencing the Value of Inquiry Based, Constructionist Learning for Student Coders

    Directory of Open Access Journals (Sweden)

    Matthew John Yee-King

    2017-09-01

    Full Text Available For the last decade, there has been growing interest in the STEAM approach (essentially combining methods and practices in arts, humanities and social sciences into STEM teaching and research to develop better research and education, and enable us to produce students who can work most effectively in the current and developing market-place. However, despite this interest, there seems to be little quantitative evidence of the true power of STEAM learning, especially describing how it compares and performs with respect to more established approaches. To address this, we present a comparative, quantitative study of two distinct approaches to teaching programming, one based on STEAM (with an open-ended inquiry-based approach, the other based on a more traditional, non-STEAM approach (where constrained problems are set and solved. Our key results evidence how students exhibit different styles of programming in different types of lessons and, crucially, that students who tend to exhibit more of the style of programming observed in our STEAM lessons also tend to achieve higher grades. We present our claims through a range of visualisations and statistical validations which clearly show the significance of the results, despite the small scale of the study. We believe that this work provides clear evidence for the advantages of STEAM over non-STEAM, and provides a strong theoretical and technological framework for future, larger studies.

  1. Inquiry-based science education: towards a pedagogical framework for primary school teachers

    Science.gov (United States)

    van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

    2016-02-01

    Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

  2. Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course.

    Science.gov (United States)

    Gray, Cynthia; Price, Carol W; Lee, Christopher T; Dewald, Alison H; Cline, Matthew A; McAnany, Charles E; Columbus, Linda; Mura, Cameron

    2015-01-01

    Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org. © 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

  3. Girls on Ice: An Inquiry-Based Wilderness Science Education Program

    Science.gov (United States)

    Pettit, E. C.; Koppes, M. N.

    2001-12-01

    We developed a wilderness science education program for high school girls. The program offers opportunities for students to explore and learn about mountain glaciers and the alpine landscape through scientific field studies with geologists and glaciologists. Our purpose is to give students a feeling for the natural processes that create the alpine world and provide an environment that fosters the critical thinking necessary to all scientific inquiry. The program is currently being offered through the North Cascades Institute, a non-profit organization offering outdoor education programs for the general public. We lead eight girls for a weeklong expedition to the remote USGS South Cascade Glacier Research Station in Washington's North Cascades. For four days, we explore the glacier and the nearby alpine valleys. We encourage the girls to observe and think like scientists through making observations and inferences. They develop their own experiments to test ideas about glacier dynamics and geomorphology. In addition to scientific exploration, we engage the students in discussions about the philosophy of science and its role in our everyday lives. Our program exemplifies the success of hands-on, inquiry-based teaching in small groups for science education in the outdoors. The wilderness setting and single gender field team inspires young women's interest in science and provides a challenging environment that increases their physical and intellectual self-confidence.

  4. Implementation of inquiry-based science education in different countries: some reflections

    Science.gov (United States)

    Rundgren, Carl-Johan

    2017-03-01

    In this forum article, I reflect on issues related to the implementation of inquiry-based science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of `soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more long-lasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

  5. Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

    Science.gov (United States)

    Turkan, Sultan; Liu, Ou Lydia

    2012-10-01

    The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

  6. An Inquiry-Based Laboratory Module to Promote Understanding of the Scientific Method and Bacterial Conjugation

    Directory of Open Access Journals (Sweden)

    Melanie B. Berkmen

    2014-08-01

    Full Text Available Students are engaged and improve their critical thinking skills in laboratory courses when they have the opportunity to design and conduct inquiry-based experiments that generate novel results. A discovery-driven project for a microbiology, genetics, or multidisciplinary research laboratory course was developed to familiarize students with the scientific method. In this multi-lab module, students determine whether their chosen stress conditions induce conjugation and/or cell death of the model BSL-1 Gram-positive bacterium Bacillus subtilis. Through consultation of the primary literature, students identify conditions or chemicals that can elicit DNA damage, the SOS response, and/or cellular stress.  In groups, students discuss their selected conditions, develop their hypotheses and experimental plans, and formulate their positive and negative controls. Students then subject the B. subtilis donor cells to the stress conditions, mix donors with recipients to allow mating, and plate serial dilutions of the mixtures on selective plates to measure how the treatments affect conjugation frequency and donor cell viability.  Finally, students analyze and discuss their collective data in light of their controls. The goals of this module are to encourage students to be actively involved in the scientific process while contributing to our understanding of the conditions that stimulate horizontal gene transfer in bacteria.

  7. CAREER Educational Outreach: Inquiry-based Atmospheric Science Lessons for K-12 students

    Science.gov (United States)

    Courville, Z.; Carbaugh, S.; Defrancis, G.; Donegan, R.; Brown, C.; Perovich, D. K.; Richter-Menge, J.

    2011-12-01

    Climate Comics is a collaborative outreach effort between the Montshire Museum of Science, in Norwich, VT, the Cold Regions Research and Engineering Laboratory (CRREL) research staff, and freelance artist and recent graduate of the Center for Cartoon Studies in White River Junction, VT, Sam Carbaugh. The project involves the cartoonist, the education staff from the museum, and researchers from CRREL creating a series of comic books with polar science and research themes, including sea ice monitoring, sea ice albedo, ice cores, extreme microbial activity, and stories and the process of fieldwork. The aim of the comic series is to provide meaningful science information in a comic-format that is both informative and fun, while highlighting current polar research work done at the lab. The education staff at the Montshire Museum develops and provides a series of hands-on, inquiry-based activity descriptions to complement each comic book, and CRREL researchers provide science background information and reiterative feedback about the comic books as they are being developed. Here, we present the motivation for using the comic-book medium to present polar research topics, the process involved in creating the comics, some unique features of the series, and the finished comic books themselves. Cartoon illustrating ways snow pack can be used to determine past climate information.

  8. A Quantitative Reasoning Approach to Algebra Using Inquiry-Based Learning

    Directory of Open Access Journals (Sweden)

    Victor I. Piercey

    2017-07-01

    Full Text Available In this paper, I share a hybrid quantitative reasoning/algebra two-course sequence that challenges the common assumption that quantitative literacy and reasoning are less rigorous mathematics alternatives to algebra and illustrates that a quantitative reasoning framework can be used to teach traditional algebra. The presentation is made in two parts. In the first part, which is somewhat philosophical and theoretical, I explain my personal perspective of what I mean by “algebra” and “doing algebra.” I contend that algebra is a form of communication whose value is precision, which allows us to perform algebraic manipulations in the form of simplification and solving moves. A quantitative reasoning approach to traditional algebraic manipulations rests on intentional and purposeful use of simplification and solving moves within contextual situations. In part 2, I describe a 6-week instructional module intended for undergraduate business students that was delivered to students who had placed into beginning algebra. The perspective described in part 1 heavily informed the design of this module. The course materials, which involve the use of Excel in multiple authentic contexts, are built around the use of inquiry-based learning. Upon completion of this module, the percentage of students who successfully complete model problems in an assessment is in the same range as surveyed students in precalculus and calculus, approximately two “grade levels” ahead of their placement.

  9. THE EFFECT OF INQUIRY BASED LEARNING ON THE REASONING ABILITY OF GRADE VII STUDENTS ABOUT HEAT CONCEPT

    Directory of Open Access Journals (Sweden)

    N. A. C. Damawati

    2016-01-01

    Full Text Available This study aimed to analyze the effect of Inquiry Based Learningon the reasoning ability of grade 7 students about heat concept. This study is a quasi-experimental research design with non-equivalent post-test only controls group design. Two groups of seventh grade students were included as samples, which receive the experimental class of Inquiry Based Learning treatment while the other group acted as a control group who received the learning process in accordance with the applicable provisions of the curriculum. The data collected in this study is the students reasoning ability which obtained from the test of reasoning ability. Data were analyzed using descriptive statistics and statistical parametric t-test. Results of independet research shows that there are significant differences in reasoning abilities between the experimental class and control class. In this research, the experiment class perform more better reasoning skills than the control class.Penelitian ini bertujuan untuk menganalisis pengaruh Inquiry Based Learning terhadap kemampuan penalaran siswa kelas VII pada materi Kalor. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan non-equivalent post-test only control group design.  Dua kelompok siswa kelas VII  dilibatkan sebagai sampel penelitian, dimana kelas eksperimen menerima perlakuan Inquiry Based Learning sementara kelompok lainnya bertindak sebagai kelas kontrol yang menerima proses pembelajaran sesuai dengan ketentuan kurikulum yang berlaku di sekolah tempat penelitian dilaksanakan. Data yang dikumpulkan dalam penelitian ini adalah kemampuan penalaran siswa yang diperoleh dari hasil tes kemampuan penalaran. Data dianalisis dengan menggunakan statistik deskriptif dan statistik parametrik Independent t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan penalaran yang signifikan antara kelas eksperimen dan kelas kontrol Kelas eksperimen menunjukkan kemampuan penalaran yang lebih baik

  10. "Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

    Science.gov (United States)

    Oliveira, Alandeom Wanderlei

    2009-12-01

    This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

  11. The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

    Science.gov (United States)

    Arsal, Zeki

    2017-07-01

    In the study, the impact of inquiry-based learning on pre-service teachers' critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers' critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.

  12. The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

    Science.gov (United States)

    Lewis, Felecia J.

    The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

  13. Information fluency for undergraduate biology majors: applications of inquiry-based learning in a developmental biology course.

    Science.gov (United States)

    Gehring, Kathleen M; Eastman, Deborah A

    2008-01-01

    Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitative analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.

  14. Investigating the use of a digital library in an inquiry-based undergraduate geology course

    Directory of Open Access Journals (Sweden)

    Xornam S. Apedoe

    2007-06-01

    Full Text Available This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and audiotapes and transcripts of interviews conducted with student and instructor participants. The findings suggest that although both the instructor and students recognized a number of opportunities presented by the digital library to support teaching and learning (e.g., provides access to various types of data, they encountered a number of obstacles (e.g., difficulty with the search mechanism that discouraged them from taking advantage of the resources available. Recommendations are presented for (a developers of digital libraries, and (b instructors wishing to integrate use of a digital library for supporting their teaching and student learning in an inquiry-based course. Le présent article rend compte des conclusions d’une étude de recherche qualitative élaborée afin d’examiner les occasions et les obstacles que présente une bibliothèque numérique appuyant l’enseignement et l’apprentissage dans le cadre d’un cours de géologie de premier cycle axé sur la recherche. Les données pour cette étude comprenaient les observations effectuées en salle de classe et les notes d’excursion des pratiques en salle de classe, les questionnaires, les bandes audio ainsi que les transcriptions des entrevues menées auprès des étudiants et de l’instructeur participant. Les conclusions laissent entendre que bien que l’instructeur et les étudiants reconnaissent un certain nombre d’occasions que présente la bibliothèque numérique en appui à l’enseignement et à l’apprentissage (p. ex. accès à divers types de données, ils ont dû surmonter un certain nombre d’obstacles (p. ex

  15. An inquiry-based approach to the Franck-Hertz experiment

    Science.gov (United States)

    Persano Adorno, Dominique; Pizzolato, Nicola

    2016-05-01

    The practice of scientists and engineers is today exerted within interdisciplinary contexts, placed at the intersections of different research fields, including nanoscale science. The development of the required competences is based on an effective science and engineering instruction, which should be able to drive the students towards a deeper understanding of quantum mechanics fundamental concepts and, at the same time, strengthen their reasoning skills and transversal abilities. In this study we report the results of an inquiry-driven learning path experienced by a sample of 12 electronic engineering undergraduates engaged to perform the Franck-Hertz experiment. Before being involved in this experimental activity, the students received a traditional lecture-based instruction on the fundamental concepts of quantum mechanics, but their answers to an open-ended questionnaire, administered at the beginning of the inquiry activity, demonstrated that the acquired knowledge was characterized by a strictly theoretical vision of quantum science, basically in terms of an artificial mathematical framework having very poor connections with the real world. The Franck Hertz experiment was introduced to the students by starting from the problem of finding an experimental confirmation of the Bohr's postulates asserting that atoms can absorb energy only in quantum portions. The whole activity has been videotaped and this allowed us to deeply analyse the student perception's change about the main concepts of quantum mechanics. We have found that the active participation to this learning experience favored the building of cognitive links among student theoretical perceptions of quantum mechanics and their vision of quantum phenomena, within an everyday context of knowledge. Furthermore, our findings confirm the benefits of integrating traditional lecture-based instruction on quantum mechanics with learning experiences driven by inquiry-based teaching strategies.

  16. An Inquiry-Based Vision Science Activity for Graduate Students and Postdoctoral Research Scientists

    Science.gov (United States)

    Putnam, N. M.; Maness, H. L.; Rossi, E. A.; Hunter, J. J.

    2010-12-01

    The vision science activity was originally designed for the 2007 Center for Adaptive Optics (CfAO) Summer School. Participants were graduate students, postdoctoral researchers, and professionals studying the basics of adaptive optics. The majority were working in fields outside vision science, mainly astronomy and engineering. The primary goal of the activity was to give participants first-hand experience with the use of a wavefront sensor designed for clinical measurement of the aberrations of the human eye and to demonstrate how the resulting wavefront data generated from these measurements can be used to assess optical quality. A secondary goal was to examine the role wavefront measurements play in the investigation of vision-related scientific questions. In 2008, the activity was expanded to include a new section emphasizing defocus and astigmatism and vision testing/correction in a broad sense. As many of the participants were future post-secondary educators, a final goal of the activity was to highlight the inquiry-based approach as a distinct and effective alternative to traditional laboratory exercises. Participants worked in groups throughout the activity and formative assessment by a facilitator (instructor) was used to ensure that participants made progress toward the content goals. At the close of the activity, participants gave short presentations about their work to the whole group, the major points of which were referenced in a facilitator-led synthesis lecture. We discuss highlights and limitations of the vision science activity in its current format (2008 and 2009 summer schools) and make recommendations for its improvement and adaptation to different audiences.

  17. An inquiry-based approach to the Franck-Hertz experiment

    International Nuclear Information System (INIS)

    Persano Adorno, Dominique; Pizzolato, Nicola

    2015-01-01

    The practice of scientists and engineers is today exerted within interdisciplinary contexts, placed at the intersections of different research fields, including nanoscale science. The development of the required competencies is based on an effective science and engineering instruction, which should be able to drive the students towards a deeper understanding of quantum mechanics fundamental concepts and, at the same time, strengthen their reasoning skills and transversal abilities. In this study we report the results of an inquiry-driven learning path experienced by a sample of 12 electronic engineering undergraduates engaged to perform the Franck-Hertz experiment. Before being involved in this experimental activity, the students received a traditional lecture-based instruction on the fundamental concepts of quantum mechanics, but their answers to an open-ended questionnaire, administered at the beginning of the inquiry activity, demonstrated that the acquired knowledge was characterized by a strictly theoretical vision of quantum science, basically in terms of an artificial mathematical framework having very poor connections with the real world. The Franck Hertz experiment was introduced to the students by starting from the problem of finding an experimental confirmation of the Bohr’s postulates asserting that atoms can absorb energy only in quantum portions. The whole activity has been videotaped and this allowed us to deeply analyse the student perception’s change about the main concepts of quantum mechanics. We have found that the active participation to this learning experience favored the building of cognitive links among student theoretical perceptions of quantum mechanics and their vision of quantum phenomena, within an everyday context of knowledge. Furthermore, our findings confirm the benefits of integrating traditional lecture-based instruction on quantum mechanics with learning experiences driven by inquiry-based teaching strategies.

  18. The AIA Solar Learning Center: Taking Inquiry-based EPO Online

    Science.gov (United States)

    Wills-Davey, Meredith; Attrill, G. D. R.; Engell, A.

    2009-05-01

    The observations of the Atmospheric Imaging Assembly aboard the Solar Dynamics Observatory (SDO-AIA) are expected to be groundbreaking within the field of heliophysics. To properly promote and explain the data produced by AIA, it is important that an innovative EPO effort be put forth. This has led to the development of "The AIA Solar Learning Center” (SLC), an inquiry-based educational website geared towards teaching about AIA and the Sun in general. The goal of the SLC is to provide K-12 students, teachers, parents, and homeschoolers with information and education about the Sun, primarily through hands-on activity modules that explain different aspects of our nearest star and the methods of observing it. While each module ultimately aims to impart information about the Sun or some related physical process, the activities also range across a host of different disciplines, including geology, chemistry, history, music, and art. In order to make the content applicable and accessible, activities are tailored to multiple difficulty levels, catering to different age groups. There is also a strong push towards facilitating teachers; activities are designed to fulfill specific teaching standards, and a host of additional teaching material is provided, including lesson plans and powerpoint presentations. Ultimately, the SLC aims to make science and the Sun inviting and accessible. The "Meet the Scientists” page will provide pictures and personal bios of participating scientists. Students will have the opportunity to interactively ask solar-related questions. There is even a host of lighter fare, such as a solar music playlist and links to relevant Facebook pages.

  19. Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms

    Directory of Open Access Journals (Sweden)

    Qing Li

    2010-07-01

    Full Text Available The main purpose of this design-based research study is to examine the effects of an inquiry-based learning environment, with the support of videoconferencing, on both rural and urban secondary students’ mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/ scientists (as e-mentors. Specifically, the following two research questions guide this study: (1 In what ways, if any, does the inquiry-based learning environment impact student beliefs and learning outcomes? (2 What challenges emerge in the development of an inquiry-based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments. Résumé : L’objectif principal de cette étude de recherche axée sur la conception est d’examiner les effets d’un environnement d’apprentissage basé sur le processus d’enquête et utilisant le soutien de la vidéoconférence sur l’apprentissage des mathématiques et des sciences auprès d’élèves du secondaire en milieux ruraux et urbains. L’utilisation de la vidéoconférence pour mettre les classes en lien avec des mathématiciens et des scientifiques (en tant que cybermentors constitue un aspect important de cet environnement d’apprentissage. Plus précisément, les deux questions suivantes orientent la présente étude : (1 De quelle manière, le cas

  20. A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

    Science.gov (United States)

    Matese, Gabrielle

    Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the

  1. Student's social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement

    Science.gov (United States)

    Ellwood, Robin; Abrams, Eleanor

    2017-02-01

    This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged 13-14 years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on 46 % of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. Implications for science teaching and future research include shifting the current focus in inquiry-based science from a continuum that progresses from teacher-directed to open inquiry experiences to a

  2. English Communication Skills: How Are They Taught at Schools and Universities in Oman?

    Science.gov (United States)

    Al-Mahrooqi, Rahma

    2012-01-01

    The aim of this paper is to investigate, from a student perspective, how English communication skills are taught in Oman's schools and higher education institutions. Previous research has documented the lack of communicative ability in English among school and higher education graduates in Oman (Al-Issa, 2007; Moody, 2009). However, the reasons…

  3. EPR: what has it taught us

    International Nuclear Information System (INIS)

    Stapp, H.P.

    1985-05-01

    This symposium commemorating the fiftieth anniversary of the paper of Einstein, Podolsky, and Rosen is a fitting place to review what that work and its sequels have taught us. Prima facie, the EPR paper appears to have been exceedingly counter-productive for the following reasons: (1) The work was quickly rebutted by Bohr, and this rebuttal was apparently accepted by most workers in the field. (2) Scientists who adopted the position advocated by Bohr have produced, in the intervening fifty years, a marvelous body of useful theory, whereas those following the course suggested by EPR have produced nothing of any certified practical value. (3) It has been shown by Bell that the conclusion reached by EPR is incompatible with their assumptions. Chemists and physicists have recently begun to examine the behavior of quantum mechanical systems that are very small, yet large enough to influence their environment in ways that appreciably modify their own behavior, vis-a-vis the behavior they would have if isolated. Because these systems are neither small enough to be treated as isolated (or as residing in a classically described environment) between preparation and detection, nor large enough to be treated classically, they do not conform to the format demanded by the Copenhagen interpretation. Indeed, the behavior of these systems depends on ontological considerations that were irrelevant in the situations covered by the Copenhagen interpretation, and that were systematically ignored in that interpretation. Scientists now face the task of enlarging the scope of quantum theory to cover these new situations, and comparing the empirical consequences of various ontological assumptions. 17 refs

  4. Climate Proxies: An Inquiry-Based Approach to Discovering Climate Change on Antarctica

    Science.gov (United States)

    Wishart, D. N.

    2016-12-01

    An attractive way to advance climate literacy in higher education is to emphasize its relevance while teaching climate change across the curriculum to science majors and non-science majors. An inquiry-based pedagogical approach was used to engage five groups of students on a "Polar Discovery Project" aimed at interpreting the paleoclimate history of ice cores from Antarctica. Learning objectives and student learning outcomes were clearly defined. Students were assigned several exercises ranging from examination of Antarctic topography to the application of physical and chemical measurements as proxies for climate change. Required materials included base and topographic maps of Antarctica; graph sheets for construction of topographic cross-sectional profiles from profile lines of the Western Antarctica Ice Sheet (WAIS) Divide and East Antarctica; high-resolution photographs of Antarctic ice cores; stratigraphic columns of ice cores; borehole and glaciochemical data (i.e. anions, actions, δ18O, δD etc.); and isotope data on greenhouse gases (CH4, O2, N2) extracted from gas bubbles in ice cores. The methodology was to engage students in (2) construction of topographic profiles; (2) suggest directions for ice flow based on simple physics; (3) formulate decisions on suitable locations for drilling ice cores; (4) visual ice stratigraphy including ice layer counting; (5) observation of any insoluble particles (i.e. meteoritic and volcanic material); (6) analysis of borehole temperature profiles; and (7) the interpretation of several datasets to derive a paleoclimate history of these areas of the continent. The overall goal of the project was to improve the students analytical and quantitative skills; their ability to evaluate relationships between physical and chemical properties in ice cores, and to advance the understanding the impending consequences of climate change while engaging science, technology, engineering and mathematics (STEM). Student learning outcomes

  5. Guided-inquiry based laboratory instruction: Investigation of critical thinking skills, problem solving skills, and implementing student roles in chemistry

    Science.gov (United States)

    Gupta, Tanya

    Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with peers and in facilitation by the instructor. A student-centered active learning approach may be an effective way to enhance student understanding of concepts in the laboratory. The dissertation research work explores the impact of laboratory instruction and its relevance for college-level chemistry. Each chapter is different from the preceding chapter in terms of the purpose of the study and the research questions asked. However, the overarching idea is to address the importance of guided-inquiry based laboratory instruction in chemistry and its relevance in helping students to make connections with the chemistry content and in imparting skills to students. Such skills include problem solving, collaborative group work and critical thinking. The first research study (Chapter 2) concerns the impact of first year co-requisite general chemistry laboratory instruction on the problem-solving skills of students. The second research study (Chapter 3) examines the impact of implementing student roles also known as Student-Led Instructor Facilitated Guided-Inquiry based Laboratories, SLIFGIL) by modifying the Science Writing Heuristic approach of laboratory instruction. In the third research study (Chapter 4), critical thinking skills of first semester general chemistry laboratory students were compared to advanced (third or fourth year) chemistry laboratory students based on the analysis of their laboratory reports.

  6. Using inquiry-based instruction to meet the standards of No Child Left Behind for middle school earth science

    Science.gov (United States)

    Harris, Michael W.

    This study examined the effectiveness of a specific instructional strategy employed to improve performance on the end-of-the-year Criterion-Referenced Competency Test (CRCT) as mandated by the No Child Left Behind (NCLB) Act of 2001. A growing body of evidence suggests that the perceived pressure to produce adequate aggregated scores on the CRCT causes teachers to neglect other relevant aspects of teaching and attend less to individualized instruction. Rooted in constructivist theory, inquiry-based programs provide a o developmental plan of instruction that affords the opportunity for each student to understand their academic needs and strengths. However, the utility of inquiry-based instruction is largely unknown due to the lack of evaluation studies. To address this problem, this quantitative evaluation measured the impact of the Audet and Jordan inquiry-based instructional model on CRCT test scores of 102 students in a sixth-grade science classroom in one north Georgia school. A series of binomial tests of proportions tested differences between CRCT scores of the program participants and those of a matched control sample selected from other district schools that did not adopt the program. The study found no significant differences on CRCT test scores between the treatment and control groups. The study also found no significant performance differences among genders in the sample using inquiry instruction. This implies that the utility of inquiry education might exist outside the domain of test scores. This study can contribute to social change by informing a reevaluation of the instructional strategies that ideally will serve NCLB high-stakes assessment mandates, while also affording students the individual-level skills needed to become productive members of society.

  7. Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching

    Science.gov (United States)

    Tosa, Sachiko

    Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.

  8. Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda

    Science.gov (United States)

    Ssempala, Fredrick

    High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry

  9. The development of guided inquiry-based learning devices on photosynthesis and respiration matter to train science literacy skills

    Science.gov (United States)

    Choirunnisak; Ibrahim, M.; Yuliani

    2018-01-01

    The purpose of this research was to develop a guided inquiry-based learning devices on photosynthesis and respiration matter that are feasible (valid, practical, and effective) to train students’ science literacy. This research used 4D development model and tested on 15 students of biology education 2016 the State University of Surabaya with using one group pretest-posttest design. Learning devices developed include (a) Semester Lesson Plan (b) Lecture Schedule, (c) Student Activity Sheet, (d) Student Textbook, and (e) testability of science literacy. Research data obtained through validation method, observation, test, and questionnaire. The results were analyzed descriptively quantitative and qualitative. The ability of science literacy was analyzed by n-gain. The results of this research showed that (a) learning devices that developed was categorically very valid, (b) learning activities performed very well, (c) student’s science literacy skills improved that was a category as moderate, and (d) students responses were very positively to the learning that already held. Based on the results of the analysis and discussion, it is concluded that the development of guided inquiry-based learning devices on photosynthesis and respiration matter was feasible to train students literacy science skills.

  10. A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

    Science.gov (United States)

    Avraamidou, Lucy

    2017-06-01

    Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

  11. Elementary Teachers' Comprehension of Flooding through Inquiry-based Professional Development and Use of Self-regulation Strategies

    Science.gov (United States)

    Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Bueno Watts, Nievita; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

    2011-07-01

    This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged from the geoscience content two-tier pre-test, some of which persisted throughout the PD seminar while other responses provided evidence of teachers' improved understanding. The concepts that teachers struggled with were also apparent upon examining teachers' reflections upon their learning and teaching practices throughout the seminar. Teachers were challenged as they attempted to add new academic language, such as storm surge and discharge, to their prior understandings. Flooding concepts that teachers showed the least improvement on included analyzing a topographic region, reading a map image, and hydrograph interpretation. Teachers' greatest areas of improved understanding occurred in understanding the probability and role of ground conditions in flooding events. Teachers demonstrated considerable growth in their understanding of some flooding concepts through scaffolded inquiry lessons modeled throughout the PD. Those teachers who had greater prior knowledge and demonstrated more use of self-regulated learning showed the most change toward a normative view of flooding. The explicit modeling and participation in inquiry-based science activities and written responses to self-regulatory learning prompts throughout the seminar supported teachers' learning.

  12. The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

    Science.gov (United States)

    Furtak, Erin Marie; Alonzo, Alicia C.

    2010-05-01

    The Trends in International Mathematics and Science Study (TIMSS) Video Study explored instructional practices in the United States (US) in comparison with other countries that ranked higher on the 1999 TIMSS assessment, and revealed that 8th grade science teachers in the US emphasize activities over content during lessons (Roth et al. 2006). This study applies the content framework from the TIMSS Video Study to a sample of 28 3rd grade teachers enacting an inquiry-based unit on floating and sinking, and seeks a deeper understanding of teachers’ practices through analysis of interviews with those teachers. Transcripts of observed lessons were coded according to the TIMSS framework for types of content, and transcripts of teacher interviews were coded to capture the ways in which teachers described their role in and purposes for teaching science, particularly with respect to the floating and sinking unit. Results indicate that teachers focused more on canonical, procedural and experimental knowledge during lessons than on real-world connections and the nature of science; however, none of the types of content received major emphasis in a majority of the classrooms in the sample. During interviews, teachers described their practice in ways that prioritized helping students to like science over specific content outcomes. The study suggests that elementary school teachers’ emphasis on doing and feeling during inquiry-based lessons may interfere with teaching of content.

  13. Toward a Better Understanding of Population Genetics: Pop!World--A Virtual, Inquiry-Based Tool for Teaching Population Genetics

    Science.gov (United States)

    Poulin, Jessica; Ramamurthy, Bina; Dittmar, Katharina

    2013-01-01

    Population genetics is fundamental to understanding evolutionary theory, and is taught in most introductory biology/evolution courses. Many students are unaware that understanding this topic requires pertinent knowledge

  14. ENHANCING STUDENTS’ READING ABILITY THROUGH INQUIRY BASED LEARNING TO EFL STUDENTS

    Directory of Open Access Journals (Sweden)

    Farnia Sari

    2017-03-01

    Full Text Available IBT techniques is series of activities that involved maximally throughout the student's ability to search and investigate in a systematic, critical, logical, analytical, so that they can formulate their own discoveries with confidence the search of knowledge and understanding to satisfy curiosity. IBT technique is also supposed to the teachers be creative to set situations. This method used was quasi experimental design. The purposive sampling technique was used on this study. The data were collected by reading test. The collected data was analyzed by using paired sample t-test and independent sample t-test. The results showed that the students’ reading ability was improved and there was a significant difference between the students who were taught by using IBT and those who were not. With IBT technique encouraged students to take the initiative to have question the phenomenon, to conduct field observations, to analyze the data, and to draw conclusions. Thus, it is to integrate students and synergize various skills of language and different methods.

  15. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey Through Reflections on Classroom Practice

    Science.gov (United States)

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

    2016-04-01

    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher's reflections on her teaching and her students' learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.

  16. The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers

    Science.gov (United States)

    Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni

    2017-09-01

    Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects learning through inquiry. How guidance for inquiry-based learning could promote learning about inquiry (e.g. epistemic practices) is in need of exploration. A dialogic approach to classroom communication and pedagogical link-making offers possibilities for learners to acquire these practices. The focus of this paper is to analyse the role of different forms of guidance for inquiry-based learning on building the communicative approach applied in classrooms. The data for the study comes from an inquiry-based physics lesson implemented by a group of five pre-service primary science teachers to a class of sixth graders. The lesson was video recorded and the discussions were transcribed. The data was analysed by applying two existing frameworks—one for the forms of guidance provided and another for the communicative approaches applied. The findings illustrate that providing non-specific forms of guidance, such as prompts, caused the communicative approach to be dialogic. On the other hand, providing the learners with specific forms of guidance, such as explanations, shifted the communication to be more authoritative. These results imply that different forms of guidance provided by pre-service teachers can affect the communicative approach applied in inquiry-based science lessons, which affects the possibilities learners are given to connect their existing ideas to the scientific view. Future research should focus on validating these results by also analysing inservice teachers' lessons.

  17. Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

    Science.gov (United States)

    Ucar, Sedat

    The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

  18. Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

    Science.gov (United States)

    Dimichino, Daniela C.

    This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

  19. Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

    Science.gov (United States)

    Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

    2001-05-01

    In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

  20. Measure, Then Show: Grasping Human Evolution Through an Inquiry-Based, Data-driven Hominin Skulls Lab.

    Directory of Open Access Journals (Sweden)

    Chris N Bayer

    Full Text Available Incomprehension and denial of the theory of evolution among high school students has been observed to also occur when teachers are not equipped to deliver a compelling case also for human evolution based on fossil evidence. This paper assesses the outcomes of a novel inquiry-based paleoanthropology lab teaching human evolution to high-school students. The inquiry-based Be a Paleoanthropologist for a Day lab placed a dozen hominin skulls into the hands of high-school students. Upon measuring three variables of human evolution, students explain what they have observed and discuss findings. In the 2013/14 school year, 11 biology classes in 7 schools in the Greater New Orleans area participated in this lab. The interviewed teacher cohort unanimously agreed that the lab featuring hominin skull replicas and stimulating student inquiry was a pedagogically excellent method of delivering the subject of human evolution. First, the lab's learning path of transforming facts to data, information to knowledge, and knowledge to acceptance empowered students to themselves execute part of the science that underpins our understanding of deep time hominin evolution. Second, although challenging, the hands-on format of the lab was accessible to high-school students, most of whom were readily able to engage the lab's scientific process. Third, the lab's exciting and compelling pedagogy unlocked higher order thinking skills, effectively activating the cognitive, psychomotor and affected learning domains as defined in Bloom's taxonomy. Lastly, the lab afforded students a formative experience with a high degree of retention and epistemic depth. Further study is warranted to gauge the degree of these effects.

  1. Connecting Educators with Inter-Disciplinary Inquiry-Based Science and Students with STEM Careers with Real-World Experiences

    Directory of Open Access Journals (Sweden)

    Suzanne Lunsford

    2016-10-01

    Full Text Available Our professional development workshops have provided participating teachers (inservice and pre-service with interdisciplinary experiences in earth and environmental science that have built their content into real-world problem based research initiatives (STEM, Science Technology, Engineering and Mathematics. One of our real-world issues has been the detection of phenol since it has been a concern in the real-world coal mining industry. Coal tars are a complex of variable mixtures of phenols. Phenol and phenol derivative compounds are widely used in the production of polymers, drugs, dyes, explosives, pesticides, stabilizers and antioxidants. These phenolic compounds are discharged into the environment and can represent a serious hazard, mainly by the contamination of superficial and underground waters. The toxic effect of phenol can cause comas, convulsions, cyanosis, liver damage, kidney damage, lung damage and death. The mining industry for coal is an alternative source of energy and used in thermoelectric power plants. However, the pollutant phenol that can be found in coal has high need to be detected and is an important aspect to keep an eye on due to these harmful chemicals such as phenol discharging into the environment. Our inquiry-based labs have engaged our inservice and pre-service students by visiting a mine and learning the positive and negative aspects of mining and the importance of water quality. Thus, this inquiry-based module will illustrate the use of an electrochemistry modified carbon nanotube poly-3-hexylthiophene electrode to detect such harmful chemicals as phenol by unique electrochemistry techniques such as Differential Pulse Voltammetry (DPV.

  2. Inquiry based Teacher Professional development from a multidisciplinary perspective: The NEOGEO Lake Erie Earth Science Field Trip

    Science.gov (United States)

    Ortiz, J. D.; Munro-Stasiuk, M. J.; Hart, B. I.; Mokaren, D. M.; Arnold, B.; Chermansky, J. V.; Vlack, Y. A.

    2006-12-01

    State and national educational standards stress the need to incorporate inquiry-based approaches into the K- 12 science curriculum. However, many teachers either lack training in these pedagogical techniques or science content mastery. Both of these are needed to confidently approach science teaching in the less structured framework associated with a real world exploration of the natural environment. To overcome these barriers to implementation, we have developed an intensive, field-based professional development workshop which explores the connections between the bedrock geology, glacial geomorphology, ecology, and geography of the Lake Erie Islands and the shore of its western basin. This workshop is part of a series of three workshops that form the professional development activities of our NSF funded Graduate Teaching Fellows in K-12 Education (GK-12) project, the Northeast Ohio Geoscience Education Outreach (NEOGEO) Program which seeks to improve the quality of Earth Science education at the middle and high school levels in Northeast Ohio. During the workshop students explored the ecology and geomorphology of a series of coastal wetlands, collecting instrumental data and field observations to evaluate water quality and the forces that created these surface features. Exceptional exposure of glacial scours and striations at Kelleys Island and along the Marblehead Peninsula allowed the participants to reconstruct evolving ice flow paths to see how recent geological history shaped the landscape. Finally, stratigraphic observations in a local quarry enabled the students to understand why the observed glacial features varied as a function of bedrock type. Response to the workshop was overwhelming positive with participants commenting positively on quality and quantity of the material presented and the manner in which inquiry based teaching was modeled. End of term projects which included the conceptualization of a teaching plan to incorporate the approaches learned

  3. Measure, Then Show: Grasping Human Evolution Through an Inquiry-Based, Data-driven Hominin Skulls Lab.

    Science.gov (United States)

    Bayer, Chris N; Luberda, Michael

    2016-01-01

    Incomprehension and denial of the theory of evolution among high school students has been observed to also occur when teachers are not equipped to deliver a compelling case also for human evolution based on fossil evidence. This paper assesses the outcomes of a novel inquiry-based paleoanthropology lab teaching human evolution to high-school students. The inquiry-based Be a Paleoanthropologist for a Day lab placed a dozen hominin skulls into the hands of high-school students. Upon measuring three variables of human evolution, students explain what they have observed and discuss findings. In the 2013/14 school year, 11 biology classes in 7 schools in the Greater New Orleans area participated in this lab. The interviewed teacher cohort unanimously agreed that the lab featuring hominin skull replicas and stimulating student inquiry was a pedagogically excellent method of delivering the subject of human evolution. First, the lab's learning path of transforming facts to data, information to knowledge, and knowledge to acceptance empowered students to themselves execute part of the science that underpins our understanding of deep time hominin evolution. Second, although challenging, the hands-on format of the lab was accessible to high-school students, most of whom were readily able to engage the lab's scientific process. Third, the lab's exciting and compelling pedagogy unlocked higher order thinking skills, effectively activating the cognitive, psychomotor and affected learning domains as defined in Bloom's taxonomy. Lastly, the lab afforded students a formative experience with a high degree of retention and epistemic depth. Further study is warranted to gauge the degree of these effects.

  4. A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa

    Science.gov (United States)

    Babaci-Wilhite, Zehlia

    2017-06-01

    This article addresses the importance of teaching and learning science in local languages. The author argues that acknowledging local knowledge and using local languages in science education while emphasising inquiry-based learning improve teaching and learning science. She frames her arguments with the theory of inquiry, which draws on perspectives of both dominant and non-dominant cultures with a focus on science literacy as a human right. She first examines key assumptions about knowledge which inform mainstream educational research and practice. She then argues for an emphasis on contextualised learning as a right in education. This means accounting for contextualised knowledge and resisting the current trend towards de-contextualisation of curricula. This trend is reflected in Zanzibar's recent curriculum reform, in which English replaced Kiswahili as the language of instruction (LOI) in the last two years of primary school. The author's own research during the initial stage of the change (2010-2015) revealed that the effect has in fact proven to be counterproductive, with educational quality deteriorating further rather than improving. Arguing that language is essential to inquiry-based learning, she introduces a new didactic model which integrates alternative assumptions about the value of local knowledge and local languages in the teaching and learning of science subjects. In practical terms, the model is designed to address key science concepts through multiple modalities - "do it, say it, read it, write it" - a "hands-on" experiential combination which, she posits, may form a new platform for innovation based on a unique mix of local and global knowledge, and facilitate genuine science literacy. She provides examples from cutting-edge educational research and practice that illustrate this new model of teaching and learning science. This model has the potential to improve learning while supporting local languages and culture, giving local languages their

  5. Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

    Science.gov (United States)

    Thoresen, Carol Wiggins

    1994-01-01

    This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance

  6. The Impact of High School Science Teachers' Beliefs, Curricular Enactments and Experience on Student Learning during an Inquiry-Based Urban Ecology Curriculum

    Science.gov (United States)

    McNeill, Katherine L.; Pimentel, Diane Silva; Strauss, Eric G.

    2013-01-01

    Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers' use of a year-long high school urban ecology curriculum and how teachers' self-efficacy, instructional practices,…

  7. Fundamental Research in Engineering Education. Development of Concept Questions and Inquiry-Based Activities in Thermodynamics and Heat Transfer: An Example for Equilibrium vs. Steady-State

    Science.gov (United States)

    Vigeant, Margot; Prince, Michael; Nottis, Katharyn

    2011-01-01

    This study examines the use of inquiry-based instruction to promote the understanding of critical concepts in thermodynamics and heat transfer. Significant research shows that students frequently enter our courses with tightly held misconceptions about the physical world that are not effectively addressed through traditional instruction. Students'…

  8. Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students' Gender, Prior Knowledge and Motivation for Learning in Biology

    Science.gov (United States)

    Hadjichambis, Andreas Ch.; Georgiou, Yiannis; Paraskeva-Hadjichambi, Demetra; Kyza, Eleni A.; Mappouras, Demetrios

    2016-01-01

    Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the…

  9. Detergent-Based Isolation of Yeast Membrane Rafts: An Inquiry-Based Laboratory Series for the Undergraduate Cell Biology or Biochemistry Lab

    Science.gov (United States)

    Willhite, D. Grant; Wright, Stephen E.

    2009-01-01

    Lipid rafts have been implicated in numerous cellular processes including cell signaling, endocytosis, and even viral infection. Isolation of these lipid rafts often involves detergent treatment of the membrane to dissolve nonraft components followed by separation of raft regions in a density gradient. We present here an inquiry-based lab series…

  10. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    NARCIS (Netherlands)

    Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

    2012-01-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach

  11. Understanding the Development of a Hybrid Practice of Inquiry-Based Science Instruction and Language Development: A Case Study of One Teacher's Journey through Reflections on Classroom Practice

    Science.gov (United States)

    Capitelli, Sarah; Hooper, Paula; Rankin, Lynn; Austin, Marilyn; Caven, Gennifer

    2016-01-01

    This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study…

  12. Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

    Science.gov (United States)

    Miranda, Rommel J.; Damico, Julie B.

    2015-01-01

    This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

  13. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A Call for Scientist-Science Teacher Partnerships to Promote Inquiry-Based Learning

    Science.gov (United States)

    Mansour, Nasser

    2015-01-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…

  14. Developing and Implementing Inquiry-Based, Water Quality Laboratory Experiments for High School Students to Explore Real Environmental Issues Using Analytical Chemistry

    Science.gov (United States)

    Mandler, Daphna; Blonder, Ron; Yayon, Malka; Mamlok-Naaman, Rachel; Hofstein, Avi

    2014-01-01

    This paper describes the rationale and the implementation of five laboratory experiments; four of them, intended for high-school students, are inquiry-based activities that explore the quality of water. The context of water provides students with an opportunity to study the importance of analytical methods and how they influence our everyday…

  15. Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

    Science.gov (United States)

    Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

    2016-01-01

    The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…

  16. Effect of Inquiry-Based Computer Simulation Modeling on Pre-Service Teachers' Understanding of Homeostasis and Their Perceptions of Design Features

    Science.gov (United States)

    Chabalengula, Vivien; Fateen, Rasheta; Mumba, Frackson; Ochs, Laura Kathryn

    2016-01-01

    This study investigated the effect of an inquiry-based computer simulation modeling (ICoSM) instructional approach on pre-service science teachers' understanding of homeostasis and its related concepts, and their perceived design features of the ICoSM and simulation that enhanced their conceptual understanding of these concepts. Fifty pre-service…

  17. Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

    Science.gov (United States)

    Song, Yanjie; Wen, Yun

    2018-01-01

    Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning,…

  18. Influences of an Inquiry-based Ubiquitous Gaming Design on Students' Learning Achievements, Motivation, Behavioral Patterns, and Tendency towards Critical Thinking and Problem Solving

    Science.gov (United States)

    Hwang, Gwo-Jen; Chen, Chih-Hung

    2017-01-01

    In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students' performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students' learning achievement, motivation, critical thinking, and problem…

  19. Adsorption of Arsenic by Iron Oxide Nanoparticles: A Versatile, Inquiry-Based Laboratory for a High School or College Science Course

    Science.gov (United States)

    VanDorn, Daniel; Ravalli, Matthew T.; Small, Mary Margaret; Hillery, Barbara; Andreescu, Silvana

    2011-01-01

    There has been much interest in magnetite (Fe[subscript 3]O[subscript 4]) due to its utility in adsorbing high concentrations of arsenic in contaminated water. The magnetic properties of the material allow for simple dispersion and removal from an aqueous system. An inquiry-based laboratory has been developed that illustrates these unique…

  20. The Impact of Inquiry Based Instruction on Science Process Skills and Self-Efficacy Perceptions of Pre-Service Science Teachers at a University Level Biology Laboratory

    Science.gov (United States)

    Sen, Ceylan; Sezen Vekli, Gülsah

    2016-01-01

    The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included…

  1. An Inquiry-Based Biochemistry Laboratory Structure Emphasizing Competency in the Scientific Process: A Guided Approach with an Electronic Notebook Format

    Science.gov (United States)

    Hall, Mona L.; Vardar-Ulu, Didem

    2014-01-01

    The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students…

  2. From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

    Science.gov (United States)

    Haug, Berit S.; Ødegaard, Marianne

    2014-01-01

    This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

  3. Should Gun Safety Be Taught in Schools? Perspectives of Teachers

    Science.gov (United States)

    Obeng, Cecilia

    2010-01-01

    Background: Gun-related injuries and deaths among children occur at disproportionately high rates in the United States. Children who live in homes with guns are the most likely victims. This study describes teachers' views on whether gun safety should be taught to children in the preschool and elementary years. Methods: A total of 150 survey…

  4. Student Perceptions of a Course Taught in Second Life

    Science.gov (United States)

    Cheal, Catheryn

    2009-01-01

    Catheryn Cheal describes student reactions to a course she and Vagner Whitehead taught in Second Life. The course required students to research a topic about virtual worlds, write a paper, and illustrate their findings by building an environment in Second Life. Negative student responses to the course coupled with the observation that students…

  5. Effectiveness of Learning Strategies Taught to Teacher Candidates

    Science.gov (United States)

    Engin, Gizem; Dikbayir, Ahmet; Genç, Salih Zeki

    2017-01-01

    The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks.…

  6. 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

  7. A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

    Science.gov (United States)

    Negishi, Meiko

    Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as

  8. Making sense of shared sense-making in an inquiry-based science classroom: Toward a sociocultural theory of mind

    Science.gov (United States)

    Ladewski, Barbara G.

    Despite considerable exploration of inquiry and reflection in the literatures of science education and teacher education/teacher professional development over the past century, few theoretical or analytical tools exist to characterize these processes within a naturalistic classroom context. In addition, little is known regarding possible developmental trajectories for inquiry or reflection---for teachers or students---as these processes develop within a classroom context over time. In the dissertation, I use a sociocultural lens to explore these issues with an eye to the ways in which teachers and students develop shared sense-making, rather than from the more traditional perspective of individual teacher activity or student learning. The study includes both theoretical and empirical components. Theoretically, I explore the elaborations of sociocultural theory needed to characterize teacher-student shared sense-making as it develops within a classroom context, and, in particular, the role of inquiry and reflection in that sense-making. I develop a sociocultural model of shared sense-making that attempts to represent the dialectic between the individual and the social, through an elaboration of existing sociocultural and psychological constructs, including Vygotsky's zone of proximal development and theory of mind. Using this model as an interpretive framework, I develop a case study that explores teacher-student shared sense-making within a middle-school science classroom across a year of scaffolded introduction to inquiry-based science instruction. The empirical study serves not only as a test case for the theoretical model, but also informs our understanding regarding possible developmental trajectories and important mechanisms supporting and constraining shared sense-making within inquiry-based science classrooms. Theoretical and empirical findings provide support for the idea that perspectival shifts---that is, shifts of point-of-view that alter relationships

  9. Critical-Inquiry-Based-Learning: Model of Learning to Promote Critical Thinking Ability of Pre-service Teachers

    Science.gov (United States)

    Prayogi, S.; Yuanita, L.; Wasis

    2018-01-01

    This study aimed to develop Critical-Inquiry-Based-Learning (CIBL) learning model to promote critical thinking (CT) ability of preservice teachers. The CIBL learning model was developed by meeting the criteria of validity, practicality, and effectiveness. Validation of the model involves 4 expert validators through the mechanism of the focus group discussion (FGD). CIBL learning model declared valid to promote CT ability, with the validity level (Va) of 4.20 and reliability (r) of 90,1% (very reliable). The practicality of the model was evaluated when it was implemented that involving 17 of preservice teachers. The CIBL learning model had been declared practice, its measuring from learning feasibility (LF) with very good criteria (LF-score = 4.75). The effectiveness of the model was evaluated from the improvement CT ability after the implementation of the model. CT ability were evaluated using the scoring technique adapted from Ennis-Weir Critical Thinking Essay Test. The average score of CT ability on pretest is - 1.53 (uncritical criteria), whereas on posttest is 8.76 (critical criteria), with N-gain score of 0.76 (high criteria). Based on the results of this study, it can be concluded that developed CIBL learning model is feasible to promote CT ability of preservice teachers.

  10. Open inquiry-based learning experiences: a case study in the context of energy exchange by thermal radiation

    International Nuclear Information System (INIS)

    PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Pizzolato, Nicola; PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Fazio, Claudio; PERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" data-affiliation=" (UOPPERG (University of Palermo, Physics Education Research Group) Dipartimento di Fisica e Chimica, Università di Palermo, Palermo (Italy))" >Battaglia, Onofrio Rosario

    2014-01-01

    An open inquiry (OI)-based teaching/learning experience, regarding a scientific investigation of the process of energy exchange by thermal radiation, is presented. A sample of upper secondary school physics teachers carried out this experience at the University of Palermo, Italy, in the framework of ESTABLISH, a FP7 European Project aimed at promoting and developing inquiry-based science education. The teachers had the opportunity to personally experience an OI-based learning activity, with the aim of exploring the pedagogical potentialities of this teaching approach to promote both the understanding of difficult concepts and a deeper view of scientific practices. The teachers were firstly engaged in discussions concerning real-life problematic situations, and then stimulated to design and carry out their own laboratory activities, aimed at investigating the process of energy exchange by thermal radiation. A scientific study on the energy exchange between a powered resistor and its surrounding environment, during the heating and cooling processes, was designed and performed. Here we report the phases of this experiment by following the teachers' perspective. A structured interview conducted both before and after the OI experience allowed us to analyze and point out the teachers' feedback from a pedagogical point of view. The advantages and limits of an OI-based approach to promote the development of more student-centred inquiry-oriented teaching strategies are finally discussed. (paper)

  11. The Development of Scientific Literacy through Nature of Science (NoS) within Inquiry Based Learning Approach

    Science.gov (United States)

    Widowati, A.; Widodo, E.; Anjarsari, P.; Setuju

    2017-11-01

    Understanding of science instructional leading to the formation of student scientific literacy, seems not yet fully understood well by science teachers. Because of this, certainly needs to be reformed because science literacy is a major goal in science education for science education reform. Efforts of development science literacy can be done by help students develop an information conception of the Nature of Science (NoS) and apply inquiry approach. It is expected that students’ science literacy can develop more optimal by combining NoS within inquiry approach. The purpose of this research is to produce scientific literacy development model of NoS within inquiry-based learning. The preparation of learning tools will be maked through Research and Development (R & D) following the 4-D model (Define, Design, Develop, and Disseminate) and Borg & Gall. This study is a follow-up of preliminary research results about the inquiry profile of junior high school students indicating that most categories are quite good. The design of the model NoS within inquiry approach for developing scientific literacy is using MER Model in development educational reconstruction. This research will still proceed to the next stage that is Develop.

  12. Integrating Various Apps on BYOD (Bring Your Own Device) into Seamless Inquiry-Based Learning to Enhance Primary Students' Science Learning

    Science.gov (United States)

    Song, Yanjie; Wen, Yun

    2018-04-01

    Despite that BYOD (Bring Your Own Device) technology model has been increasingly adopted in education, few studies have been reported on how to integrate various apps on BYOD into inquiry-based pedagogical practices in primary schools. This article reports a case study, examining what apps on BYOD can help students enhance their science learning, and how students develop their science knowledge in a seamless inquiry-based learning environment supported by these apps. A variety of qualitative data were collected and analyzed. The findings show that the affordances of the apps on BYOD could help students improve their science knowledge without time and place constraints and gain a better sense of ownership in learning.

  13. Validity And Practicality of Experiment Integrated Guided Inquiry-Based Module on Topic of Colloidal Chemistry for Senior High School Learning

    Science.gov (United States)

    Andromeda, A.; Lufri; Festiyed; Ellizar, E.; Iryani, I.; Guspatni, G.; Fitri, L.

    2018-04-01

    This Research & Development study aims to produce a valid and practical experiment integrated guided inquiry based module on topic of colloidal chemistry. 4D instructional design model was selected in this study. Limited trial of the product was conducted at SMAN 7 Padang. Instruments used were validity and practicality questionnaires. Validity and practicality data were analyzed using Kappa moment. Analysis of the data shows that Kappa moment for validity was 0.88 indicating a very high degree of validity. Kappa moments for the practicality from students and teachers were 0.89 and 0.95 respectively indicating high degree of practicality. Analysis on the module filled in by students shows that 91.37% students could correctly answer critical thinking, exercise, prelab, postlab and worksheet questions asked in the module. These findings indicate that the integrated guided inquiry based module on topic of colloidal chemistry was valid and practical for chemistry learning in senior high school.

  14. Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

    Science.gov (United States)

    Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

    2012-11-01

    Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

  15. The Effects of Teacher and Teacher-librarian High-end Collaboration on Inquiry-based Project Reports and School Monthly Test Scores of Fifth-grade Students

    OpenAIRE

    Hai-Hon Chen

    2015-01-01

    The purpose of this study was twofold. The first purpose was to establish the high level collaboration of integrated instruction model between social studies teacher and teacher-librarian. The second purpose was to investigate the effects of high-end collaboration on the individual and groups’ inquiry-based project reports, as well as monthly test scores of fifth-grade students. A quasi-experimental method was adopted, two classes of elementary school fifth graders in Tainan Municipal city, T...

  16. THE EFFECTIVENESS OF CTL MODEL GUIDED INQUIRI-BASED IN THE TOPIC OF CHEMICALS IN DAILY LIFE TO IMPROVE STUDENTS’ LEARNING OUTCOMES AND ACTIVENESS

    OpenAIRE

    N. R. Fitriani; A. Widiyatmoko; M. Khusniati

    2016-01-01

    Science learning in school can be applied by connecting the material in the learning with real life. However in fact science learning process in SMP Negeri 10 Magelang has not emphasized students’ activity to relate science to real life. Learning science using CTL guided inquiry-based model implement the learning in where teacher provides initial questions related issues or events in everyday life, then students do experiments to prove concepts of science guided by teacher.The purpose of this...

  17. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  18. Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

    Science.gov (United States)

    MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

    2006-01-01

    The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

  19. Relationship of college student characteristics and inquiry-based geometrical optics instruction to knowledge of image formation with light-ray tracing

    Science.gov (United States)

    Isik, Hakan

    This study is premised on the fact that student conceptions of optics appear to be unrelated to student characteristics of gender, age, years since high school graduation, or previous academic experiences. This study investigated the relationships between student characteristics and student performance on image formation test items and the changes in student conceptions of optics after an introductory inquiry-based physics course. Data was collected from 39 college students who were involved in an inquiry-based physics course teaching topics of geometrical optics. Student data concerning characteristics and previous experiences with optics and mathematics were collected. Assessment of student understanding of optics knowledge for pinholes, plane mirrors, refraction, and convex lenses was collected with, the Test of Image Formation with Light-Ray Tracing instrument. Total scale and subscale scores representing the optics instrument content were derived from student pretest and posttest responses. The types of knowledge, needed to answer each optics item correctly, were categorized as situational, conceptual, procedural, and strategic knowledge. These types of knowledge were associated with student correct and incorrect responses to each item to explain the existences and changes in student scientific and naive conceptions. Correlation and stepwise multiple regression analyses were conducted to identify the student characteristics and academic experiences that significantly predicted scores on the subscales of the test. The results showed that student experience with calculus was a significant predictor of student performance on the total scale as well as on the refraction subscale of the Test of Image Formation with Light-Ray Tracing. A combination of student age and previous academic experience with precalculus was a significant predictor of student performance on the pretest pinhole subscale. Student characteristic of years since high school graduation

  20. "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science

    Science.gov (United States)

    Ellwood, Robin B.

    This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes. This qualitative case study consisted of two cases, Off-Campus and On-Campus, and used ethnographic techniques of participant observation. Research participants included eight eighth grade girls, aged thirteen to fourteen years old. Data sources included formal and informal participant interviews, participant journal reflections, curriculum artifacts including quizzes, worksheets, and student-generated research posters, digital video and audio recordings, photographs, and researcher field notes. Data were transcribed verbatim and coded, then collapsed into emergent themes using NVIVO 9. The results of this research illustrate how setting conditions that promote focused concentration and communicative interactions can be positively related to student motivation and achievement outcomes in inquiry-based science. Participants in the Off-Campus case experienced more frequent states of focused concentration and out performed their peers in the On-Campus case on forty-six percent of classroom assignments. Off-Campus participants also designed and implemented a more cognitively complex research project, provided more in-depth analyses of their research results, and expanded their perceptions of what it means to act like a scientist to a greater extent than participants in the On-Campus case. These results can be understood in relation to Flow Theory. Student interactions that promoted the criteria necessary for initiating flow, which included having clearly defined goals, receiving immediate feedback, and maintaining a balance between challenges and skills, fostered enhanced student motivation and achievement outcomes. This research also illustrates the positive gains in motivation and achievement outcomes that emerge from student experiences with extended time in isolated areas referred to

  1. Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

    Science.gov (United States)

    Lowrie, Tom; Jorgensen, Robyn

    2016-01-01

    This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

  2. A Leadership Elective Course Developed and Taught by Graduate Students

    Science.gov (United States)

    Garza, Oscar W.; Witry, Matthew J.; Chang, Elizabeth H.; Letendre, Donald E.; Trewet, CoraLynn B.

    2013-01-01

    Objective. To develop and implement a flexible-credit elective course to empower student pharmacists to develop lifelong leadership skills and provide teaching practice opportunities for graduate students. Design. An elective course focusing on leadership development for second- and third-year doctor of pharmacy (PharmD) students was designed and taught by 4 graduate students under the mentorship of 2 faculty members. Student pharmacists could enroll in a 1-, 2-, or 3-credit-hour version of the course. Assessment. Attainment of course objectives was measured using student pharmacist reflection papers and continuing professional development portfolios. Additionally, self-assessments of graduate students and faculty members delivering the course were conducted. In their responses on course evaluations, student pharmacists indicated they found the course a valuable learning experience. Graduate students found course development to be challenging but useful in developing faculty skills. Conclusion. This flexible-credit elective course taught by graduate students was an innovative way to offer formal leadership instruction using limited college resources. PMID:24371347

  3. Molecular thermodynamics for cell biology as taught with boxes.

    Science.gov (United States)

    Mayorga, Luis S; López, María José; Becker, Wayne M

    2012-01-01

    Thermodynamic principles are basic to an understanding of the complex fluxes of energy and information required to keep cells alive. These microscopic machines are nonequilibrium systems at the micron scale that are maintained in pseudo-steady-state conditions by very sophisticated processes. Therefore, several nonstandard concepts need to be taught to rationalize why these very ordered systems proliferate actively all over our planet in seeming contradiction to the second law of thermodynamics. We propose a model consisting of boxes with different shapes that contain small balls that are in constant motion due to a stream of air blowing from below. This is a simple macroscopic system that can be easily visualized by students and that can be understood as mimicking the behavior of a set of molecules exchanging energy. With such boxes, the basic concepts of entropy, enthalpy, and free energy can be taught while reinforcing a molecular understanding of the concepts and stressing the stochastic nature of the thermodynamic laws. In addition, time-related concepts, such as reaction rates and activation energy, can be readily visualized. Moreover, the boxes provide an intuitive way to introduce the role in cellular organization of "information" and Maxwell's demons operating under nonequilibrium conditions.

  4. Molecular Thermodynamics for Cell Biology as Taught with Boxes

    Science.gov (United States)

    Mayorga, Luis S.; López, María José; Becker, Wayne M.

    2012-01-01

    Thermodynamic principles are basic to an understanding of the complex fluxes of energy and information required to keep cells alive. These microscopic machines are nonequilibrium systems at the micron scale that are maintained in pseudo-steady-state conditions by very sophisticated processes. Therefore, several nonstandard concepts need to be taught to rationalize why these very ordered systems proliferate actively all over our planet in seeming contradiction to the second law of thermodynamics. We propose a model consisting of boxes with different shapes that contain small balls that are in constant motion due to a stream of air blowing from below. This is a simple macroscopic system that can be easily visualized by students and that can be understood as mimicking the behavior of a set of molecules exchanging energy. With such boxes, the basic concepts of entropy, enthalpy, and free energy can be taught while reinforcing a molecular understanding of the concepts and stressing the stochastic nature of the thermodynamic laws. In addition, time-related concepts, such as reaction rates and activation energy, can be readily visualized. Moreover, the boxes provide an intuitive way to introduce the role in cellular organization of “information” and Maxwell's demons operating under nonequilibrium conditions. PMID:22383615

  5. Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

    Science.gov (United States)

    Estrada, Myrna Hipol

    In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

  6. Teaching the Interior Composition and Rheology of the Earth to Undergraduate Students Using an Inquiry Based Approach

    Science.gov (United States)

    Hayden, T. G.; Callahan, C. N.; Sibert, R. J.; Ewald, S. K.

    2011-12-01

    Most introductory geology courses include a lesson on the internal layered structure of the Earth. Due to the abstract nature of the content, this topic is difficult to teach using an inquiry-based approach. The challenge is two-fold: first, students cannot directly see the layers from their perspective on the earth's surface, and second, students have trouble grasping the vast scale of the earth, which far exceeds their everyday experiences. In addition, the two separate classification systems for dividing the internal structure of the Earth are often a point of confusion and source of misconceptions. In response to this challenge, we developed an inquiry lesson that scaffolds students' understanding of the compositional and rheological properties of the Earth's interior. The intent is to build students' understanding of the Earth's layers by guiding their attention to the reasons for the separate classification systems and the individual layers. The investigation includes teacher- or material-driven components such as guiding questions and specific hand-samples for analogues as well as student-driven components like collecting data and constructing explanations. The lesson opens with a series of questions designed to elicit students' existing ideas about the Earth's interior. The students are then guided to make observations of hand samples meant to represent examples of the crust and mantle as well as physical materials meant to serve as analogues for the lithosphere and asthenosphere. The lesson concludes with students integrating their observations into a model of the Earth's internal structure that accounts for both the compositional and rheological properties. Although this lesson was originally developed as a roughly 60 minute lesson for a class of 24 students, we also note ways this lesson can be modified for use at a variety of course levels. The lesson was pilot-tested in an introductory Earth Science course for future elementary (K-8) teachers. Data

  7. Employing Inquiry-Based Computer Simulations and Embedded Scientist Videos To Teach Challenging Climate Change and Nature of Science Concepts

    Science.gov (United States)

    Cohen, E.

    2013-12-01

    Design based research was utilized to investigate how students use a greenhouse effect simulation in order to derive best learning practices. During this process, students recognized the authentic scientific process involving computer simulations. The simulation used is embedded within an inquiry-based technology-mediated science curriculum known as Web-based Inquiry Science Environment (WISE). For this research, students from a suburban, diverse, middle school setting use the simulations as part of a two week-long class unit on climate change. A pilot study was conducted during phase one of the research that informed phase two, which encompasses the dissertation. During the pilot study, as students worked through the simulation, evidence of shifts in student motivation, understanding of science content, and ideas about the nature of science became present using a combination of student interviews, focus groups, and students' conversations. Outcomes of the pilot study included improvements to the pedagogical approach. Allowing students to do 'Extreme Testing' (e.g., making the world as hot or cold as possible) and increasing the time for free exploration of the simulation are improvements made as a result of the findings of the pilot study. In the dissertation (phase two of the research design) these findings were implemented in a new curriculum scaled for 85 new students from the same school during the next school year. The modifications included new components implementing simulations as an assessment tool for all students and embedded modeling tools. All students were asked to build pre and post models, however due to technological constraints these were not an effective tool. A non-video group of 44 students was established and another group of 41 video students had a WISE curriculum which included twelve minutes of scientists' conversational videos referencing explicit aspects on the nature of science, specifically the use of models and simulations in science

  8. Laparoscopy After Previous Laparotomy

    Directory of Open Access Journals (Sweden)

    Zulfo Godinjak

    2006-11-01

    Full Text Available Following the abdominal surgery, extensive adhesions often occur and they can cause difficulties during laparoscopic operations. However, previous laparotomy is not considered to be a contraindication for laparoscopy. The aim of this study is to present that an insertion of Veres needle in the region of umbilicus is a safe method for creating a pneumoperitoneum for laparoscopic operations after previous laparotomy. In the last three years, we have performed 144 laparoscopic operations in patients that previously underwent one or two laparotomies. Pathology of digestive system, genital organs, Cesarean Section or abdominal war injuries were the most common causes of previouslaparotomy. During those operations or during entering into abdominal cavity we have not experienced any complications, while in 7 patients we performed conversion to laparotomy following the diagnostic laparoscopy. In all patients an insertion of Veres needle and trocar insertion in the umbilical region was performed, namely a technique of closed laparoscopy. Not even in one patient adhesions in the region of umbilicus were found, and no abdominal organs were injured.

  9. From traditional lab protocols to a Guided Inquiry Based approach: an experience for Biotechnology students at the European University of Madrid

    Directory of Open Access Journals (Sweden)

    Rocío González Soltero

    2013-11-01

    Full Text Available Current conventional laboratory sessions for science undergraduate students are currently reported to fail in developing research competences. However, authentic research experiences, in and out of the laboratory, are becoming more common in introductory undergraduate science programs after the implantation of The Bologna Process. Project-based learning (PBL experiences based on inquiry-based protocols could be used to help students to identify and analyze the information they need to move into complex problems. Inquiry-based courses have been described in the past, where students participate in semester-long guided research projects focused in specific learning objectives (Hatfull et al. 2006; Call et al., 2007; Lopatto et al., 2008. During this last academic year we have designed a PBL model that provides an active learning laboratory experience based on an inquiry-based protocol for 2nd year Biotechnology students. We have designed a modular molecular genetics course that includes bioinformatics and molecular biology lab sessions. In both modules, students had the opportunity to conduct in collaborative groups different research projects about a central theme in molecular biology: the cell cycle. As they were responsible of their own projects, they becoming practicing scientists by proposing and evaluating biological experiments of their own design mentored by teacher facilitation. Final assessments included a thorough literature review about the central topic of the project and a final written paper resembling established publishing criteria for science research international journals. Students were also encouraged to contact well-known scientists in their research area by email during their bibliography search. From the satisfaction surveys, we conclude that results were positive in terms of student satisfaction (as measured in questionnaires and written reflections. This experience helped students understand the strengths, limitations and

  10. Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

    Science.gov (United States)

    Marulcu, Ismail; Barnett, Michael

    2016-01-01

    Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.

  11. Examining why ethics is taught to veterinary students

    DEFF Research Database (Denmark)

    Magalhães-Sant’Ana, Manuel; Lassen, Jesper; Millar, Kate

    2014-01-01

    Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics...... and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010–2011). The content of the interview...... transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing...

  12. Student responses to being taught physics in isiZulu

    Directory of Open Access Journals (Sweden)

    Naven Chetty

    2013-09-01

    Full Text Available The University of KwaZulu-Natal is in the process of formulating a language policy to introduce teaching and learning in isiZulu as well as in English to improve throughput and increase the number of graduates. The aim of this study was to determine if this policy is feasible within the discipline of physics. Critical engagement with students and a literature search allowed the determination of the potential gains and pitfalls of such a language introduction. The study also provides some useful insight into student contexts, schooling history and their perceptions of being taught in their vernacular. The inconsistent use of isiZulu words to translate basic physics words will require the development of a common vocabulary for teaching physics in isiZulu.

  13. Should general surgery residents be taught laparoscopic pyloromyotomies? An ethical perspective.

    Science.gov (United States)

    Escobar, Mauricio A; Hartin, Charles W; McCullough, Laurence B

    2014-01-01

    The authors examine the ethical implications of teaching general surgery residents laparoscopic pyloromyotomy. Using the authors' previously presented ethical framework, and examining survey data of pediatric surgeons in the United States and Canada, a rigorous ethical argument is constructed to examine the question: should general surgery residents be taught laparoscopic pyloromyotomies? A survey was constructed that contained 24 multiple-choice questions. The survey included questions pertaining to surgeon demographics, if pyloromyotomy was taught to general surgery and pediatric surgery residents, and management of complications encountered during pyloromyotomy. A total of 889 members of the American Pediatric Surgical Association and Canadian Association of Paediatric Surgeons were asked to participate. The response rate was 45% (401/889). The data were analyzed within the ethical model to address the question of whether general surgery residents should be taught laparoscopic pyloromyotomies. From an ethical perspective, appealing to the ethical model of a physician as a fiduciary, the answer is no. We previously proposed an ethical model based on 2 fundamental ethical principles: the ethical concept of the physician as a fiduciary and the contractarian model of ethics. The fiduciary physician practices medicine competently with the patient’s best interests in mind. The role of a fiduciary professional imposes ethical standards on all physicians, at the core of which is the virtue of integrity, which requires the physician to practice medicine to standards of intellectual and moral excellence. The American College of Surgeons recognizes the need for current and future surgeons to understand professionalism, which is one of the 6 core competencies specified by the Accreditation Council for Graduate Medical Education. Contracts are models of negotiation and ethically permissible compromise. Negotiated assent or consent is the core concept of contractarian

  14. The Utility of Inquiry-Based Exercises in Mexican Science Classrooms: Reports from a Professional Development Workshop for Science Teachers in Quintana Roo, Mexico

    Science.gov (United States)

    Racelis, A. E.; Brovold, A. A.

    2010-12-01

    The quality of science teaching is of growing importance in Mexico. Mexican students score well below the world mean in math and science. Although the government has recognized these deficiencies and has implemented new policies aimed to improve student achievement in the sciences, teachers are still encountering in-class barriers to effective teaching, especially in public colleges. This paper reports on the utility of inquiry based exercises in Mexican classrooms. In particular, it describes a two-day professional development workshop with science teachers at the Instituto Tecnologico Superior in Felipe Carrillo Puerto in the Mexican state of Quintana Roo. Felipe Carrillo Puerto is an indigenous municipality where a significant majority of the population speak Maya as their first language. This alone presents a unique barrier to teaching science in the municipality, but accompanied with other factors such as student apathy, insufficient prior training of both students and teachers, and pressure to deliver specific science curriculum, science teachers have formidable challenges for effective science teaching. The goals of the workshop were to (1) have a directed discussion regarding science as both content and process, (2) introduce inquiry based learning as one tool of teaching science, and (3) get teachers to think about how they can apply these techniques in their classes.

  15. Analysis of students' difficulties on the material elasticity and harmonic oscillation in the inquiry-based physics learning in senior high school

    Directory of Open Access Journals (Sweden)

    Halimatus Sa’diyah

    2017-12-01

    Full Text Available The purpose of this research is to analyze of students' difficulties on the material elasticity and harmonic oscillation in the inquiry-based physics learning. It has eight stages. They are the orientation, the problem formulation, the formulation of hypotheses, the data obtaining, the testing hypotheses, conclusions, the implementation of the conclusions and generalizations, and the reflection stage. This research determines the student's learning difficulties on the each stage. The subject of this research is all of the students in X IPA 4 SMA N Sambungmacan Sragen. The amount of this research subject is thirty students. The method used in this research is descriptive qualitative. The data acquired with the learning process observation, the student's response questionnaire, and the student's cognitive tests. The results show that the student has difficulty in analyzing the elasticity and the force of deviation, speed, and acceleration concept, illustrates hooke law, and the matter's modulus elasticity. The difficult stages of the inquiry-based physics learning are the problem formulation, the formulation of hypotheses, the data obtaining, the testing hypotheses, conclusions, the implementation of the conclusions and generalizations, and the reflection stage.

  16. Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

    Science.gov (United States)

    Maury, Tracy Anne

    This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

  17. A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

    Science.gov (United States)

    Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

    2013-12-01

    Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

  18. Retention of Vaginal Breech Delivery Skills Taught in Simulation.

    Science.gov (United States)

    Stone, Heather; Crane, Joan; Johnston, Kathy; Craig, Catherine

    2018-02-01

    The optimal frequency of conducting simulation training for high-acuity, low-frequency events in obstetrics and gynaecology residency programs is unknown. This study evaluated retention over time of vaginal breech delivery skills taught in simulation, by comparing junior and senior residents. In addition, the residents' subjective comfort level to perform this skill clinically was assessed. This prospective cohort study included 22 obstetrics and gynaecology residents in a Canadian residency training program. Digital recordings were completed for pre-training, immediate post-training, and delayed (10-26 weeks later) post-training intervals of a vaginal breech delivery simulation, with skill assessment by a blinded observer using a binary checklist. Residents also completed questionnaires to assess their subjective comfort level at each interval. Junior and senior residents had significant improvements in vaginal breech delivery skills from the pre-training assessment to both the immediate post-training assessment (junior, P simulation 10-26 weeks later, although a decline in skills occurred over this time period. Comfort level was positively affected and retained. These results will aid in determining the frequency of simulation teaching for high-acuity, low-frequency events in a residency simulation curriculum. Copyright © 2018 Society of Obstetricians and Gynaecologists of Canada. Published by Elsevier Inc. All rights reserved.

  19. What Computational Approaches Should be Taught for Physics?

    Science.gov (United States)

    Landau, Rubin

    2005-03-01

    The standard Computational Physics courses are designed for upper-level physics majors who already have some computational skills. We believe that it is important for first-year physics students to learn modern computing techniques that will be useful throughout their college careers, even before they have learned the math and science required for Computational Physics. To teach such Introductory Scientific Computing courses requires that some choices be made as to what subjects and computer languages wil be taught. Our survey of colleagues active in Computational Physics and Physics Education show no predominant choice, with strong positions taken for the compiled languages Java, C, C++ and Fortran90, as well as for problem-solving environments like Maple and Mathematica. Over the last seven years we have developed an Introductory course and have written up those courses as text books for others to use. We will describe our model of using both a problem-solving environment and a compiled language. The developed materials are available in both Maple and Mathaematica, and Java and Fortran90ootnotetextPrinceton University Press, to be published; www.physics.orst.edu/˜rubin/IntroBook/.

  20. Can the use of humor in psychotherapy be taught?

    Science.gov (United States)

    Valentine, Lisa; Gabbard, Glen O

    2014-02-01

    Despite an abundance of literature detailing the potential benefits of the use of humor in therapy, humor is rarely taught to psychiatric residents as a method of therapeutic intervention. This communication attempts to explain how current understanding of attachment theory and neuroscience may assist psychiatric faculty and supervisors in their teaching of humorous therapeutic interventions. This article reviews and synthesizes the extant literature on the use of humor, as well as recent work in neuroscience, attachment theory, and mentalization. Humor can be conceptualized as an instance of implicit relational knowing and may thus contribute significantly to the therapeutic action of psychotherapy as a subcategory of "moments of meeting" between therapist and patient. However, training residents to use humor in psychotherapy requires more individualized attention in supervision and classroom seminars. Factors such as individual proclivities for humorous repartee, mentalizing capacity, and an authentic interest in adding humor to the session may be necessary to incorporate spontaneous humor into one's technique. New findings from the areas of attachment theory, neuroscience, and right-hemisphere learning are providing potential opportunities for sophisticated teaching of the use of humor in psychotherapy.

  1. Cultural Values Represented in First Certificate Masterclass Taught in Iran

    Directory of Open Access Journals (Sweden)

    Zahra Alimorad

    2016-03-01

    Full Text Available Due to the crucial role textbooks play in any educational system, an urgent need is felt to examine, evaluate, and choose the most suitable ones available. This study is an attempt to critically examine and uncover the hidden curriculum in First Certificate Masterclass (FCM that is taught at Navid institute in Iran. To this aim, FCM was deeply examined to identify any instances of Western cultural norms and preferences and their potential influences on Iranian EFL (English as a Foreign Language learners’ thoughts and ideologies. Peterson’s distinction between Big “C” culture and little “c” culture constituted the theoretical framework of the study. To collect the necessary data, all passages, texts, exercises, and even listening excerpts were closely studied and evaluated by the researcher. Results indicated that among the elements of little “c” culture introduced by Peterson, preferences or tastes, food, hobbies, popular music, and popular issues could mainly be observed in the book. Furthermore, the majority of the representations introduced and depicted in the book were incompatible with Iranian Muslim people’s ideologies and beliefs. Implications of these findings for Iranian material developers and textbook writers as well as English teachers are also discussed.

  2. Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

    Science.gov (United States)

    Marulcu, Ismail

    This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also

  3. Adapting a successful inquiry-based immersion program to create an Authentic, Hands- on, Field based Curriculum in Environmental Science at Barnard College

    Science.gov (United States)

    Kenna, T. C.; Pfirman, S.; Mailloux, B. J.; Martin, S.; Kelsey, R.; Bower, P.

    2008-12-01

    Adapting a successful inquiry-based immersion program to create an Authentic, Hands-on, Field based Curriculum in Environmental Science at Barnard College T. C. Kenna, S. Pfirman, B. J. Mailloux, M. Stute, R. Kelsey, and P. Bower By adapting a successful inquiry-based immersion program (SEA semester) to the typical college format of classes, we are improving the technical and quantitative skills of undergraduate women and minorities in environmental science and improving their critical thinking and problem-solving by exposing our students to open-ended real-world environmental issues. Our approach uses the Hudson River Estuary as a natural laboratory. In a series of hands-on inquiry-based activities, students use advanced equipment to collect data and samples. Each class session introduces new analytical and data analysis techniques. All classes have the connecting theme of the river. Working with real data is open-ended. Our major findings as indicated by surveys as well as journaling throughout the semester are that the field- based experience significantly contributed to student learning and engagement. Journaling responses indicated that nearly all students discussed the importance and excitement of an authentic research experience. Some students were frustrated with data irregularities, uncertainty in methods and data, and the general challenge of a curriculum with inherent ambiguity. The majority were satisfied with the aims of the course to provide an integrative experience. All students demonstrated transfer of learned skills. This project has had a significant impact on our undergraduate female students: several students have pursued senior thesis projects stemming from grant activities, stating that the field activities were the highlight of their semester. Some students love the experience and want more. Others decide that they want to pursue a different career. All learn how science is conducted and have a better foundation to understand concepts such

  4. Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

    Science.gov (United States)

    Rotjanakunnatam, Boonthida; Chayaburakul, Kanokporn

    2018-01-01

    The aims of this research study was to develop the conceptual instructional design with the Inquiry-Based Instruction Model (IBIM) of secondary students at the 10th grade level on Digestion System and Cellular Degradation issue using both oxygen and oxygen-degrading cellular nutrients were designed instructional model with a sample size of 45 secondary students at the 10th Grade level. Data were collected by asking students to do a questionnaire pre and post learning processes. The questionnaire consists of two main parts that composed of students' perception questionnaire and the questionnaire that asked the question answer concept for the selected questionnaire. The 10-item Conceptual Thinking Test (CTT) was assessed students' conceptual thinking evaluation that it was covered in two main concepts, namely; Oxygen degradation nutrients and degradation nutrients without oxygen. The data by classifying students' answers into 5 groups and measuring them in frequency and a percentage of students' performances of their learning pre and post activities with the Inquiry-Based Instruction Model were analyzed as a tutorial. The results of this research found that: After the learning activities with the IBIM, most students developed concepts of both oxygen and oxygen-degrading cellular nutrients in the correct, complete and correct concept, and there are a number of students who have conceptual ideas in the wrong concept, and no concept was clearly reduced. However, the results are still found that; some students have some misconceptions, such as; the concept of direction of electron motion and formation of the ATP of bioactivities of life. This cause may come from the nature of the content, the complexity, the continuity, the movement, and the time constraints only in the classroom. Based on this research, it is suggested that some students may take some time, and the limited time in the classroom to their learning activity with content creation content binding and

  5. Gender and Diversity Topics Taught in Commission on Accreditation for Marriage and Family Therapy Education Programs

    Science.gov (United States)

    Winston, Ebony Joy; Piercy, Fred P.

    2010-01-01

    This article explores how the topics of gender and diversity are being taught and defined in accredited marriage and family therapy programs through syllabi content analysis and interviews with selected faculty. We examined findings by program (master's and doctoral) and type of training (those that taught specific gender and culture courses and…

  6. Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

    Science.gov (United States)

    Kelley, Sybil Schantz

    This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in

  7. Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

    Science.gov (United States)

    Mansour, Nasser

    2015-07-01

    Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

  8. How to Incorporate Technology with Inquiry-Based Learning to Enhance the Understanding of Chemical Composition; How to Analyze Unknown Samples

    Directory of Open Access Journals (Sweden)

    Suzanne Lunsford

    2017-02-01

    Full Text Available The use of technology in teaching offers numerous amounts of possibilities and can be challenging for physics, chemistry and geology content courses. When incorporating technology into a science content lab it is better to be driven by pedagogy than by technology in an inquiry-based lab setting. Students need to be introduced to real-world technology in the beginning of first year chemistry or physics course to ensure real-world technology concepts while assisting with content such as periodic trends on the periodic table. This article will describe the use of technology with Raman Spectroscopy and Energy Dispersive XRay Spectroscopy (EDS and Fourier Transform Infrared Spectroscopy (FTIR to research chemical compositions in the real world of unknown samples. Such unknown samples utilized in this lab were clamshell (parts of clams that look like shark teeth versus shark teeth. The data will be shared to show how the students (pre-service teachers and in-service teachers solved the problem using technology while learning important content that will assist in the next level of chemistry, physics and even geology.

  9. Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

    Science.gov (United States)

    Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

    2018-01-01

    The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

  10. Using Eight Key Questions as an Inquiry-Based Framework for Ethical Reasoning Issues in a General Education Earth Systems and Climate Change Course

    Science.gov (United States)

    Johnson, E. A.; Ball, T. C.

    2014-12-01

    An important objective in general education geoscience courses is to help students evaluate social and ethical issues based upon scientific knowledge. It can be difficult for instructors trained in the physical sciences to design effective ways of including ethical issues in large lecture courses where whole-class discussions are not practical. The Quality Enhancement Plan for James Madison University, "The Madison Collaborative: Ethical Reasoning in Action," (http://www.jmu.edu/mc/index.shtml) has identified eight key questions to be used as a framework for developing ethical reasoning exercises and evaluating student learning. These eight questions are represented by the acronym FOR CLEAR and are represented by the concepts of Fairness, Outcomes, Responsibilities, Character, Liberty, Empathy, Authority, and Rights. In this study, we use the eight key questions as an inquiry-based framework for addressing ethical issues in a 100-student general education Earth systems and climate change course. Ethical reasoning exercises are presented throughout the course and range from questions of personal behavior to issues regarding potential future generations and global natural resources. In the first few exercises, key questions are identified for the students and calibrated responses are provided as examples. By the end of the semester, students are expected to identify key questions themselves and justify their own ethical and scientific reasoning. Evaluation rubrics are customized to this scaffolding approach to the exercises. Student feedback and course data will be presented to encourage discussion of this and other approaches to explicitly incorporating ethical reasoning in general education geoscience courses.

  11. A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

    Science.gov (United States)

    Greenwald, Ralf R; Quitadamo, Ian J

    2014-01-01

    A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

  12. Levels of use of an elementary school inquiry-based instructional innovation among a selected group of teacher participants in the Delaware Elementary Science Initiative

    Science.gov (United States)

    Bouchelle, Henry Ellsworth Wirt, III

    Science education in Delaware's public elementary and middle schools has experienced much change in recent years as a result of the adoption of state standards and, in particular, the adoption by school districts of the Smithsonian/National Science Resources Council-sponsored inquiry-based instruction modules as part of the "Elementary Science Initiative." As part of this adoption process, each participating elementary teacher and middle school science teacher receives extensive training in the use of several discrete science kits. The trainings include reinforcement and development of content knowledge, in addition to the modeling of and practice with complementary pedagogy. One measure of the effectiveness of the science kit training process (and perhaps the Initiative itself) is the teachers' levels of use of the Initiative. The purpose of this study was to determine the participating teachers' use of the science kit innovation through the use of the Concerns-based Adoption Model Levels of Use Questionnaire. Eight K--5 elementary classroom teachers who had completed at least three science kit trainings participated. The results of this study indicate that on the Overall Level of Use Rating Scale, teachers who had completed training in at least three science kits generally scored at the Routine (IVA) level. All of the teachers, regardless of the wide range in the number of years of experience, had achieved the Mechanical Use level in Overall (III) LoU, and 6 of the 8 participants (75%) were operating at no less than the Refinement (IVA) Overall LoU level.

  13. Preparing Historically Underserved Students for STEM Careers: The Role of an Inquiry-based High School Science Sequence Beginning with Physics

    Science.gov (United States)

    Bridges, Jon P.

    Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

  14. Explore the concept of “light” and its interaction with matter: an inquiry-based science education project in primary school

    Science.gov (United States)

    Varela, P.; Costa, M. F.

    2015-04-01

    The exploration process leading to the understanding of physical phenomena, such as light and its interaction with matter, raises great interest and curiosity in children. However, in most primary schools, children rarely have the opportunity to conduct science activities in which they can engage in an enquiry process even if by the action of the teacher. In this context, we have organised several in-service teacher training courses and carried out several pedagogic interventions in Portuguese primary schools, with the aim of promoting inquiry- based science education. This article describes one of those projects, developed with a class of the third grade, which explored the curricular topic “Light Experiments”. Various activities were planned and implemented, during a total of ten hours spread over five lessons. The specific objectives of this paper are: to illustrate and analyse the teaching and learning process promoted in the classroom during the exploration of one of these lessons, and to assess children's learning three weeks after the lessons. The results suggest that children made significant learning which persisted. We conclude discussing some processes that stimulated children’ learning, including the importance of teacher questioning in scaffolding children's learning and some didactic implications for teacher training.

  15. ASSESSMENT OF THE INQUIRY-BASED PROJECT IMPLEMENTATION PROCESS IN SCIENCE EDUCATION UPON STUDENTS’ POINTS OF VIEWS

    Directory of Open Access Journals (Sweden)

    Orhan AKINOGLU

    2008-01-01

    Full Text Available Aim of the study is to assess how students in 6th, 7th and 8th grades of primary education see the project works made in science education and their implementation processes. The study was fulfilled upon the descriptive survey model to collect data. Participants of the research were 100 students who had project implementation experiences in science education, and they were from 24 primary schools in 7 districts randomly chosen in the city of Istanbul in Turkey. Data of the study were collected by using a semi-constructed interview form offered to students during the 2005-2006 teaching year. In the research, following items were examined: The extent to which students are inspired from the previously made projects during their own project selection process, the level of scientific document survey and the effects of contemporary events, science and technology class topics and students’ interest areas. It was seen that internet is the mostly used source to obtain information. For students, one of the most problematic issues faced during the project implementation is the time limits set out by teacher. It was found that the most obvious benefit obtained by students from the project works is their increasing interest towards science and technology class. The most significant change seen by students regarding project preparation is their increasing grades in exams during and following the project works.

  16. The I-Cleen Project (Inquiring on CLimate & ENergy). Research Meets Education in AN Inquiry-Based Approach to Earth System Science in Italian Classrooms

    Science.gov (United States)

    Cattadori, M.; Editorial Staff of the I-CLEN Project

    2011-12-01

    Italian citizens' perception of the seriousness of the issue of climate change is one of the lowest in Europe (Eurobarometer survey, 2008), running next to last among the 28 EU Nations. This has recently driven many national science institutions to take action in order to connect society with the complexities and consequences of climate change. These connection initiatives have encountered a certain deal of opposition in Italian schools. A fact most likely due both to a further weakening of the use of inquiry-based educational practices adopted by teachers and to their reluctance to cooperate on a professional level, which hinders the diffusion of educational practices. I-CLEEN (Inquiring on CLimate and Energy, www.icleen.museum) is a service that offers a new type of link between schools and the complexity of climate change. The project took off in 2008 thanks to the Trento Science Museum (former Tridentine Museum of Natural Science), one of the major Italian science museums that includes both research and science education and dissemination departments. The main aim is to create, using the tools of professional cooperation, a free repository of educational resources that can support teachers in preparing inquiry-based lessons on climate change and earth system science topics, making the task less of a burden. I-CLEEN is inspired by many models, which include: the ARISE (Andrill Research Immersion for Science Educators), the OER (Open Educational Resources) models and those of other projects that have developed similar information gateways such as LRE (Learning Resource Exchange) and DLESE (Digital Library on Earth Science Education). One of the strategies devised by I-CLEEN is to rely upon an editorial team made up of a highly selected group of teachers that interacts with the researchers of the museum and of other Earth system science research centres like the National Institute of Geophysics and Volcanology (INGV). Resource selection, production, revision and

  17. A Study on The Effectiveness of a Pilot Inquiry-Based Middle School Science Program on Non- Cognitive Outcomes and Academic Achievement

    Science.gov (United States)

    Dionisio, Rui Meira

    The randomized research study assessed the effect of an inquiry-based science (IBS) program on non-cognitive outcomes and academic achievement. The study was the result of a grant that was awarded by Professional Resources in Science and Mathematics (PRISM), a program affiliated with Montclair State University in conjunction with Bristol-Myers Squibb, and part of the New Jersey Statewide Systemic Initiative (NJSSI). The NJSSI is a partnership of schools, districts, colleges and universities, science centers, businesses, and museums dedicated to improving the teaching and learning of science, mathematics, and technology in New Jersey. The quantitative research study utilized an IBS instructional program titled Science and Technology Concepts for Middle Schools (STC/MS) and was implemented in two middle schools within the same suburban school district. This study examined the effect of IBS classrooms on learning outcomes specifically related to gender and special education. Evaluation of student learning outcomes was conducted through the administration of three instruments: the Academic Self-Concept (ASC) scale, unit assessments, and NJASK 8 Science. The ASC scale and unit assessments were administered as a pretest and posttest in IBS classrooms. NJASK 8 Science scale scores were obtained through reporting of student performance data from the New Jersey Department of Education to the district. The quantitative analysis in this study provided evidence that IBS classrooms had a positive effect on academic achievement. Overall, students in IBS classrooms performed better than students in traditional classrooms on unit assessments. Additionally, male students and special education students in IBS classrooms outperformed students in traditional classrooms on unit assessments.

  18. Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

    Directory of Open Access Journals (Sweden)

    Rafael Lara-Alecio

    2018-02-01

    Full Text Available The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA. First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs, controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students’ English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students’ language acquisition and science concept understanding for ELs and economically challenged students (ECs; (b there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

  19. Inquiry-Based Integrated Science Education: Implementation of Local Content “Soil Washing” Project To Improve Junior High School Students’ Environmental Literacy

    Science.gov (United States)

    Syifahayu

    2017-02-01

    The study was conducted based on teaching and learning problems led by conventional method that had been done in the process of learning science. It gave students lack opportunities to develop their competence and thinking skills. Consequently, the process of learning science was neglected. Students did not have opportunity to improve their critical attitude and creative thinking skills. To cope this problem, the study was conducted using Project-Based Learning model through inquiry-based science education about environment. The study also used an approach called Sains Lingkungan and Teknologi masyarakat - “Saling Temas” (Environmental science and Technology in Society) which promoted the local content in Lampung as a theme in integrated science teaching and learning. The study was a quasi-experimental with pretest-posttest control group design. Initially, the subjects were given a pre-test. The experimental group was given inquiry learning method while the control group was given conventional learning. After the learning process, the subjects of both groups were given post-test. Quantitative analysis was performed using the Mann-Whitney U-test and also a qualitative descriptive. Based on the result, environmental literacy skills of students who get inquiry learning strategy, with project-based learning model on the theme soil washing, showed significant differences. The experimental group is better than the control group. Data analysis showed the p-value or sig. (2-tailed) is 0.000 <α = 0.05 with the average N-gain of experimental group is 34.72 and control group is 16.40. Besides, the learning process becomes more meaningful.

  20. Undergraduate, Nonprofessional Pharmacology: Status of Courses Taught by North American Colleges of Pharmacy and Medicine.

    Science.gov (United States)

    Gerald, Michael C.

    1989-01-01

    A study assessed and compared the current status of undergraduate, nonprofessional pharmacology courses as taught in the U. S. and Canadian colleges of pharmacy and medicine; courses offered by veterinary medicine are also noted. Pharmacy courses seek to increase general drug knowledge and promote rational drug use. (Author/MLW)

  1. Application of Research-Informed Teaching in the Taught-Postgraduate Education of Maritime Law

    Science.gov (United States)

    Zhu, Ling; Pan, Wei

    2017-01-01

    Despite numerous studies of the research-teaching nexus, applying research-informed teaching (RiT) to taught-postgraduate education has been largely overlooked. This knowledge gap is particularly significant in the maritime law discipline given the fast-growing business of international shipping and logistics. This paper aims to examine the impact…

  2. How My Daughter Taught Me to Teach: The Importance of Active Communication

    Science.gov (United States)

    Hunt-Gierut, Deborah

    2011-01-01

    In this article, the author shares how her daughter, who was diagnosed with a profound hearing loss when she was a year old, taught her to teach, and demonstrates the importance of active communication. Teaching her daughter English as her second language has posed many challenges, but has also revealed successful strategies that the author has…

  3. Enacted Types of Algebraic Activity in Different Classes Taught by the Same Teacher

    Science.gov (United States)

    Eisenmann, Tammy; Even, Ruhama

    2011-01-01

    The aim of this study was to examine how teachers enact the same written algebra curriculum materials in different classes. The study addresses this issue by comparing the types of algebraic activity (Kieran, 2004) enacted in two 7th grade classes taught by the same teacher, using the same textbook. Data sources include lesson observations and an…

  4. Color in the Classroom: How American Schools Taught Race, 1900-1954

    Science.gov (United States)

    Burkholder, Zoe

    2011-01-01

    Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II.…

  5. Measuring and Sustaining the Impact of Less Commonly Taught Language Collections in a Research Library

    Science.gov (United States)

    Lenkart, Joe; Teper, Thomas H.; Thacker, Mara; Witt, Steven W.

    2015-01-01

    To evaluate the current state of resource sharing and cooperative collection development, this paper examines the relationship between less commonly taught language collections (LCTL) and ILL services. The study examined multiple years of the University of Illinois at Urbana-Champaign's resource-sharing data. This paper provides a historical…

  6. Should the Bible Be Taught as a Literary Classic in Public Education?

    Science.gov (United States)

    Malikow, Max

    2010-01-01

    The research question "Should the Bible be taught as a literary classic in public education?" was pursued by a survey of nineteen scholars from three disciplines: education, literature, and law. The collected data served to guide the researcher in the writing of an analytical essay responding to the research question. The research…

  7. Molecular Modeling as a Self-Taught Component of a Conventional Undergraduate Chemical Reaction Engineering Course

    Science.gov (United States)

    Rothe, Erhard W.; Zygmunt, William E.

    2016-01-01

    We inserted a self-taught molecular modeling project into an otherwise conventional undergraduate chemical-reaction-engineering course. Our objectives were that students should (a) learn with minimal instructor intervention, (b) gain an appreciation for the relationship between molecular structure and, first, macroscopic state functions in…

  8. Astonishing Technological Faith: Individuals Can Grow Spiritually When Christian Education Is Taught through Distance Learning

    Science.gov (United States)

    Stapleton, Deborah Leah

    2013-01-01

    My project examined if individuals can grow spiritually when Christian Education is taught through online interactive distance learning. Jesus' comment--in Matthew 8:5-13--regarding the astonishing faith of the centurion who asked Jesus to heal his servant from a distance was used for my Biblical Foundation. The centurion stated that Jesus did not…

  9. Evaluation of WorldView Textbooks; Textbooks Taught at a Military University

    Science.gov (United States)

    Khalili, Masoud; Jodai, Hojat

    2012-01-01

    This paper intends to evaluate the WorldView series textbooks of English learning, which are being taught at an Iranian military university foreign language center. No textbook evaluation had been conducted by the university administration prior to the introduction of the textbooks to the language program. Theorists in the field of ELT textbook…

  10. The Self-Taught Career Musician: Investigating Learning Sources and Experiences

    Science.gov (United States)

    Watson, Leah

    2016-01-01

    This article reports early findings from a qualitative study of 10 full-time musicians who are self-taught, to investigate their learning biographies. The aim is to identify, define and explore learning sources and experiences across the musician's learning biography. Conducted in Melbourne, Australia, the musicians were recruited through snowball…

  11. Endangered Species? Less Commonly Taught Languages in the Linguistic Ecology of Australian Higher Education

    Science.gov (United States)

    Dunne, Kerry; Palvyshyn, Marko

    2012-01-01

    Hindi, a less commonly taught language in Australian higher education, was catapulted into the list of four strategically significant languages in the Commonwealth Government's 2012 White Paper, Australia in the Asian Century. Hindi's inclusion is, perhaps, predictable in view of the Commonwealth Government's economic and trade agendas, though the…

  12. Jurisprudence and business management course content taught at accredited chiropractic colleges: A comparative audit.

    Science.gov (United States)

    Gleberzon, Brian J

    2010-03-01

    the purpose of this study was to conduct a comparative audit of the jurisprudence and business management courses offered at a number of different accredited chiropractic colleges. Faculty members responsible for teaching students jurisprudence and/or business management courses at a number of accredited colleges were contacted and asked to electronically submit their course outlines for review. Of the 62 different topics delivered at the 11 chiropractic colleges surveyed, not one topic was taught at all of them. The following topics were taught at 10 of the 11 respondent chiropractic colleges: business plan development; ethics and codes of conduct and; office staff/employees. Several topics were only taught at one accredited chiropractic college. While most chiropractic colleges provide some education in the areas of jurisprudence and business management, it would appear that there is no consensus opinion or 'model curriculum' on these topics towards which chiropractic programs may align themselves. Based on a literature search, this study is the first of its kind. A more extensive study is required, as well as a Delphi process to determine what should be taught to chiropractic students with respect to jurisprudence and business management in order to protect the public interest.

  13. Symposium 20 - PABMB: Teaching biochemistry in a connected world: Hands-on inquiry-based biochemistry courses for improving scientific literacy of school teachers and students

    Directory of Open Access Journals (Sweden)

    Andrea T. da Poian

    2015-08-01

    Full Text Available Wednesday – August 26th, 2015 - 3:30 to 5:30 pm – Room: Iguaçu II – 5th floorSymposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:In the last decades, Brazil has reached a prominent position in the world rank of scientific production. Despite this progress, the establishment of a scientific culture in Brazilian society is still challenging. Our group has been offering hands-on inquiry-based courses to primary and secondary students, which aim to introduce them to the scientific method and improve their interest in science. More recently, we started new initiatives focused on the improvement of the scientific literacy of school science teachers. Here we describe two intensive short-term courses designed in different formats. One consists in a discipline offered to a Master Program to school science teachers, in which the main objective was to work with core disciplinary concepts through an active teachers engagement in “doing science”. The discipline, named “Energy transformation in the living organisms”, intends to deal with the main Biochemistry subjects that take part of the high-school science curriculum, namely, fermentation, photosynthesis and cellular respiration processes. The other initiative was developed in Urucureá, a small community with about 600 residents, located on the banks of the River Arapiuns, in Amazonia region. We trained the local school teachers to act as tutors in the course offered to 40 students of the community, ages 10 to 17. The theme we chose to address was the properties and effects of snakes´ poisons, since poisoning events are a problem with which the local community frequently deal with. Another important point was that we adapted a number of experiments to make them feasible with very limited laboratory resources. Our results show that the activities that we have developed offer real opportunity of scientific training

  14. Watershed Watch: Using undergraduate student-driven inquiry-based research projects as a means of engaging undeclared students in the biogeosciences

    Science.gov (United States)

    Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.

    2009-12-01

    Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). The program focuses on two watersheds: the Merrimack Ricer Watershed in New Hampshire and Massachusetts, and the Pasquotank River Watershed in Virginia and North Carolina. Both the terrestrial and aquatic components of both watersheds are evaluated using the student-driven projects. A significant component of this program is an intensive two-week Summer Research Institute (SRI), in which undeclared freshmen and sophomores investigate various aspects of their local watershed. Two Summer Research Institutes have been held on the UNH campus (2006 and 2008) and two on the ECSU campus (2007 and 2009). Students develop their own research questions and study design, collect and analyze data, and produce a scientific oral or poster presentation on the last day of the SRI. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich programs or courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicate the most important factors explaining high-levels of student motivation and research excellence in the program are: 1) working with committed, energetic, and enthusiastic faculty mentors, and 2) faculty mentors demonstrating high degrees of

  15. Can technical laboratory skills be taught at a distance? An analysis of a semiconductor course taught at a distance via interactive technologies

    Science.gov (United States)

    Rao, Lalita

    2000-10-01

    This study investigated extending synchronous distance learning to teaching courses in the psychomotor domain in real-time, with immediate, direct feedback on technical skills performance from an instructor at a remote site via interactive technologies such as videoconferencing. This study focused on two research questions (1) can interactive distance learning technologies be used to teach technical and/or trouble shooting skills that fall under psychomotor domain? and, (2) to what degree can psychomotor skills be taught at a distance? A technical course, "RF Power PC 211L" from a technical and vocational institute was selected and the instructor who had no prior experience in teaching a distance learning course taught the course. Data on cognitive skills, psychomotor technical skills, attitudes and perceptions, demographics as well as boundary conditions on teaching psychomotor skills was gathered from both remote and the main campus. Instruments used for data gathering were final course grades, total points in laboratory exercise, pre and post course surveys, demographic survey and open-ended interviews with the instructor, student and review of instructor journal were used to address the two research questions. The main campus course was taught to the remote campus via distance learning technology in a distance learning format. The main technology used was videoconferencing. Both campus classrooms had the RF Trainer equipment. The rooms were set up to facilitate distance learning in the classroom. The instructor was present only at the main campus. The students on the remote campus were the experimental group. The experimental group participated in all course activities such as demonstrations, laboratory exercises, learning conceptual skills and tests only via distance. These students only had the benefit of laboratory assistant. The role of the laboratory assistant was to assist students/instructor as needed, ensure the safety of students and equipment and

  16. Previously unknown species of Aspergillus.

    Science.gov (United States)

    Gautier, M; Normand, A-C; Ranque, S

    2016-08-01

    The use of multi-locus DNA sequence analysis has led to the description of previously unknown 'cryptic' Aspergillus species, whereas classical morphology-based identification of Aspergillus remains limited to the section or species-complex level. The current literature highlights two main features concerning these 'cryptic' Aspergillus species. First, the prevalence of such species in clinical samples is relatively high compared with emergent filamentous fungal taxa such as Mucorales, Scedosporium or Fusarium. Second, it is clearly important to identify these species in the clinical laboratory because of the high frequency of antifungal drug-resistant isolates of such Aspergillus species. Matrix-assisted laser desorption/ionization-time of flight mass spectrometry (MALDI-TOF MS) has recently been shown to enable the identification of filamentous fungi with an accuracy similar to that of DNA sequence-based methods. As MALDI-TOF MS is well suited to the routine clinical laboratory workflow, it facilitates the identification of these 'cryptic' Aspergillus species at the routine mycology bench. The rapid establishment of enhanced filamentous fungi identification facilities will lead to a better understanding of the epidemiology and clinical importance of these emerging Aspergillus species. Based on routine MALDI-TOF MS-based identification results, we provide original insights into the key interpretation issues of a positive Aspergillus culture from a clinical sample. Which ubiquitous species that are frequently isolated from air samples are rarely involved in human invasive disease? Can both the species and the type of biological sample indicate Aspergillus carriage, colonization or infection in a patient? Highly accurate routine filamentous fungi identification is central to enhance the understanding of these previously unknown Aspergillus species, with a vital impact on further improved patient care. Copyright © 2016 European Society of Clinical Microbiology and

  17. What Motivates an Ever Increasing Number of Students to Enroll in Part-Time Taught Postgraduate Awards?

    Science.gov (United States)

    Ho, Amaly; Kember, David; Hong, Celina

    2012-01-01

    There has been a substantial rise in the number of students enrolling in part-time taught postgraduate awards. This study investigates the reasons or motivation for students to spend significant amounts on tutorial fees and find time alongside work, family and social commitments to take a taught postgraduate award. Data were gathered through…

  18. Gender and diversity topics taught in Commission on Accreditation for Marriage and Family Therapy Education programs.

    Science.gov (United States)

    Winston, Ebony Joy; Piercy, Fred P

    2010-10-01

    This article explores how the topics of gender and diversity are being taught and defined in accredited marriage and family therapy programs through syllabi content analysis and interviews with selected faculty. We examined findings by program (master's and doctoral) and type of training (those that taught specific gender and culture courses and those that attempted to infuse gender and culture throughout the curriculum). We examined 39 syllabi from 21 master's and 18 doctoral training programs. In addition, we conducted 20 interviews with faculty members. (Eighteen were White/Caucasian, one was African American and one was Asian Indian.) Some variation in topic areas was found between master's and doctoral programs and between those programs that offered specific course content and those that offered infused course content. However, qualitative interview data reflected many similarities. Particularly apparent was the level of commitment, transparency, and experiential learning methods professors used, regardless of program level or type. © 2010 American Association for Marriage and Family Therapy.

  19. Correlation between Students Academic Performance and Entrepreneurial Ability When Taught Saponification Reaction Using Kitchen Resources

    OpenAIRE

    NJA Cecilia OBI; NEJI Hope Amba

    2014-01-01

    This paper examined the correlation between chemistry student?s academic performance and entrepreneurial ability when told saponification reaction using kitchen resources. Saponification reaction was taught using kitchen resources such as, ashes from unripe plantain, ashes from cocoa pods peels, ashes from oil palm husks, vegetable oil, coconut oil and kernel oil. The sample comprised of 50 students from Community Secondary School, Akparabong in Ikom Local Government Area of Cross River State...

  20. Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods.

    Science.gov (United States)

    Aragão, José Aderval; Freire, Marianna Ribeiro de Menezes; Nolasco Farias, Lucas Guimarães; Diniz, Sarah Santana; Sant'anna Aragão, Felipe Matheus; Sant'anna Aragão, Iapunira Catarina; Lima, Tarcisio Brandão; Reis, Francisco Prado

    2018-06-01

    To compare depressive symptoms among medical students taught using problem-based learning (PBL) and the traditional method. Beck's Depression Inventory was applied to 215 medical students. The prevalence of depression was calculated as the number of individuals with depression divided by the total number in the sample from each course, with 95% confidence intervals. The statistical significance level used was 5% (p ≤ .05). Among the 215 students, 52.1% were male and 47.9% were female; and 51.6% were being taught using PBL methodology and 48.4% using traditional methods. The prevalence of depression was 29.73% with PBL and 22.12% with traditional methods. There was higher prevalence among females: 32.8% with PBL and 23.1% with traditional methods. The prevalence of depression with PBL among students up to 21 years of age was 29.4% and among those over 21 years, 32.1%. With traditional methods among students up to 21 years of age, it was 16.7%%, and among those over 21 years, 30.1%. The prevalence of depression with PBL was highest among students in the second semester and with traditional methods, in the eighth. Depressive symptoms were highly prevalent among students taught both with PBL and with traditional methods.

  1. Effectiveness of a co-taught handwriting program for first grade students.

    Science.gov (United States)

    Case-Smith, Jane; Holland, Terri; White, Susan

    2014-02-01

    Our study examined the effects of Write Start, a classroom-embedded handwriting/writing program on handwriting and writing fluency for first grade students, co-taught by occupational therapists and teachers. Two first grade classrooms received the Write Start and two received standard handwriting instruction. This co-taught program included specific feedback during handwriting practice, small group activities, student self-evaluation, and peer supports. The students were evaluated on handwriting legibility, fluency, and written expression at baseline, immediately after the program, and 6 months later. When performance was compared between the two groups, the students in the Write Start program improved significantly more in legibility (d = .57) and fluency (d = .75) than students who received standard instruction. Gains in handwriting speed (d = .18), average legibility (d = .26), and written expression (d = .25) did not differ significantly between the two groups. A co-taught, inclusive handwriting/writing program can promote first grade students' achievement of lower case legibility and writing fluency.

  2. Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

    Science.gov (United States)

    Steinberg, Michael; Morin, Anna K

    2011-10-10

    To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

  3. Rocks, Landforms, and Landscapes vs. Words, Sentences, and Paragraphs: An Interdisciplinary Team Approach to Teaching the Tie Between Scientific Literacy and Inquiry-based Writing in a Community College's Geoscience Program and a University's' Geoscience Program

    Science.gov (United States)

    Thweatt, A. M.; Giardino, J. R.; Schroeder, C.

    2014-12-01

    Scientific literacy and inquiry-based writing go together like a hand and glove. Science literacy, defined by NRC in The NSF Standards, stresses the relationship between knowledge of science and skill in literacy so "a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed." A growing body of research and practice in science instruction suggests language is essential in the practice of the geosciences. Writing and critical thinking are iterative processes. We use this approach to educate our geoscience students to learn, write, and think critically. One does not become an accomplished writer via one course. Proficiency is gained through continued exposure, guidance and tailored assignments. Inquiry-based geoscience makes students proficient in the tools of the geosciences and to develop explanations to questions about Earth events. We have scaffolded our courses from introductory geology, English composition, writing in the geosciences, introduction to field methods and report writing to do more critical thinking, research data gatherings, and in-depth analysis and synthesis. These learning experiences that encourage students to compare their reasoning models, communicate verbally, written and graphically. The English composition course sets the stage for creative assignments through formulation of original research questions, collection of primary data, analysis, and construction of written research papers. Proper use of language allows students to clarify

  4. Do COPD patients taught pursed lips breathing (PLB) for dyspnoea management continue to use the technique long-term? A mixed methodological study.

    Science.gov (United States)

    Roberts, S E; Schreuder, F M; Watson, T; Stern, M

    2017-12-01

    To investigate whether COPD patients taught pursed lips breathing (PLB) for dyspnoea management continue to use the technique long-term and, if so, their experience of this. A mixed methodological approach using semi-structured telephone interviews, a focus group and observation of current PLB technique was used. Qualitative analysis was based on grounded theory. Participants were recruited from the two inner city London (UK) boroughs. A purposive sample of 13 patients with COPD taught PLB 6 to 24 months previously. 11 participants took part in the telephone interviews; focus group participation and observed PLB was 5/11 and 6/11 respectively. A thematic analysis of interviews and focus group; observation of PLB technique. Nine reported on-going use of PLB with 8 reporting definite benefit. Observed technique showed ongoing ability for PLB to reduce RR and increase SpO 2 . Four distinct themes emerged from the data: use of PLB when short of breath due to physical activity (8/9), increased confidence and reduced panic (4/9), use as an exercise (3/9), use at night (3/9). Those that had discontinued PLB had done so because it didn't help (2) and they had forgotten/were too busy to continue. This study found 9 of 13 of patients taught PLB continued with long-term use and 8 of 13 reporting definite benefit from PLB. The role of PLB in increasing patients' confidence in their ability to manage their breathlessness and, use at night, were novel findings. Copyright © 2016 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  5. Where is Leadership Training Being Taught in U.S. Dental Schools

    Science.gov (United States)

    Taichman, Russell S.; Parkinson, Joseph W.

    2013-01-01

    Leadership is vital in all professions and organizations. Our purpose was to determine where in dental schools leadership is taught, and to what degree it is emphasized so that we could establish a base line from which to generate recommendations for best practices. Therefore we surveyed all US Deans of Academic Affairs in Dental Schools to determine where in the curriculum leadership is taught and emphasized. Our results showed that leadership training is delivered in many different parts of the curriculum, and at various levels. Generally, respondents indicated that leadership education is delivered either in the setting of practice management, community outreach or in public health settings. In some cases, specific training programs are dedicated specifically to leadership development. Thus several models for leadership development were identified showing design and flexibility to address regional and national needs. In the future it would be of value to assess the effectiveness of the different models and whether single or multiple pathways for leadership training are most beneficial. PMID:22659699

  6. A retrospective study of social relations in a Danish primary school class taught in 'udeskole'

    DEFF Research Database (Denmark)

    Hartmeyer, Rikke Dalgaard; Mygind, Erik

    2016-01-01

    exhaustively. Therefore, we explored the conditions in ‘udeskole’ influencing pupils’ social relations based on an extreme case called the ‘Nature Class’. In the ‘Nature Class’ the pupils (third to fifth grades) were taught outside the classroom one day a week. Five pupils and two teachers were interviewed......’, ‘interaction’, ‘participation’ and ‘pupil-centered tasks’ - were important conditions for the positive social relations during the ‘Nature Class’ project. Two conditions - ‘cooperation’ and ‘engagement’ - seem to be consequences of the improved social relations during the ‘Nature Class’ project which......The use of the ’outdoors’ in pre-school and school settings is becoming an increasingly important field of education and researchers have emphasised the positive influence of the ‘outdoors’ on various social aspects. However, the facilitative conditions for such positive influences are not studied...

  7. Young children can be taught basic natural selection using a picture-storybook intervention.

    Science.gov (United States)

    Kelemen, Deborah; Emmons, Natalie A; Seston Schillaci, Rebecca; Ganea, Patricia A

    2014-04-01

    Adaptation by natural selection is a core mechanism of evolution. It is also one of the most widely misunderstood scientific processes. Misconceptions are rooted in cognitive biases found in preschoolers, yet concerns about complexity mean that adaptation by natural selection is generally not comprehensively taught until adolescence. This is long after untutored theoretical misunderstandings are likely to have become entrenched. In a novel approach, we explored 5- to 8-year-olds' capacities to learn a basic but theoretically coherent mechanistic explanation of adaptation through a custom storybook intervention. Experiment 1 showed that children understood the population-based logic of natural selection and also generalized it. Furthermore, learning endured 3 months later. Experiment 2 replicated these results and showed that children understood and applied an even more nuanced mechanistic causal explanation. The findings demonstrate that, contrary to conventional educational wisdom, basic natural selection is teachable in early childhood. Theory-driven interventions using picture storybooks with rich explanatory structure are beneficial.

  8. The 1966 Flooding of Venice: What Time Taught Us for the Future

    Science.gov (United States)

    Trincardi, Fabio; Barbanti, Andrea; Bastianini, Mauro; Benetazzo, Alvise; Chiggiato, Jacopo; Papa, Alvise; Pomaro, Angela; Sclavo, Mauro; Tosi, Luigi; Umgiesser, Georg

    2017-04-01

    Upon this fiftieth anniversary of the storm that flooded the historical Italian centers of Venice and Florence, we review the event from the perspective of today's scientific knowledge. In particular, we discuss the components of relative sea level rise in Venice that contribute to flooding, the monitoring networks and forecast capabilities that are currently in place, and the engineering actions adopted since the 1966 flood to safeguard the Venice lagoon and the city. Focusing on the meteo-oceanographic aspects, we also show how sheer luck at the time avoided a much worse disaster in Venice. Reference Trincardi, F., A. Barbanti, M. Bastianini, A. Benetazzo, L. Cavaleri, J. Chiggiato, A. Papa, A. Pomaro, M. Sclavo, L. Tosi, and G. Umgiesser. 2016. The 1966 flooding of Venice: What time taught us for the future. Oceanography 29(4), https://doi.org/10.5670/ oceanog.2016.87.

  9. Why intravenous moderate sedation should be taught in graduate endodontic programs.

    Science.gov (United States)

    Montagnese, Thomas Anthony

    2012-03-01

    The purpose of this opinion article is to present reasons why intravenous moderate sedation should be taught in graduate endodontic programs. Access to oral health care is an area of much interest and concern, but some patients are unable to get endodontic care because they have special needs. Special needs can refer to patients who fear dentistry itself and other aspects of dental treatment. A variety of phobias and medical, developmental, and physical conditions can make it difficult for some patients to tolerate the endodontic care they need and want. Moderate sedation can help many of these patients. Endodontists in general are not trained to provide intravenous moderate sedation. By incorporating intravenous moderate sedation into endodontic practice, many of these patients can be treated. The first step in achieving this goal is to add intravenous moderate sedation training to graduate endodontic programs. The long-term effect will be to make specialty endodontic care available to more people.

  10. Practices in Less Commonly Taught Languages: Factors that Shape Teachers’ Beliefs and Guide Their Practices

    Directory of Open Access Journals (Sweden)

    Farid Saydee

    2016-10-01

    Full Text Available In this qualitative study, the researcher investigated teachers’ perceptions about effective teaching and learning methodologies and discovered the factors that shape teachers’ beliefs and lead them to prefer certain methodologies. Data was collected through interviews of Arabic, Chinese, Dari, Pashto, Filipino, Japanese, Korean, and Persian teachers (N=25 and their adult students, ten per teacher (N=241 at institutions of higher education in Southern California. In general, the teachers had similar views about effective teaching strategies and similar factors influenced their views- all the teachers emphasized the languages they teach differ from commonly taught languages; and, therefore, teaching and learning strategies should also be different. Knowing the factors that shape teachers’ beliefs significantly contributes to the field of teacher education. In particular, educators will become more cognizant of content to include in their teacher training program curriculum to better influence teachers and alter their instructional methodologies.

  11. Intellectual disability health content within nursing curriculum: An audit of what our future nurses are taught.

    Science.gov (United States)

    Trollor, Julian N; Eagleson, Claire; Turner, Beth; Salomon, Carmela; Cashin, Andrew; Iacono, Teresa; Goddard, Linda; Lennox, Nicholas

    2016-10-01

    Individuals with intellectual disability experience chronic and complex health issues, but face considerable barriers to healthcare. One such barrier is inadequate education of healthcare professionals. To establish the quantity and nature of intellectual disability content offered within Australian nursing degree curricula. A two-phase national audit of nursing curriculum content was conducted using an interview and online survey. Australian nursing schools offering pre-registration courses. Pre-registration course coordinators from 31 universities completed the Phase 1 interview on course structure. Unit coordinators and teaching staff from 15 universities in which intellectual disability content was identified completed the Phase 2 online survey. Quantity of compulsory and elective intellectual disability content offered (units and teaching time) and the nature of the content (broad categories, specific topics, and inclusive teaching) were audited using an online survey. Over half (52%) of the schools offered no intellectual disability content. For units of study that contained some auditable intellectual disability content, the area was taught on average for 3.6h per unit of study. Units were evenly distributed across the three years of study. Just three participating schools offered 50% of all units audited. Clinical assessment skills, and ethics and legal issues were most frequently taught, while human rights issues and preventative health were poorly represented. Only one nursing school involved a person with intellectual disability in content development or delivery. Despite significant unmet health needs of people with intellectual disability, there is considerable variability in the teaching of key intellectual disability content, with many gaps evident. Equipping nursing students with skills in this area is vital to building workforce capacity. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  12. Effect of working characteristics and taught ergonomics on the prevalence of musculoskeletal disorders amongst dental students

    Science.gov (United States)

    2013-01-01

    Background Work-related musculoskeletal disorders are one of the main occupational health hazards affecting dental practitioners. This study was conducted to assess the prevalence of Work-related Musculoskeletal Disorder (WMSD) amongst dental students. Possible correlations with the working environment and ergonomics taught in Malaysian dental schools were also sought. Methods Five dental schools in Malaysia participated in this cross-sectional study. A validated self-administered questionnaire was used to establish the point prevalence of WMSD in the dental students based on various body regions. The questionnaire also collected data regarding the working environment, clinical practice and the taught ergonomics of the students during their training years. Results Out of five hundred and sixty eight dental students who participated in the study, 410 were in their clinical years whilst 158 were students in their non- clinical years. Ninety three percent of the clinical year students reported symptoms of WMSD in one or more body regions. Female students reported a significantly higher numbers of symptoms compared to male students. The neck (82%) and lower back (64%) were reported to have the highest prevalence of WMSD. Discomfort in the neck region was found to be associated with self-reported frequency of bending of the neck. A majority of students (92%) reported minimum participation in workshops related to ergonomics in dentistry and 77% were unfamiliar with treatment and remedies available in the case of WMSD. Conclusions There was more WMSD seen in dental students who had started their clinical years. Neck and lower back are more injury prone areas and are at increased risk of developing musculoskeletal disorders. Theory and practice of ergonomics should be incorporated into the dental undergraduate curriculum. PMID:23547959

  13. Independence, Interaction, Interdependence and Interrelation: Learner Autonomy in a Web-based Less Commonly Taught Language Classroom

    Directory of Open Access Journals (Sweden)

    Marina V. Kostina

    2012-01-01

    Full Text Available In the United States, teaching less commonly taught languages has been a very challenging task due to low student enrollment and the high costs of hiring permanent teaching faculty. Therefore, webbased distance learning (DL is beginning to attract serious attention from the less commonly taught languages profession (Fleming, Hiple and Du, 2002. However, DL classes are often associated with student isolation, where learners are deprived of non-verbal clues, vocal expression, and eye contact that are crucial for foreign language learning (White, 2005. Thus, working in a more isolated context requires higher learner autonomy (White, 2005. This article provides a review of literature on autonomy that exists in the foreign language field, and describes four aspects of autonomy that need to be considered by language teachers while developing their web-based courses. It also offers some practical suggestions for the less commonly taught language instructors that foster autonomy and decrease isolation online.

  14. Religious Education towards Justice: What Kind of Justice Is to Be Taught in a Christian Context?

    Directory of Open Access Journals (Sweden)

    Monika Bobbert

    2017-02-01

    Full Text Available Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion.

  15. Examining why ethics is taught to veterinary students: a qualitative study of veterinary educators' perspectives.

    Science.gov (United States)

    Magalhães-Sant'Ana, Manuel; Lassen, Jesper; Millar, Kate M; Sandøe, Peter; Olsson, I Anna S

    2014-01-01

    Although it is widely agreed that veterinary students need to be introduced to ethics, there is limited empirical research investigating the reasons why veterinary ethics is being taught. This study presents the first extensive investigation into the reasons for teaching veterinary ethics and reports data collected in semi-structured interviews with educators involved in teaching undergraduate veterinary ethics at three European schools: the University of Copenhagen, the University of Nottingham, and the Technical University of Lisbon (curricular year 2010-2011). The content of the interview transcripts were analyzed using Toulmin's argumentative model. Ten objectives in teaching veterinary ethics were identified, which can be grouped into four overarching themes: ethical awareness, ethical knowledge, ethical skills, and individual and professional qualities. These objectives include recognizing values and ethical viewpoints, identifying norms and regulations, developing skills of communication and decision making, and contributing to a professional identity. Whereas many of the objectives complement each other, there is tension between the view that ethics teaching should promote knowledge of professional rules and the view that ethics teaching should emphasize critical reasoning skills. The wide range of objectives and the possible tensions between them highlight the challenges faced by educators as they attempt to prioritize among these goals of ethics teaching within a crowded veterinary curriculum.

  16. Fostering of Less Commonly Taught Language Initiatives — The Minnesota Experience

    Directory of Open Access Journals (Sweden)

    Leonard Anthony Polakiewicz

    2007-01-01

    Full Text Available First, let me express my sincere gratitude to NCOLCTL for awarding me this prestigious recognition bearing the name of a man who was responsible for many important initiatives and contributions relating to the promotion of the interests of LCTLs. Although for the past 36 years I have been teaching Russian and Polish, in my discussion today I will focus mainly on Polish, the less common of my less commonly taught languages. We can view the future of LCTLs in two ways: paraphrasing Anton Chekhov—one is the view that everything passes and nothing matters; the other view is that nothing passes and everything matters. If we are guided by the first outlook in assessing the present and future status of LCTLs we will conclude that despite all of our initiatives to promote and safeguard the interests of LCTLs, in the final analysis developments beyond our control will threaten the survival of LCTLs as part of institutionalized curriculum at many institutions. Thus, all of our efforts will prove to be in vain.

  17. Restructuring of the jurisprudence course taught at the Canadian Memorial Chiropractic College

    Science.gov (United States)

    Gleberzon, Brian J.

    2010-01-01

    Introduction: The process by which the jurisprudence course was restructured at the Canadian Memorial Chiropractic College is chronicled. Method: A Delphi process used to restructure the course is described, and the results of a student satisfaction survey are presented. Results: When asked “I think this material was clinically relevant,” over 81% of the 76 students who respondents strongly agreed or agreed with this statement; 100% of students agreed or strongly agreed that scope of practice; marketing, advertising and internal office promotion; record keeping; fee schedules; malpractice issues and; professional malpractice issues and negligence was clinically relevant. When asked “I think this material was taught well,” a minimum of 89% of students agreed or strongly agreed with this statement. Discussion: This is the first article published that described the process by which a jurisprudence course was developed and assessed by student survey. Summary: Based on a survey of student perceptions, restructuring of the jurisprudence course was successful in providing students with clinically relevant information in an appropriate manner. This course may serve as an important first step in development a ‘model curriculum’ for chiropractic practice and the law courses in terms of content, format and assessment strategies. PMID:20195427

  18. Understanding the experience of being taught by peers: the value of social and cognitive congruence.

    Science.gov (United States)

    Lockspeiser, Tai M; O'Sullivan, Patricia; Teherani, Arianne; Muller, Jessica

    2008-08-01

    Medical schools use supplemental peer-teaching programs even though there is little research on students' actual experiences with this form of instruction. To understand the student experience of being taught by peers instead of by faculty. We conducted focus groups with first- and second-year medical students participating in a supplemental peer-teaching program at one institution. From the learner focus group themes, we developed a questionnaire and surveyed all first-year students. Focus groups revealed four learner themes: learning from near-peers, exposure to second-year students, need for review and synthesis, teaching modalities and for the peer-teachers, the theme of benefits for the teacher. Factor analysis of the survey responses resulted in three factors: second-year students as teachers, the benefit of peer-teachers instead of faculty, and the peer-teaching process. Scores on these factors correlated with attendance in the peer-teaching program (P learning from near-peers because of their recent experience with the materials and their ability to understand the students' struggles in medical school. Students with the highest participation in the program valued the unique aspects of this kind of teaching most. Areas for improvement for this program were identified.

  19. Should Torsion Balance Technique Continue to be Taught to Pharmacy Students?

    Science.gov (United States)

    Bilger, Rhonda; Chereson, Rasma; Salama, Noha Nabil

    2017-06-01

    Objective. To determine the types of balances used in compounding pharmacies: torsion or digital. Methods. A survey was mailed to the pharmacist-in-charge at 698 pharmacies, representing 47% of the pharmacies in Missouri as of July 2013. The pharmacies were randomly selected and stratified by region into eight regions to ensure a representative sample. Information was gathered regarding the type and use of balances and pharmacists' perspectives on the need to teach torsion balance technique to pharmacy students. Results. The response rate for the survey was 53.3%. Out of the total responses received, those pharmacies having a torsion balance, digital balance or both were 46.8%, 27.4% and 11.8%, respectively. About 68.3% of respondents compound prescriptions. The study showed that 52% of compounding pharmacies use torsion balances in their practice. Of those with a balance in their pharmacy, 65.6% favored continuation of torsion balance instruction. Conclusions. Digital balances have become increasingly popular and have replaced torsion balances in some pharmacies, especially those that compound a significant number of prescriptions. The results of this study indicate that torsion balances remain integral to compounding practice. Therefore, students should continue being taught torsion balance technique at the college.

  20. How neuroscience is taught to North American dental students: results of the Basic Science Survey Series.

    Science.gov (United States)

    Gould, Douglas J; Clarkson, Mackenzie J; Hutchins, Bob; Lambert, H Wayne

    2014-03-01

    The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty-seven North American dental schools. The eighteen-item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non-dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer-aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.

  1. Large-scale Assessment Yields Evidence of Minimal Use of Reasoning Skills in Traditionally Taught Classes

    Science.gov (United States)

    Thacker, Beth

    2017-01-01

    Large-scale assessment data from Texas Tech University yielded evidence that most students taught traditionally in large lecture classes with online homework and predominantly multiple choice question exams, when asked to answer free-response (FR) questions, did not support their answers with logical arguments grounded in physics concepts. In addition to a lack of conceptual understanding, incorrect and partially correct answers lacked evidence of the ability to apply even lower level reasoning skills in order to solve a problem. Correct answers, however, did show evidence of at least lower level thinking skills as coded using a rubric based on Bloom's taxonomy. With the introduction of evidence-based instruction into the labs and recitations of the large courses and in a small, completely laboratory-based, hands-on course, the percentage of correct answers with correct explanations increased. The FR format, unlike other assessment formats, allowed assessment of both conceptual understanding and the application of thinking skills, clearly pointing out weaknesses not revealed by other assessment instruments, and providing data on skills beyond conceptual understanding for course and program assessment. Supported by National Institutes of Health (NIH) Challenge grant #1RC1GM090897-01.

  2. What are school children in Europe being taught about hygiene and antibiotic use?

    Science.gov (United States)

    Lecky, Donna M; McNulty, Cliodna A M; Adriaenssens, Niels; Koprivová Herotová, Tereza; Holt, Jette; Touboul, Pia; Merakou, Kyriakoula; Koncan, Raffaella; Olczak-Pienkowska, Anna; Avô, António Brito; Campos, José; Farrell, David; Kostkova, Patty; Weinberg, Julius

    2011-06-01

    e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce awareness in school children of microbes, prudent antibiotic use, hygiene and the transmission of infection. Prior to the production of the resource, it was essential to examine the educational structure across each partner country and assess what school children were being taught on these topics. A questionnaire was devised for distribution to each European partner (Belgium, Czech Republic, Denmark, England, France, Greece, Italy, Poland, Portugal and Spain), exploring their educational structure and examining educational resources or campaigns currently available. From the data collected it was evident that the majority of European schools have structured hand hygiene practices in place from a young age. The curricula in all countries cover the topic of human health and hygiene, but limited information is provided on antibiotics and their prudent use. School educational resources that link to the national curriculum and implement National Advice to the Public campaigns in the classroom are limited. The Microbes en question mobile health education campaign in France is an example of a successful children's education campaign and an innovative programme. Evaluation of the impact of school education on attitude and change of behaviour is also limited throughout many European countries. Not enough is currently being done across Europe to educate school children on the importance of appropriate antibiotic use and antibiotic resistance. The data from this research were used to develop e-Bug, a European Union-funded antibiotic and hygiene teaching resource.

  3. Searching for the right form: A self-taught village player recalling performance live

    Directory of Open Access Journals (Sweden)

    Jovanović Jelena

    2008-01-01

    Full Text Available Repertoire of the excellent self-taught traditional dvojnice-player, Miladin Arsenijević, from the vicinity of Topola (central Serbia consists of lyrical songs of a newer rural repertoire. During a 'cognitive interview', in his attempt to recall and reconstruct old-time traveler's (putničko playing through performance, a 'real music situation', he has gradually condensed the developed form of the homophonic shepherd's song into the fragmentary form of heterophonic traveler's playing. In this paper the accent is on the player's search and creative process in his attempt to derive the right musical form of a piece, using his long-term memory, since he has not heard or played the piece for quite a long time. It is also a successful attempt to bring musical data from passive to active musical memory, and a transit from one collective semantic musical code to another. The motoric component plays an important role as well. The analysis of musical change shows that musical memory is a distributive system, and data is organized in groups. Musical parameters change: rhythm and tone are changed first, while other parameters seem to depend mostly on the shape of the melodic model; they gradually change while this element finds its right form.

  4. [How timely are the methods taught in psychotherapy training and practice?].

    Science.gov (United States)

    Beutel, Manfred E; Michal, Matthias; Wiltink, Jörg; Subic-Wrana, Claudia

    2015-01-01

    Even though many psychotherapists consider themselves to be eclectic or integrative, training and reimbursement in the modern healthcare system are clearly oriented toward the model of distinct psychotherapy approaches. Prompted by the proposition to favor general, disorder-oriented psychotherapy, we investigate how timely distinctive methods are that are taught in training and practice. We reviewed the pertinent literature regarding general and specific factors, the effectiveness of integrative and eclectic treatments, orientation toward specific disorders, manualization and psychotherapeutic training. There is a lack of systematic studies on the efficacy of combining therapy methods from different approaches. The first empirical findings reveal that a superiority of combined versus single treatmentmethods has yet to be demonstrated. The development of transnosological manuals shows the limits of disorder-specific treatment.General factors such as therapeutic alliance or education about the model of disease and treatment rationale require specific definitions. Taking reference to a specific treatment approach provides important consistency of theory, training therapy and supervision, though this does not preclude an openness toward other therapy concepts. Current manualized examples show that methods and techniques can indeed be integrated from other approaches. Integrating different methods can also be seen as a developmental task for practitioners and researchers which may be mastered increasingly better with more experience.

  5. Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, January 15, 1992

    Energy Technology Data Exchange (ETDEWEB)

    Wright, T.S.

    1992-03-01

    This section summarizes trainee evaluations for the Safety Training Section course, Injury/Illness Recordkeeping which was conducted January 15, at Hanford, in Richland Washington. This class was the first pilot course taught. This class was designed to acquaint attendees with DOE orders 5484.1, 5484.1A, draft 3 and the OSHA regulations found in 29 CFR 1904. This goal was partially achieved; the section pertaining to DOE orders must be improve prior to the next pilot class. Section 1.1 and 1.2 of this report summarize the quantitative course evaluations that trainees provided upon completion of the course. Appendix A provides a transcript of the trainees' written comments. Numeric course ratings were generally positive and show that the course material and instruction were very effective. Written comments supported the positive numeric ratings. The course content and knowledge gained by the trainees exceeded most of the students' expectations of the course. Results from the final examination showed that students gained significant knowledge from the course.

  6. Evaluation of injury/illness recordkeeping pilot course taught in Richland, Washington, January 15, 1992

    Energy Technology Data Exchange (ETDEWEB)

    Wright, T.S.

    1992-03-01

    This section summarizes trainee evaluations for the Safety Training Section course, Injury/Illness Recordkeeping which was conducted January 15, at Hanford, in Richland Washington. This class was the first pilot course taught. This class was designed to acquaint attendees with DOE orders 5484.1, 5484.1A, draft 3 and the OSHA regulations found in 29 CFR 1904. This goal was partially achieved; the section pertaining to DOE orders must be improve prior to the next pilot class. Section 1.1 and 1.2 of this report summarize the quantitative course evaluations that trainees provided upon completion of the course. Appendix A provides a transcript of the trainees` written comments. Numeric course ratings were generally positive and show that the course material and instruction were very effective. Written comments supported the positive numeric ratings. The course content and knowledge gained by the trainees exceeded most of the students` expectations of the course. Results from the final examination showed that students gained significant knowledge from the course.

  7. The Impact of an Intervention Taught by Trained Teachers on Childhood Overweight

    Directory of Open Access Journals (Sweden)

    Bruno Oliveira

    2012-04-01

    Full Text Available The purpose of this study was to assess the effects of a six-months’ nutrition program, delivered and taught by classroom teachers with in-service nutrition training, on the prevention of overweight and obesity among children in grades 1 to 4. In this randomized trial, four hundred and sixty four children from seven elementary schools were allocated to a nutrition educational program delivered by their own teachers. Intervened teachers had 12 sessions of three hours each with the researchers throughout six months, according to the topics nutrition and healthy eating, the importance of drinking water and healthy cooking activities. After each session, teachers were encouraged to develop activities in class focused on the learned topics. Sociodemographic, anthropometric, dietary, and physical activity assessments were performed at baseline and at the end of the intervention. In the intervention group the increase in Body Mass Index (BMI z-score was significantly lower than in the control group (p = 0.009; fewer proportion of children became overweight in the intervened group compared with the control (5.6% vs. 18.4%; p = 0.037. Our study provides further support to decrease the overweight epidemic, involving classroom teachers in a training program and making them dedicated interventionists.

  8. NGSS-Aligned, K-12 Climate Science Curricula, taught with citizen science and teacher-led inquiry methods

    Science.gov (United States)

    Zainfeld, S.

    2017-12-01

    Teacher-led inquiry into student learning is a promising method of formative assessment to gain insight into student achievement. NGSS-aligned K-12 Climate Science curricula taught with citizen science and teacher-led inquiry methods are described, along with results from a scientist-teacher collaboration survey.

  9. The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

    Science.gov (United States)

    Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

    2013-01-01

    Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

  10. Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

    Science.gov (United States)

    Gallistel, Elizabeth; Fischer, Phyllis

    This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

  11. Acquisition, Preference and Follow-Up Comparison across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

    Science.gov (United States)

    McLay, Laurie; Schäfer, Martina C. M.; van der Meer, Larah; Couper, Llyween; McKenzie, Emma; O'Reilly, Mark F.; Lancioni, Giulio E.; Marschik, Peter B.; Sigafoos, Jeff; Sutherland, Dean

    2017-01-01

    Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy…

  12. Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

    Science.gov (United States)

    Jones, Mary Lou Baker; Seybold, Paul G.

    2016-01-01

    The widely acknowledged need to include chemical information competencies and communication skills in the undergraduate chemistry curriculum can be accommodated in a variety of ways. We describe a team-taught, semester-length course at Wright State University which combines chemical information literacy, written and oral communication skills,…

  13. The impact of the language of instruction: How economics students in the Netherlands evaluate an English-taught Undergraduate Programme

    NARCIS (Netherlands)

    Grift, Y.K.; Meijer, A.A.; van der Salm, F.H.

    2012-01-01

    In this article student ratings of undergraduate level Economics courses are analysed on the basis of the aggregated results of end-of-term questionnaires. Two groups of students were involved, one of which was taught in Dutch and the other in English. In the analysis the influence was investigated

  14. Challenges in Academic Reading and Overcoming Strategies in Taught Master Programmes: A Case Study of International Graduate Students in Malaysia

    Science.gov (United States)

    Singh, Manjet Kaur Mehar

    2014-01-01

    This article focuses on research into academic reading practices of international graduate students in taught Master programmes in a Malaysian university. The purpose of the study was to examine the challenges faced in the academic reading practices as well as the strategies employed to overcome the challenges in the academic reading practices.…

  15. Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

    Science.gov (United States)

    Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

    2018-05-01

    In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

  16. Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

    Science.gov (United States)

    JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

    2017-05-01

    This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

  17. A self-taught artificial agent for multi-physics computational model personalization.

    Science.gov (United States)

    Neumann, Dominik; Mansi, Tommaso; Itu, Lucian; Georgescu, Bogdan; Kayvanpour, Elham; Sedaghat-Hamedani, Farbod; Amr, Ali; Haas, Jan; Katus, Hugo; Meder, Benjamin; Steidl, Stefan; Hornegger, Joachim; Comaniciu, Dorin

    2016-12-01

    Personalization is the process of fitting a model to patient data, a critical step towards application of multi-physics computational models in clinical practice. Designing robust personalization algorithms is often a tedious, time-consuming, model- and data-specific process. We propose to use artificial intelligence concepts to learn this task, inspired by how human experts manually perform it. The problem is reformulated in terms of reinforcement learning. In an off-line phase, Vito, our self-taught artificial agent, learns a representative decision process model through exploration of the computational model: it learns how the model behaves under change of parameters. The agent then automatically learns an optimal strategy for on-line personalization. The algorithm is model-independent; applying it to a new model requires only adjusting few hyper-parameters of the agent and defining the observations to match. The full knowledge of the model itself is not required. Vito was tested in a synthetic scenario, showing that it could learn how to optimize cost functions generically. Then Vito was applied to the inverse problem of cardiac electrophysiology and the personalization of a whole-body circulation model. The obtained results suggested that Vito could achieve equivalent, if not better goodness of fit than standard methods, while being more robust (up to 11% higher success rates) and with faster (up to seven times) convergence rate. Our artificial intelligence approach could thus make personalization algorithms generalizable and self-adaptable to any patient and any model. Copyright © 2016. Published by Elsevier B.V.

  18. Configuring Dementia; How Nursing Students Are Taught to Shape the Sociopolitical Role of Gerontechnologies

    Directory of Open Access Journals (Sweden)

    Jenny Melind Bergschöld

    2018-04-01

    Full Text Available This article contributes to the discussion on the materiality of age and aging in this special issue by presenting a case that illustrates how nursing students are trained to shape gerontechnologies in ways that have sociopolitical consequences for older adults with dementia who are aging at home. Drawing on ethnographical fieldwork and grounded theory, I deliberately stage a dialog between STS theory on technology, and relational approaches to the social study of dementia in an analysis of a lecture where master students in a university nursing program learn about gerontechnology and dementia. I identify inability to purposively use technology, recalcitrance, and attentiveness as three problematic behaviors that are described as typical for older adults with dementia who are aging at home, and selection and placement of gerontechnologies as two ways in which the nursing students are taught to delimit this behavior by material means. I show how selection and placement of gerontechnologies are means by which care professionals shape gerontechnologies in ways that can disempower older adults who are aging at home, and I show how the educators draw on a biomedical understanding of dementia to accomplish a link between disempowering, and caring for older adults with dementia. I argue that care professionals practices of shaping gerontechnologies can be understood as empirical sites where care professionals exercise power over older adults with dementia who are aging at home by sociomaterial means. I conclude that there is a continued need for studies of gerontechnologies that stage analytical dialogs between STS theory and understandings from other fields with longer traditions of studying processes of aging, to further elucidate how gerontechnologies can matter to older adults and the experience of aging.

  19. Self-taught axillary vein access without venography for pacemaker implantation: prospective randomized comparison with the cephalic vein access.

    Science.gov (United States)

    Squara, Fabien; Tomi, Julien; Scarlatti, Didier; Theodore, Guillaume; Moceri, Pamela; Ferrari, Emile

    2017-12-01

    Axillary vein access for pacemaker implantation is uncommon in many centres because of the lack of training in this technique. We assessed whether the introduction of the axillary vein technique was safe and efficient as compared with cephalic vein access, in a centre where no operators had any previous experience in axillary vein puncture. Patients undergoing pacemaker implantation were randomized to axillary or cephalic vein access. All three operators had no experience nor training in axillary vein puncture, and self-learned the technique by reading a published review. Axillary vein puncture was fluoroscopy-guided without contrast venography. Cephalic access was performed by dissection of delto-pectoral groove. Venous access success, venous access duration (from skin incision to guidewire or lead in superior vena cava), procedure duration, X-ray exposure, and peri-procedural (1 month) complications were recorded. results We randomized 74 consecutive patients to axillary (n = 37) or cephalic vein access (n = 37). Axillary vein was successfully accessed in 30/37 (81.1%) patients vs. 28/37 (75.7%) of cephalic veins (P = 0.57). Venous access time was shorter in axillary group than in cephalic group [5.7 (4.4-8.3) vs. 12.2 (10.5-14.8) min, P < 0.001], as well as procedure duration [34.8 (30.6-38.4) vs. 42.0 (39.1-46.6) min, P = 0.043]. X-ray exposure and peri-procedural overall complications were comparable in both groups. Axillary puncture was safe and faster than cephalic access even for the five first procedures performed by each operator. Self-taught axillary vein puncture for pacemaker implantation seems immediately safe and faster than cephalic vein access, when performed by electrophysiologists trained to pacemaker implantation but not to axillary vein puncture. Published on behalf of the European Society of Cardiology. All rights reserved. © The Author 2017. For Permissions, please email: journals.permissions@oup.com.

  20. Preoperative screening: value of previous tests.

    Science.gov (United States)

    Macpherson, D S; Snow, R; Lofgren, R P

    1990-12-15

    To determine the frequency of tests done in the year before elective surgery that might substitute for preoperative screening tests and to determine the frequency of test results that change from a normal value to a value likely to alter perioperative management. Retrospective cohort analysis of computerized laboratory data (complete blood count, sodium, potassium, and creatinine levels, prothrombin time, and partial thromboplastin time). Urban tertiary care Veterans Affairs Hospital. Consecutive sample of 1109 patients who had elective surgery in 1988. At admission, 7549 preoperative tests were done, 47% of which duplicated tests performed in the previous year. Of 3096 previous results that were normal as defined by hospital reference range and done closest to the time of but before admission (median interval, 2 months), 13 (0.4%; 95% CI, 0.2% to 0.7%), repeat values were outside a range considered acceptable for surgery. Most of the abnormalities were predictable from the patient's history, and most were not noted in the medical record. Of 461 previous tests that were abnormal, 78 (17%; CI, 13% to 20%) repeat values at admission were outside a range considered acceptable for surgery (P less than 0.001, frequency of clinically important abnormalities of patients with normal previous results with those with abnormal previous results). Physicians evaluating patients preoperatively could safely substitute the previous test results analyzed in this study for preoperative screening tests if the previous tests are normal and no obvious indication for retesting is present.

  1. Automatic electromagnetic valve for previous vacuum

    International Nuclear Information System (INIS)

    Granados, C. E.; Martin, F.

    1959-01-01

    A valve which permits the maintenance of an installation vacuum when electric current fails is described. It also lets the air in the previous vacuum bomb to prevent the oil ascending in the vacuum tubes. (Author)

  2. Secondary school learners' perceptions of responsible citizenship as taught in the life orientation learning area: a case study

    OpenAIRE

    2008-01-01

    In this study, secondary school learners perceptions of Responsible Citizenship as taught in the Life Orientation learning area are explored. Citizen Education, which is set out in Learning Outcome Two of the Life Orientation Curriculum, forms the basis of the programme used to conduct this study. An international as well as a national perspective of Responsible Citizenship and the teaching thereof is explicated with special reference being made to the Further Education and Training Band. The...

  3. Inertia, Friendships or Effective Relationship Marketing? Remaining at the Same University for a Taught Master’s Degree

    OpenAIRE

    Gardener, John; Richardson, Mark; Evans, Carl

    2015-01-01

    This paper focuses on the influencing factors of individual students who remain at the same University for their postgraduate study. By interviewing students on an MSc Management course, we found some interesting motivations about where to continue studying a taught postgraduate course. These factors included such issues as the importance of developing and maintaining personal effective relationships, peer group influence and a sense of belonging.

  4. 77 FR 70176 - Previous Participation Certification

    Science.gov (United States)

    2012-11-23

    ... participants' previous participation in government programs and ensure that the past record is acceptable prior... information is designed to be 100 percent automated and digital submission of all data and certifications is... government programs and ensure that the past record is acceptable prior to granting approval to participate...

  5. On the Tengiz petroleum deposit previous study

    International Nuclear Information System (INIS)

    Nysangaliev, A.N.; Kuspangaliev, T.K.

    1997-01-01

    Tengiz petroleum deposit previous study is described. Some consideration about structure of productive formation, specific characteristic properties of petroleum-bearing collectors are presented. Recommendation on their detail study and using of experience on exploration and development of petroleum deposit which have analogy on most important geological and industrial parameters are given. (author)

  6. Subsequent pregnancy outcome after previous foetal death

    NARCIS (Netherlands)

    Nijkamp, J. W.; Korteweg, F. J.; Holm, J. P.; Timmer, A.; Erwich, J. J. H. M.; van Pampus, M. G.

    Objective: A history of foetal death is a risk factor for complications and foetal death in subsequent pregnancies as most previous risk factors remain present and an underlying cause of death may recur. The purpose of this study was to evaluate subsequent pregnancy outcome after foetal death and to

  7. Abstract algebra an inquiry based approach

    CERN Document Server

    Hodge, Jonathan K; Sundstrom, Ted

    2013-01-01

    ""This book arose from the authors' approach to teaching abstract algebra. They place an emphasis on active learning and on developing students' intuition through their investigation of examples. … The text is organized in such a way that it is possible to begin with either rings or groups.""-Florentina Chirtes, Zentralblatt MATH 1295

  8. Infrared Imaging for Inquiry-Based Learning

    Science.gov (United States)

    Xie, Charles; Hazzard, Edmund

    2011-01-01

    Based on detecting long-wavelength infrared (IR) radiation emitted by the subject, IR imaging shows temperature distribution instantaneously and heat flow dynamically. As a picture is worth a thousand words, an IR camera has great potential in teaching heat transfer, which is otherwise invisible. The idea of using IR imaging in teaching was first…

  9. Middle and Elementary School Students’ Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model

    Science.gov (United States)

    Harvey, Stephen; Gil-Arias, Alexander; Smith, Megan Lorraine; Smith, Lindsey Rachel

    2017-01-01

    Abstract Studies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce

  10. Middle and Elementary School Students’ Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model

    Directory of Open Access Journals (Sweden)

    Harvey Stephen

    2017-10-01

    Full Text Available Studies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs. The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM. Participants were 173 students (84 girls, 79 middle school (45 girls and 94 (39 girls elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle and 33 (elementary level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased and elementary school students (autonomy decreased and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased. Approximately 48%/42% (middle/elementary of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce

  11. Middle and Elementary School Students' Changes in Self-Determined Motivation in a Basketball Unit Taught using the Tactical Games Model.

    Science.gov (United States)

    Harvey, Stephen; Gil-Arias, Alexander; Smith, Megan Lorraine; Smith, Lindsey Rachel

    2017-10-01

    Studies examining student motivation levels suggest that this is a significant factor in students' engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students' previous exposure to TGM lessons, and the teachers' training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling

  12. Subsequent childbirth after a previous traumatic birth.

    Science.gov (United States)

    Beck, Cheryl Tatano; Watson, Sue

    2010-01-01

    Nine percent of new mothers in the United States who participated in the Listening to Mothers II Postpartum Survey screened positive for meeting the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition criteria for posttraumatic stress disorder after childbirth. Women who have had a traumatic birth experience report fewer subsequent children and a longer length of time before their second baby. Childbirth-related posttraumatic stress disorder impacts couples' physical relationship, communication, conflict, emotions, and bonding with their children. The purpose of this study was to describe the meaning of women's experiences of a subsequent childbirth after a previous traumatic birth. Phenomenology was the research design used. An international sample of 35 women participated in this Internet study. Women were asked, "Please describe in as much detail as you can remember your subsequent pregnancy, labor, and delivery following your previous traumatic birth." Colaizzi's phenomenological data analysis approach was used to analyze the stories of the 35 women. Data analysis yielded four themes: (a) riding the turbulent wave of panic during pregnancy; (b) strategizing: attempts to reclaim their body and complete the journey to motherhood; (c) bringing reverence to the birthing process and empowering women; and (d) still elusive: the longed-for healing birth experience. Subsequent childbirth after a previous birth trauma has the potential to either heal or retraumatize women. During pregnancy, women need permission and encouragement to grieve their prior traumatic births to help remove the burden of their invisible pain.

  13. Books average previous decade of economic misery.

    Science.gov (United States)

    Bentley, R Alexander; Acerbi, Alberto; Ormerod, Paul; Lampos, Vasileios

    2014-01-01

    For the 20(th) century since the Depression, we find a strong correlation between a 'literary misery index' derived from English language books and a moving average of the previous decade of the annual U.S. economic misery index, which is the sum of inflation and unemployment rates. We find a peak in the goodness of fit at 11 years for the moving average. The fit between the two misery indices holds when using different techniques to measure the literary misery index, and this fit is significantly better than other possible correlations with different emotion indices. To check the robustness of the results, we also analysed books written in German language and obtained very similar correlations with the German economic misery index. The results suggest that millions of books published every year average the authors' shared economic experiences over the past decade.

  14. Books Average Previous Decade of Economic Misery

    Science.gov (United States)

    Bentley, R. Alexander; Acerbi, Alberto; Ormerod, Paul; Lampos, Vasileios

    2014-01-01

    For the 20th century since the Depression, we find a strong correlation between a ‘literary misery index’ derived from English language books and a moving average of the previous decade of the annual U.S. economic misery index, which is the sum of inflation and unemployment rates. We find a peak in the goodness of fit at 11 years for the moving average. The fit between the two misery indices holds when using different techniques to measure the literary misery index, and this fit is significantly better than other possible correlations with different emotion indices. To check the robustness of the results, we also analysed books written in German language and obtained very similar correlations with the German economic misery index. The results suggest that millions of books published every year average the authors' shared economic experiences over the past decade. PMID:24416159

  15. Underestimation of Severity of Previous Whiplash Injuries

    Science.gov (United States)

    Naqui, SZH; Lovell, SJ; Lovell, ME

    2008-01-01

    INTRODUCTION We noted a report that more significant symptoms may be expressed after second whiplash injuries by a suggested cumulative effect, including degeneration. We wondered if patients were underestimating the severity of their earlier injury. PATIENTS AND METHODS We studied recent medicolegal reports, to assess subjects with a second whiplash injury. They had been asked whether their earlier injury was worse, the same or lesser in severity. RESULTS From the study cohort, 101 patients (87%) felt that they had fully recovered from their first injury and 15 (13%) had not. Seventy-six subjects considered their first injury of lesser severity, 24 worse and 16 the same. Of the 24 that felt the violence of their first accident was worse, only 8 had worse symptoms, and 16 felt their symptoms were mainly the same or less than their symptoms from their second injury. Statistical analysis of the data revealed that the proportion of those claiming a difference who said the previous injury was lesser was 76% (95% CI 66–84%). The observed proportion with a lesser injury was considerably higher than the 50% anticipated. CONCLUSIONS We feel that subjects may underestimate the severity of an earlier injury and associated symptoms. Reasons for this may include secondary gain rather than any proposed cumulative effect. PMID:18201501

  16. [Electronic cigarettes - effects on health. Previous reports].

    Science.gov (United States)

    Napierała, Marta; Kulza, Maksymilian; Wachowiak, Anna; Jabłecka, Katarzyna; Florek, Ewa

    2014-01-01

    Currently very popular in the market of tobacco products have gained electronic cigarettes (ang. E-cigarettes). These products are considered to be potentially less harmful in compared to traditional tobacco products. However, current reports indicate that the statements of the producers regarding to the composition of the e- liquids not always are sufficient, and consumers often do not have reliable information on the quality of the product used by them. This paper contain a review of previous reports on the composition of e-cigarettes and their impact on health. Most of the observed health effects was related to symptoms of the respiratory tract, mouth, throat, neurological complications and sensory organs. Particularly hazardous effects of the e-cigarettes were: pneumonia, congestive heart failure, confusion, convulsions, hypotension, aspiration pneumonia, face second-degree burns, blindness, chest pain and rapid heartbeat. In the literature there is no information relating to passive exposure by the aerosols released during e-cigarette smoking. Furthermore, the information regarding to the use of these products in the long term are not also available.

  17. “Having to Shift Everything We’ve Learned to the Side”: Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods

    Science.gov (United States)

    Roberts, Lynne D.; Castell, Emily

    2016-01-01

    In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students’ attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students’ attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate

  18. "Having to Shift Everything We've Learned to the Side": Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods.

    Science.gov (United States)

    Roberts, Lynne D; Castell, Emily

    2016-01-01

    In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students' attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students' attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate

  19. Gene Editing and CRISPR Therapeutics: Strategies Taught by Cell and Gene Therapy.

    Science.gov (United States)

    Ramirez, Juan C

    2017-01-01

    A few years ago, we assisted in the demonstration for the first time of the revolutionary idea of a type of adaptive-immune system in the bacteria kingdom. This system, named CRISPR, and variants engineered in the lab, have been demonstrated as functional with extremely high frequency and fidelity in almost all eukaryotic cells studied to date. The capabilities of this RNA-guided nuclease have added to the interest that was announced with the advent of previous technologies for genome editing tools, such as ZFN and TALEN. The capabilities exhibited by these gene editors, opens up a novel scenario that indicates the promise of a next-generation medicine based on precision and personalized objectives, mostly due to the change in the paradigm regarding gene-surgery. This has certainly attracted, like never before, the attention of the biotech business and investor community. This chapter offers a brief overview of some of the factors that have contributed to a rapid entry into the biotech and pharmaceutical company's pipeline, focusing on how cell and gene therapies (CGT), collectively known as advanced therapies, have become the driving forces toward the therapeutic uses of gene editing technology. The sum of all those efforts for more than 30years has contributed to the new paradigm of considering genes as medicines. Copyright © 2017. Published by Elsevier Inc.

  20. The Implementation of an Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy Value-Based Taught by Parents to Children to Increase Adjustment Ability of Preschool Children

    Directory of Open Access Journals (Sweden)

    Rita Eka Izzaty

    2016-11-01

    Full Text Available This study was conducted for two reasons. First, pre-school age is the foundation for the subsequent development. Second, the previous research findings show that there are behavioral problems which affect the development of subsequent development. This study aims to increase children’s social ability by employing An Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy, a counseling model emphasizing the importance of play providing opportunity for children to express their feelings in natural situation and insight toward personality and environment by modifying teaching cultural values by parents to children. This study employed an action study. The prior data collection techniques were conducting literary study, surveying on cultural values taught, and selecting a counseling model. The subjects were four preschool children (4-6 years old with behavioral problems. The study was conducted in 2 cycles with several steps: planning, action, evaluation, and reflection. The finding of this research shows that an Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy can increase children social ability and decrease non adaptive behavior. The reflection of employing counseling model modified with cultural values taught by parents to children is when using this model, counselors truly examine the duration of the implementation, the children’s condition, the counselors’ condition, the type of play, and the purpose of each steps which must be detailed.

  1. Intellectual disability health content within medical curriculum: an audit of what our future doctors are taught.

    Science.gov (United States)

    Trollor, Julian N; Ruffell, Beth; Tracy, Jane; Torr, Jennifer J; Durvasula, Seeta; Iacono, Teresa; Eagleson, Claire; Lennox, Nicolas

    2016-04-11

    There is a high burden of unmet health needs for people with intellectual disability. Despite experiencing significantly higher rates of morbidity and mortality compared with the general population, this group faces greater barriers to accessing healthcare. While increasing workplace capacity is one way to reduce this inequitable access, previous research indicates a scarcity of undergraduate teaching in intellectual disability. The aim of the study was to determine the extent and nature of intellectual disability content currently offered within medical degree curricula. All Australian universities (n = 20) providing accredited medical training were invited to participate in a two-phase audit via an email invitation to the Dean of each medical school. The Dean's delegate from 14 medical schools completed Phase 1, which involved a questionnaire or telephone interview about the overall medical course structure. Unit coordinators and/or teaching staff from 12 medical schools completed Phase 2, which involved an online survey about intellectual disability content within the curriculum. In Australia, medical school curricula contain a median of 2.55 h of compulsory intellectual disability content. The majority of universities only offer a small amount of compulsory content. Of compulsory units, intellectual disability teaching is minimal in sexual health and emergency medicine (only one unit offered in one school for each). Topics of key relevance in intellectual disability health such as human rights issues, interdisciplinary team work and preventative health are poorly represented in intellectual disability teaching. Elective content varies markedly across universities (1 to 122 h), but emergency medicine, women's health, men's health and many other specialist medicine areas are not represented. Inclusive practice is inconsistent in degree and nature, but a majority of universities (nine) involve people with intellectual disability in the development or delivery

  2. Lessons that Linger: A 40-Year Follow-Along Note About a Boy with Autism Taught to Communicate by Gestures when Aged Six.

    Science.gov (United States)

    Webster, C D; Fruchter, D; Dean, J; Konstantareas, M M; Sloman, L

    2016-07-01

    We draw on an article published in 1973 in this journal. We described how we taught "Geoff," a 6-year old boy with autism, an elementary form of sign language during the course of 24 one-hour sessions held over a 12-week period (Webster et al. in J Autism Child Schizophr 3:337-346, 1973; Fruchter in Autism: new directions in research and education, pp 184-186, 1980). Here, we describe how it is that Geoff has maintained the vestiges of what we taught him (and indeed what he taught us) over the long span. This basic communication strategy has endured well and continues to contribute to his enjoyment of life.

  3. Should Bioethics Be Taught?

    Science.gov (United States)

    Kieffer, George H.

    1980-01-01

    Examined is the issue concerning teaching bioethics. Differing points of view are discussed. The author concludes that moral and ethical reasoning should be incorporated into the public school curriculum, using morally laden issues that have grown out of advances in biological knowledge and biomedical technology. (CS)

  4. Can virtue be taught?

    Directory of Open Access Journals (Sweden)

    Nikitović Aleksandar

    2009-01-01

    Full Text Available The teachability of virtue is an issue on which were crossed swords during the struggle for supremacy between two basic principles of ancient Greek spirit - sophistry and ancient Greek ethics. Two great representatives of these opposite principles, Plato and Protagoras, confronted their arguments in Plato's dialog named after the great sophist. Paradoxically, during this philosophical struggle, Protagoras, who at the beginning supposed that virtue is teachable, later, on the contrary, states that virtue is not knowledge and this would make it least likely to be teachable. On the other hand Plato, who is trying to preserve the ancient Greek principle that virtue is innate, claims that virtue is knowledge. The solution of this great dispute between two principles of antiquity Plato sees in philosophical theoretization of ancient Greek mythical worldview.

  5. Subjects taught in VR

    NARCIS (Netherlands)

    van der Sluis, Frans; van den Broek, Egon; Stam, Liesbeth M.; Abrahamse, E.L.; Luursema, J.M.

    2007-01-01

    This deliverable serves to reinstate a broad view on Virtual Reality (VR), capturing all its constituting disciplines. The core target of this report is to establish a foundation for an educational program where all disciplines subordinate to VR technology will converge. Over the past decade(s) the

  6. Taught by bitter experience

    DEFF Research Database (Denmark)

    Elf, Nikolaj Frydensbjerg

    2017-01-01

    The development of students’ writer identities is always unique and at the same time socially and culturally typified. This study explores an adolescent Danish student’s development of writer identity. More specifically, it is a case study of Amalie’s development of writer identity during four...

  7. Can virtue be taught?

    Science.gov (United States)

    Shelton, W

    1999-06-01

    Applying standards of virtue that define the "good doctor" in a complex and technologically sophisticated health care system is often challenging and sometimes confusing. What are the characteristics of a "good doctor," who wishes to live up to high ethical and professional standards but who also must live and work in a health care system in which moral ambiguity is pervasive? Medical educators are urgently faced with such questions as their schools try to equip students with the skills and capacities required of the virtuous physician. The author describes how Aristotelian concepts of virtue can be used to guide medical educators in defining and teaching virtue. He then discusses how such traits as the ability to tolerate moral differences and ambiguity, the ability to develop thoughtful individual moral positions, and the capacity to respect and understand various cultural traditions may be what might be considered virtues in today's health care system. A "good" doctor, then, would be someone who is thoughtful, fair-minded, respectful of differences, and committed to his or her professional values.

  8. The Significant Role of the Intellect in Confronting Contemporary Global Challenges: The Taught of the Holy Quran

    Directory of Open Access Journals (Sweden)

    Mohammadreza Naghipour

    2012-12-01

    Full Text Available Nowadays, the Islamic world is confronting constant challenges in terms of physical and spiritual, as a whole. Living in such challenging atmosphere persuades Muslims to develop proper strategies for handling ongoing crises in a way arguably compatible with the Islamic codes and practices, as well as the fast growing universal demands. This paper, based on the taught of the Holy Quran, aimed to finding out a modest approach to handling the contemporary challenges. The Islamic approach towards the historical challenges, such as the way in dealing with unbelievers and intellectuals of other religions, was of special interest in this paper. Deep analysis of selected verses of the Holy Quran reveals that paying full attention to the special requirements for every time and place and having precise understanding of different nations’ haracteristics; their values and way of thinking are among the most important factors of tackling challenges in every time. The Holy Quran teaches us that having rational and intellectual exchanges even with unbelievers are among the most important tools for the Muslims to overcome their challenges. In conclusion, Islam appreciates the role of the intellect and chooses a reasonable and convincing manner in confronting important challenges all over the time.

  9. What do GUM physicians think should be taught in a modern undergraduate GUM module? A qualitative inquiry.

    Science.gov (United States)

    Fernando, I

    2015-10-01

    Traditional undergraduate Genitourinary Medicine (GUM) teaching in the UK concentrated on the management of individual sexually transmitted infections. There is significant variation, however, in the GUM teaching provided by different medical schools today. I undertook a qualitative interview study to gather views of GUM and other sexual health clinicians regarding what should be taught within a modern undergraduate GUM module. Nine GUM clinicians and two Sexual and Reproductive Health (SRH) clinicians participated in the study; all were directly involved in undergraduate teaching. Semi-structured interviews were conducted with study participants by a single interviewer, focusing on three key topics: their individual opinions regarding important learning outcomes (LOs) for a modern model GUM curriculum, their preferred teaching methods and the total recommended teaching time required. Interviews were audio-recorded with consent and professionally transcribed. Data were analysed by the content analysis method. Interviewees frequently stressed skill and attitudinal LOs, even above knowledge. Recommended important skills included sexual history taking, HIV risk assessment and testing, and male and female genital examination. Recommended attitudinal LOs were developing an open and non-judgemental approach to sexual health issues and understanding sexual well-being to be an important component of general health. Respondents were keen for a mixture of teaching methods, but generally agreed that clinic attendance and experiential learning were beneficial. They preferred that GUM teaching should be delivered in the latter years of the undergraduate curriculum. © The Author(s) 2015.

  10. A qualitative analysis of factors influencing middle school students' use of skills taught by a violence prevention curriculum.

    Science.gov (United States)

    Farrell, Albert D; Mehari, Krista R; Kramer-Kuhn, Alison M; Mays, Sally A; Sullivan, Terri N

    2015-06-01

    This study examined factors that influenced the use of skills taught in a school-based universal violence prevention program. Interviews were conducted with 91 students from two urban schools (83% were African American and 12% multiracial) and 50 students from a nearby county school (52% were White, 32% African American, and 12% multiracial). About half the sample (54%) was male. All had been in sixth grade classrooms where the Second Step (Committee for Children, 1997b) violence prevention curriculum had been implemented earlier in the school year or in the preceding school year. Qualitative analysis of interview transcripts suggested that participants' use of intervention skills was influenced by their beliefs and values, perceived relevance and effectiveness of the skill, issues related to enacting the behavior, and contextual factors. These findings highlight the need for a more intensive and comprehensive effort to address barriers and supports that influence the relevance and impact of school-based violence prevention programs. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

    Science.gov (United States)

    Tremblay, Philippe

    2013-01-01

    We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

  12. Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course

    Science.gov (United States)

    Soto, Julio G.; Everhart, Jerry

    2016-01-01

    Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased…

  13. The Role of Feedback in Cross-Cultural Learning: A Case Study of Chinese Taught Postgraduate Students in a UK University

    Science.gov (United States)

    Tian, Mei; Lowe, John

    2013-01-01

    Insufficient attention has been given to the role of cultural differences in feedback communication with the UK's increasingly internationalised student body. This issue is particularly significant for international students taking short -- one-year -- postgraduate taught courses and we illustrate this in a study of Chinese students at a UK…

  14. Teaching possibilities of some elements of Albert Einstein's Gravitation theory in frame of physics courses taught at technical universities

    International Nuclear Information System (INIS)

    Iordache, Dan-Alexandru

    2005-01-01

    As in the period of creation of the 'monumental' works of A. Einstein (1905-1920, mainly), when many outstanding physicists [theoreticians, inclusively, as Albert Einstein (alumni of the Polytechnics from Geneva), as Paul Adrian Maurice Dirac, Alexandru Proca (alumni of Bucharest Polytechnics), et al., finished their academic studies to different Polytechnics Universities, presently many students of technical Universities obtained (as high-school students) some outstanding results in the Physics field. Particularly, the leadership of the Faculty of Control Systems and Computers of the Bucharest University has found that 'the best students in their divisions are winners at the Physics Olympics Contests'. These students and many of their colleagues (those with special scientific aptitudes) want to know more details about the most difficult scientific creation of Albert Einstein: the Gravitation Theory. Taking into account that the Einstein's Gravitation Theory is particularly difficult (from mathematical point of view, especially), and the duration of the Physics study in our technical universities is so restricted (totally 42 to 98 teaching hours, depending on the technical division profile), we have to answer to the question: what elements of the Einstein's gravity theory could be presented in frame of Physics courses taught in our technical universities? After accomplishing our analysis, we concluded as possible and useful - for the scientific training of the best students 'engineers' - the assimilation of the following elements of the Einstein's gravity theory: - The time and space concepts in the Einstein's gravitation theory, in connection with the equation of electromagnetic waves in ideal media and - eventually - in relation with the Larmor's theory of the electrical dipole radiation [which needs the expressions in curvilinear coordinates of the gradient and divergence (the main elements of the mathematical theory of fields)]; - The applications of the

  15. Impact of previously disadvantaged land-users on sustainable ...

    African Journals Online (AJOL)

    Impact of previously disadvantaged land-users on sustainable agricultural ... about previously disadvantaged land users involved in communal farming systems ... of input, capital, marketing, information and land use planning, with effect on ...

  16. 22 CFR 40.91 - Certain aliens previously removed.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Certain aliens previously removed. 40.91... IMMIGRANTS UNDER THE IMMIGRATION AND NATIONALITY ACT, AS AMENDED Aliens Previously Removed § 40.91 Certain aliens previously removed. (a) 5-year bar. An alien who has been found inadmissible, whether as a result...

  17. Determining root correspondence between previously and newly detected objects

    Science.gov (United States)

    Paglieroni, David W.; Beer, N Reginald

    2014-06-17

    A system that applies attribute and topology based change detection to networks of objects that were detected on previous scans of a structure, roadway, or area of interest. The attributes capture properties or characteristics of the previously detected objects, such as location, time of detection, size, elongation, orientation, etc. The topology of the network of previously detected objects is maintained in a constellation database that stores attributes of previously detected objects and implicitly captures the geometrical structure of the network. A change detection system detects change by comparing the attributes and topology of new objects detected on the latest scan to the constellation database of previously detected objects.

  18. Degree of vertical integration between the undergraduate program and clinical internship with respect to lumbopelvic diagnostic and therapeutic procedures taught at the canadian memorial chiropractic college.

    Science.gov (United States)

    Vermet, Shannon; McGinnis, Karen; Boodham, Melissa; Gleberzon, Brian J

    2010-01-01

    The objective of this study was to determine to what extent the diagnostic and therapeutic procedures taught in the undergraduate program used for patients with lumbopelvic conditions are expected to be utilized by students during their clinical internship program at Canadian Memorial Chiropractic College or are being used by the clinical faculty. A confidential survey was distributed to clinical faculty at the college. It consisted of a list of diagnostic and therapeutic procedures used for lumbopelvic conditions taught at that college. Clinicians were asked to indicate the frequency with which they performed or they required students to perform each item. Seventeen of 23 clinicians responded. The following procedures were most likely required to be performed by clinicians: posture; ranges of motion; lower limb sensory, motor, and reflex testing; and core orthopedic tests. The following were less likely to be required to be performed: Waddell testing, Schober's test, Gillet tests, and abdominal palpation. Students were expected to perform (or clinicians performed) most of the mobilization (in particular, iliocostal, iliotransverse, and iliofemoral) and spinal manipulative therapies (in particular, the procedures referred to as the lumbar roll, lumbar pull/hook, and upper sacroiliac) taught at the college. This study suggests that there was considerable, but not complete, vertical integration between the undergraduate and clinical education program at this college.

  19. 'Keep Them Students Busy': 'Warehoused' or Taught Skills to Achieve?

    Science.gov (United States)

    Cornish, Carlene

    2018-01-01

    RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop 'human capital'. However, how does RPA play out in practice with previously NEET (not in education, employment or training) and so-called disengaged youth engaged on a Level 1…

  20. 49 CFR 173.23 - Previously authorized packaging.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 2 2010-10-01 2010-10-01 false Previously authorized packaging. 173.23 Section... REQUIREMENTS FOR SHIPMENTS AND PACKAGINGS Preparation of Hazardous Materials for Transportation § 173.23 Previously authorized packaging. (a) When the regulations specify a packaging with a specification marking...

  1. 28 CFR 10.5 - Incorporation of papers previously filed.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 1 2010-07-01 2010-07-01 false Incorporation of papers previously filed... CARRYING ON ACTIVITIES WITHIN THE UNITED STATES Registration Statement § 10.5 Incorporation of papers previously filed. Papers and documents already filed with the Attorney General pursuant to the said act and...

  2. 75 FR 76056 - FEDERAL REGISTER CITATION OF PREVIOUS ANNOUNCEMENT:

    Science.gov (United States)

    2010-12-07

    ... SECURITIES AND EXCHANGE COMMISSION Sunshine Act Meeting FEDERAL REGISTER CITATION OF PREVIOUS ANNOUNCEMENT: STATUS: Closed meeting. PLACE: 100 F Street, NE., Washington, DC. DATE AND TIME OF PREVIOUSLY ANNOUNCED MEETING: Thursday, December 9, 2010 at 2 p.m. CHANGE IN THE MEETING: Time change. The closed...

  3. No discrimination against previous mates in a sexually cannibalistic spider

    Science.gov (United States)

    Fromhage, Lutz; Schneider, Jutta M.

    2005-09-01

    In several animal species, females discriminate against previous mates in subsequent mating decisions, increasing the potential for multiple paternity. In spiders, female choice may take the form of selective sexual cannibalism, which has been shown to bias paternity in favor of particular males. If cannibalistic attacks function to restrict a male's paternity, females may have little interest to remate with males having survived such an attack. We therefore studied the possibility of female discrimination against previous mates in sexually cannibalistic Argiope bruennichi, where females almost always attack their mate at the onset of copulation. We compared mating latency and copulation duration of males having experienced a previous copulation either with the same or with a different female, but found no evidence for discrimination against previous mates. However, males copulated significantly shorter when inserting into a used, compared to a previously unused, genital pore of the female.

  4. Implant breast reconstruction after salvage mastectomy in previously irradiated patients.

    Science.gov (United States)

    Persichetti, Paolo; Cagli, Barbara; Simone, Pierfranco; Cogliandro, Annalisa; Fortunato, Lucio; Altomare, Vittorio; Trodella, Lucio

    2009-04-01

    The most common surgical approach in case of local tumor recurrence after quadrantectomy and radiotherapy is salvage mastectomy. Breast reconstruction is the subsequent phase of the treatment and the plastic surgeon has to operate on previously irradiated and manipulated tissues. The medical literature highlights that breast reconstruction with tissue expanders is not a pursuable option, considering previous radiotherapy a contraindication. The purpose of this retrospective study is to evaluate the influence of previous radiotherapy on 2-stage breast reconstruction (tissue expander/implant). Only patients with analogous timing of radiation therapy and the same demolitive and reconstructive procedures were recruited. The results of this study prove that, after salvage mastectomy in previously irradiated patients, implant reconstruction is still possible. Further comparative studies are, of course, advisable to draw any conclusion on the possibility to perform implant reconstruction in previously irradiated patients.

  5. Personality disorders in previously detained adolescent females: a prospective study

    NARCIS (Netherlands)

    Krabbendam, A.; Colins, O.F.; Doreleijers, T.A.H.; van der Molen, E.; Beekman, A.T.F.; Vermeiren, R.R.J.M.

    2015-01-01

    This longitudinal study investigated the predictive value of trauma and mental health problems for the development of antisocial personality disorder (ASPD) and borderline personality disorder (BPD) in previously detained women. The participants were 229 detained adolescent females who were assessed

  6. Payload specialist Reinhard Furrer show evidence of previous blood sampling

    Science.gov (United States)

    1985-01-01

    Payload specialist Reinhard Furrer shows evidence of previous blood sampling while Wubbo J. Ockels, Dutch payload specialist (only partially visible), extends his right arm after a sample has been taken. Both men show bruises on their arms.

  7. Choice of contraception after previous operative delivery at a family ...

    African Journals Online (AJOL)

    Choice of contraception after previous operative delivery at a family planning clinic in Northern Nigeria. Amina Mohammed‑Durosinlorun, Joel Adze, Stephen Bature, Caleb Mohammed, Matthew Taingson, Amina Abubakar, Austin Ojabo, Lydia Airede ...

  8. Previous utilization of service does not improve timely booking in ...

    African Journals Online (AJOL)

    Previous utilization of service does not improve timely booking in antenatal care: Cross sectional study ... Journal Home > Vol 24, No 3 (2010) > ... Results: Past experience on antenatal care service utilization did not come out as a predictor for ...

  9. A previous hamstring injury affects kicking mechanics in soccer players.

    Science.gov (United States)

    Navandar, Archit; Veiga, Santiago; Torres, Gonzalo; Chorro, David; Navarro, Enrique

    2018-01-10

    Although the kicking skill is influenced by limb dominance and sex, how a previous hamstring injury affects kicking has not been studied in detail. Thus, the objective of this study was to evaluate the effect of sex and limb dominance on kicking in limbs with and without a previous hamstring injury. 45 professional players (males: n=19, previously injured players=4, age=21.16 ± 2.00 years; females: n=19, previously injured players=10, age=22.15 ± 4.50 years) performed 5 kicks each with their preferred and non-preferred limb at a target 7m away, which were recorded with a three-dimensional motion capture system. Kinematic and kinetic variables were extracted for the backswing, leg cocking, leg acceleration and follow through phases. A shorter backswing (20.20 ± 3.49% vs 25.64 ± 4.57%), and differences in knee flexion angle (58 ± 10o vs 72 ± 14o) and hip flexion velocity (8 ± 0rad/s vs 10 ± 2rad/s) were observed in previously injured, non-preferred limb kicks for females. A lower peak hip linear velocity (3.50 ± 0.84m/s vs 4.10 ± 0.45m/s) was observed in previously injured, preferred limb kicks of females. These differences occurred in the backswing and leg-cocking phases where the hamstring muscles were the most active. A variation in the functioning of the hamstring muscles and that of the gluteus maximus and iliopsoas in the case of a previous injury could account for the differences observed in the kicking pattern. Therefore, the effects of a previous hamstring injury must be considered while designing rehabilitation programs to re-educate kicking movement.

  10. Secondary recurrent miscarriage is associated with previous male birth.

    LENUS (Irish Health Repository)

    Ooi, Poh Veh

    2012-01-31

    Secondary recurrent miscarriage (RM) is defined as three or more consecutive pregnancy losses after delivery of a viable infant. Previous reports suggest that a firstborn male child is associated with less favourable subsequent reproductive potential, possibly due to maternal immunisation against male-specific minor histocompatibility antigens. In a retrospective cohort study of 85 cases of secondary RM we aimed to determine if secondary RM was associated with (i) gender of previous child, maternal age, or duration of miscarriage history, and (ii) increased risk of pregnancy complications. Fifty-three women (62.0%; 53\\/85) gave birth to a male child prior to RM compared to 32 (38.0%; 32\\/85) who gave birth to a female child (p=0.002). The majority (91.7%; 78\\/85) had uncomplicated, term deliveries and normal birth weight neonates, with one quarter of the women previously delivered by Caesarean section. All had routine RM investigations and 19.0% (16\\/85) had an abnormal result. Fifty-seven women conceived again and 33.3% (19\\/57) miscarried, but there was no significant difference in failure rates between those with a previous male or female child (13\\/32 vs. 6\\/25, p=0.2). When patients with abnormal results were excluded, or when women with only one previous child were considered, there was still no difference in these rates. A previous male birth may be associated with an increased risk of secondary RM but numbers preclude concluding whether this increases recurrence risk. The suggested association with previous male birth provides a basis for further investigations at a molecular level.

  11. Secondary recurrent miscarriage is associated with previous male birth.

    LENUS (Irish Health Repository)

    Ooi, Poh Veh

    2011-01-01

    Secondary recurrent miscarriage (RM) is defined as three or more consecutive pregnancy losses after delivery of a viable infant. Previous reports suggest that a firstborn male child is associated with less favourable subsequent reproductive potential, possibly due to maternal immunisation against male-specific minor histocompatibility antigens. In a retrospective cohort study of 85 cases of secondary RM we aimed to determine if secondary RM was associated with (i) gender of previous child, maternal age, or duration of miscarriage history, and (ii) increased risk of pregnancy complications. Fifty-three women (62.0%; 53\\/85) gave birth to a male child prior to RM compared to 32 (38.0%; 32\\/85) who gave birth to a female child (p=0.002). The majority (91.7%; 78\\/85) had uncomplicated, term deliveries and normal birth weight neonates, with one quarter of the women previously delivered by Caesarean section. All had routine RM investigations and 19.0% (16\\/85) had an abnormal result. Fifty-seven women conceived again and 33.3% (19\\/57) miscarried, but there was no significant difference in failure rates between those with a previous male or female child (13\\/32 vs. 6\\/25, p=0.2). When patients with abnormal results were excluded, or when women with only one previous child were considered, there was still no difference in these rates. A previous male birth may be associated with an increased risk of secondary RM but numbers preclude concluding whether this increases recurrence risk. The suggested association with previous male birth provides a basis for further investigations at a molecular level.

  12. "Making the Ordinary More Extraordinary": Exploring Creativity as a Health Promotion Practice Among Older Adults in a Community-Based Professionally Taught Arts Program.

    Science.gov (United States)

    Cantu, Adelita G; Fleuriet, K Jill

    2018-06-01

    Document psychosocial and mental well-being outcomes across artistic mediums and classes of a community-based, professionally taught arts program for older adults. One hundred and thirty-eight students completed pre and post class surveys about expectations/experiences when creating art in four mediums (painting, drawing, mixed media, creative writing). In addition, 162 students composed one-paragraph biographical narratives describing their relationships to art and creative engagement. Text was coded for a priori and emergent themes to identify and explain well-being outcomes. Results of this new study supported and expanded our earlier model of improved psychosocial and mental well-being due to creative engagement: impact of class-cognitive focus and outcome of class-cognitive focus, happiness as component of mental and social well-being due to creative engagement, and robust sense of calmness during the creative process. Results suggest that professionally taught arts programming can contribute to well-being and may contribute to brain health through promoting an enhanced ability to focus. Holistic nursing treats creativity as healing, and results suggest that creative engagement should be a priority in therapeutic programming, and individual counseling for older adults to begin engaging in some form of art making suited to their abilities should be incorporated into nursing practice.

  13. Degree of vertical integration between the undergraduate program and clinical internship with respect to cervical and cranial diagnostic and therapeutic procedures taught at the canadian memorial chiropractic college.

    Science.gov (United States)

    Leppington, Charmody; Gleberzon, Brian; Fortunato, Lisa; Doucet, Nicolea; Vandervalk, Kyle

    2012-01-01

    The purpose of this study was to determine if diagnostic and therapeutic procedures for the cervical and cranial spine taught to students during the undergraduate program at Canadian Memorial Chiropractic College are required to be used during their internship by their supervising clinicians and, if so, to what extent these procedures are used. Course manuals and course syllabi from the Applied Chiropractic and Clinical Diagnosis faculty of the undergraduate chiropractic program for the academic year 2009-2010 were consulted and a list of all diagnostic and therapeutic procedures for the cranial and cervical spine was compiled. This survey asked clinicians to indicate if they themselves used or if they required the students they were supervising to use each procedure listed and, if so, to what extent each procedure was used. Demographic information of each clinician was also obtained. In general, most diagnostic procedures of the head and neck were seldom used, with the exception of postural observation and palpation. By contrast, most cervical orthopaedic tests were often used, with the exception of tests for vertigo. Most therapeutic procedures were used frequently with the exception of prone cervical and "muscle" adjustments. There was a low degree of vertical integration for cranial procedures as compared to a much higher degree of vertical integration for cervical procedures between the undergraduate and clinical internship programs taught. Vertical integration is an important element of curricular planning and these results may be helpful to aid educators to more appropriately allocate classroom instruction.

  14. Erlotinib-induced rash spares previously irradiated skin

    International Nuclear Information System (INIS)

    Lips, Irene M.; Vonk, Ernest J.A.; Koster, Mariska E.Y.; Houwing, Ronald H.

    2011-01-01

    Erlotinib is an epidermal growth factor receptor inhibitor prescribed to patients with locally advanced or metastasized non-small cell lung carcinoma after failure of at least one earlier chemotherapy treatment. Approximately 75% of the patients treated with erlotinib develop acneiform skin rashes. A patient treated with erlotinib 3 months after finishing concomitant treatment with chemotherapy and radiotherapy for non-small cell lung cancer is presented. Unexpectedly, the part of the skin that had been included in his previously radiotherapy field was completely spared from the erlotinib-induced acneiform skin rash. The exact mechanism of erlotinib-induced rash sparing in previously irradiated skin is unclear. The underlying mechanism of this phenomenon needs to be explored further, because the number of patients being treated with a combination of both therapeutic modalities is increasing. The therapeutic effect of erlotinib in the area of the previously irradiated lesion should be assessed. (orig.)

  15. Reasoning with Previous Decisions: Beyond the Doctrine of Precedent

    DEFF Research Database (Denmark)

    Komárek, Jan

    2013-01-01

    in different jurisdictions use previous judicial decisions in their argument, we need to move beyond the concept of precedent to a wider notion, which would embrace practices and theories in legal systems outside the Common law tradition. This article presents the concept of ‘reasoning with previous decisions...... law method’, but they are no less rational and intellectually sophisticated. The reason for the rather conceited attitude of some comparatists is in the dominance of the common law paradigm of precedent and the accompanying ‘case law method’. If we want to understand how courts and lawyers......’ as such an alternative and develops its basic models. The article first points out several shortcomings inherent in limiting the inquiry into reasoning with previous decisions by the common law paradigm (1). On the basis of numerous examples provided in section (1), I will present two basic models of reasoning...

  16. [Prevalence of previously diagnosed diabetes mellitus in Mexico.

    Science.gov (United States)

    Rojas-Martínez, Rosalba; Basto-Abreu, Ana; Aguilar-Salinas, Carlos A; Zárate-Rojas, Emiliano; Villalpando, Salvador; Barrientos-Gutiérrez, Tonatiuh

    2018-01-01

    To compare the prevalence of previously diagnosed diabetes in 2016 with previous national surveys and to describe treatment and its complications. Mexico's national surveys Ensa 2000, Ensanut 2006, 2012 and 2016 were used. For 2016, logistic regression models and measures of central tendency and dispersion were obtained. The prevalence of previously diagnosed diabetes in 2016 was 9.4%. The increase of 2.2% relative to 2012 was not significant and only observed in patients older than 60 years. While preventive measures have increased, the access to medical treatment and lifestyle has not changed. The treatment has been modified, with an increase in insulin and decrease in hypoglycaemic agents. Population aging, lack of screening actions and the increase in diabetes complications will lead to an increase on the burden of disease. Policy measures targeting primary and secondary prevention of diabetes are crucial.

  17. Cardiovascular magnetic resonance in adults with previous cardiovascular surgery.

    Science.gov (United States)

    von Knobelsdorff-Brenkenhoff, Florian; Trauzeddel, Ralf Felix; Schulz-Menger, Jeanette

    2014-03-01

    Cardiovascular magnetic resonance (CMR) is a versatile non-invasive imaging modality that serves a broad spectrum of indications in clinical cardiology and has proven evidence. Most of the numerous applications are appropriate in patients with previous cardiovascular surgery in the same manner as in non-surgical subjects. However, some specifics have to be considered. This review article is intended to provide information about the application of CMR in adults with previous cardiovascular surgery. In particular, the two main scenarios, i.e. following coronary artery bypass surgery and following heart valve surgery, are highlighted. Furthermore, several pictorial descriptions of other potential indications for CMR after cardiovascular surgery are given.

  18. A didática da geografia escolar: uma reflexão sobre o saber a ser ensinado, o saber ensinado e o saber científico / Didactis of School Geography: a reflection on knowledge to be taught, taught knowledge and scientific knowledge.

    Directory of Open Access Journals (Sweden)

    Maria da Penha Vieira Marçal

    2006-06-01

    Full Text Available This article brings a reflection on the Didacticism of school Geography and an analysis of the needof didactic transposition, in order to facilitate a connection among knowledge to be taught,taught knowledge and scientific knowledge. School Geography has for function to contribute tothe construction of significant knowledge in people’s lives. The abilities to be developed bygeographical knowledge should facilitate a critical reflection concerning the society in whichstudents live and, mainly, the space they occupy in order to understand the way this space is(reorganized. To that purpose a bibliographical study concerning the relative subjects to theDidacticism of school Geography was held, based on the theories related to the transpositive anddisciplinary models, trying to construct a parallel between “scientific geographical knowledge” and “school geographical knowledge”, proposed and formulated by Yves Chevallard and AndréChervel, respectively. It was verified that knowledge to be taught brings the conception thatteaching is built from an articulation of academic competence together with pedagogic competence,as knowing to teach demands the understanding of what and how to teach.

  19. Squamous cell carcinoma arising in previously burned or irradiated skin

    International Nuclear Information System (INIS)

    Edwards, M.J.; Hirsch, R.M.; Broadwater, J.R.; Netscher, D.T.; Ames, F.C.

    1989-01-01

    Squamous cell carcinoma (SCC) arising in previously burned or irradiated skin was reviewed in 66 patients treated between 1944 and 1986. Healing of the initial injury was complicated in 70% of patients. Mean interval from initial injury to diagnosis of SCC was 37 years. The overwhelming majority of patients presented with a chronic intractable ulcer in previously injured skin. The regional relapse rate after surgical excision was very high, 58% of all patients. Predominant patterns of recurrence were in local skin and regional lymph nodes (93% of recurrences). Survival rates at 5, 10, and 20 years were 52%, 34%, and 23%, respectively. Five-year survival rates in previously burned and irradiated patients were not significantly different (53% and 50%, respectively). This review, one of the largest reported series, better defines SCC arising in previously burned or irradiated skin as a locally aggressive disease that is distinct from SCC arising in sunlight-damaged skin. An increased awareness of the significance of chronic ulceration in scar tissue may allow earlier diagnosis. Regional disease control and survival depend on surgical resection of all known disease and may require radical lymph node dissection or amputation

  20. Outcome Of Pregnancy Following A Previous Lower Segment ...

    African Journals Online (AJOL)

    Background: A previous ceasarean section is an important variable that influences patient management in subsequent pregnancies. A trial of vaginal delivery in such patients is a feasible alternative to a secondary section, thus aiding to reduce the ceasarean section rate and its associated co-morbidities. Objective: To ...

  1. 24 CFR 1710.552 - Previously accepted state filings.

    Science.gov (United States)

    2010-04-01

    ... of Substantially Equivalent State Law § 1710.552 Previously accepted state filings. (a) Materials... and contracts or agreements contain notice of purchaser's revocation rights. In addition see § 1715.15..., unless the developer is obligated to do so in the contract. (b) If any such filing becomes inactive or...

  2. The job satisfaction of principals of previously disadvantaged schools

    African Journals Online (AJOL)

    The aim of this study was to identify influences on the job satisfaction of previously disadvantaged ..... I am still riding the cloud … I hope it lasts. .... as a way of creating a climate and culture in schools where individuals are willing to explore.

  3. Haemophilus influenzae type f meningitis in a previously healthy boy

    DEFF Research Database (Denmark)

    Ronit, Andreas; Berg, Ronan M G; Bruunsgaard, Helle

    2013-01-01

    Non-serotype b strains of Haemophilus influenzae are extremely rare causes of acute bacterial meningitis in immunocompetent individuals. We report a case of acute bacterial meningitis in a 14-year-old boy, who was previously healthy and had been immunised against H influenzae serotype b (Hib...

  4. Research Note Effects of previous cultivation on regeneration of ...

    African Journals Online (AJOL)

    We investigated the effects of previous cultivation on regeneration potential under miombo woodlands in a resettlement area, a spatial product of Zimbabwe's land reforms. We predicted that cultivation would affect population structure, regeneration, recruitment and potential grazing capacity of rangelands. Plant attributes ...

  5. Cryptococcal meningitis in a previously healthy child | Chimowa ...

    African Journals Online (AJOL)

    An 8-year-old previously healthy female presented with a 3 weeks history of headache, neck stiffness, deafness, fever and vomiting and was diagnosed with cryptococcal meningitis. She had documented hearing loss and was referred to tertiary-level care after treatment with fluconazole did not improve her neurological ...

  6. Investigation of previously derived Hyades, Coma, and M67 reddenings

    International Nuclear Information System (INIS)

    Taylor, B.J.

    1980-01-01

    New Hyades polarimetry and field star photometry have been obtained to check the Hyades reddening, which was found to be nonzero in a previous paper. The new Hyades polarimetry implies essentially zero reddening; this is also true of polarimetry published by Behr (which was incorrectly interpreted in the previous paper). Four photometric techniques which are presumed to be insensitive to blanketing are used to compare the Hyades to nearby field stars; these four techniques also yield essentially zero reddening. When all of these results are combined with others which the author has previously published and a simultaneous solution for the Hyades, Coma, and M67 reddenings is made, the results are E (B-V) =3 +- 2 (sigma) mmag, -1 +- 3 (sigma) mmag, and 46 +- 6 (sigma) mmag, respectively. No support for a nonzero Hyades reddening is offered by the new results. When the newly obtained reddenings for the Hyades, Coma, and M67 are compared with results from techniques given by Crawford and by users of the David Dunlap Observatory photometric system, no differences between the new and other reddenings are found which are larger than about 2 sigma. The author had previously found that the M67 main-sequence stars have about the same blanketing as that of Coma and less blanketing than the Hyades; this conclusion is essentially unchanged by the revised reddenings

  7. Rapid fish stock depletion in previously unexploited seamounts: the ...

    African Journals Online (AJOL)

    Rapid fish stock depletion in previously unexploited seamounts: the case of Beryx splendens from the Sierra Leone Rise (Gulf of Guinea) ... A spectral analysis and red-noise spectra procedure (REDFIT) algorithm was used to identify the red-noise spectrum from the gaps in the observed time-series of catch per unit effort by ...

  8. 18 CFR 154.302 - Previously submitted material.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Previously submitted material. 154.302 Section 154.302 Conservation of Power and Water Resources FEDERAL ENERGY REGULATORY... concurrently with the rate change filing. There must be furnished to the Director, Office of Energy Market...

  9. Process cells dismantling of EUREX pant: previous activities

    International Nuclear Information System (INIS)

    Gili, M.

    1998-01-01

    In the '98-'99 period some process cells of the EUREX pant will be dismantled, in order to place there the liquid wastes conditioning plant 'CORA'. This report resumes the previous activities (plant rinsing campaigns and inactive Cell 014 dismantling), run in the past three years and the drawn experience [it

  10. The job satisfaction of principals of previously disadvantaged schools

    African Journals Online (AJOL)

    The aim of this study was to identify influences on the job satisfaction of previously disadvantaged school principals in North-West Province. Evans's theory of job satisfaction, morale and motivation was useful as a conceptual framework. A mixedmethods explanatory research design was important in discovering issues with ...

  11. Obstructive pulmonary disease in patients with previous tuberculosis ...

    African Journals Online (AJOL)

    Obstructive pulmonary disease in patients with previous tuberculosis: Pathophysiology of a community-based cohort. B.W. Allwood, R Gillespie, M Galperin-Aizenberg, M Bateman, H Olckers, L Taborda-Barata, G.L. Calligaro, Q Said-Hartley, R van Zyl-Smit, C.B. Cooper, E van Rikxoort, J Goldin, N Beyers, E.D. Bateman ...

  12. Abiraterone in metastatic prostate cancer without previous chemotherapy

    NARCIS (Netherlands)

    Ryan, Charles J.; Smith, Matthew R.; de Bono, Johann S.; Molina, Arturo; Logothetis, Christopher J.; de Souza, Paul; Fizazi, Karim; Mainwaring, Paul; Piulats, Josep M.; Ng, Siobhan; Carles, Joan; Mulders, Peter F. A.; Basch, Ethan; Small, Eric J.; Saad, Fred; Schrijvers, Dirk; van Poppel, Hendrik; Mukherjee, Som D.; Suttmann, Henrik; Gerritsen, Winald R.; Flaig, Thomas W.; George, Daniel J.; Yu, Evan Y.; Efstathiou, Eleni; Pantuck, Allan; Winquist, Eric; Higano, Celestia S.; Taplin, Mary-Ellen; Park, Youn; Kheoh, Thian; Griffin, Thomas; Scher, Howard I.; Rathkopf, Dana E.; Boyce, A.; Costello, A.; Davis, I.; Ganju, V.; Horvath, L.; Lynch, R.; Marx, G.; Parnis, F.; Shapiro, J.; Singhal, N.; Slancar, M.; van Hazel, G.; Wong, S.; Yip, D.; Carpentier, P.; Luyten, D.; de Reijke, T.

    2013-01-01

    Abiraterone acetate, an androgen biosynthesis inhibitor, improves overall survival in patients with metastatic castration-resistant prostate cancer after chemotherapy. We evaluated this agent in patients who had not received previous chemotherapy. In this double-blind study, we randomly assigned

  13. Response to health insurance by previously uninsured rural children.

    Science.gov (United States)

    Tilford, J M; Robbins, J M; Shema, S J; Farmer, F L

    1999-08-01

    To examine the healthcare utilization and costs of previously uninsured rural children. Four years of claims data from a school-based health insurance program located in the Mississippi Delta. All children who were not Medicaid-eligible or were uninsured, were eligible for limited benefits under the program. The 1987 National Medical Expenditure Survey (NMES) was used to compare utilization of services. The study represents a natural experiment in the provision of insurance benefits to a previously uninsured population. Premiums for the claims cost were set with little or no information on expected use of services. Claims from the insurer were used to form a panel data set. Mixed model logistic and linear regressions were estimated to determine the response to insurance for several categories of health services. The use of services increased over time and approached the level of utilization in the NMES. Conditional medical expenditures also increased over time. Actuarial estimates of claims cost greatly exceeded actual claims cost. The provision of a limited medical, dental, and optical benefit package cost approximately $20-$24 per member per month in claims paid. An important uncertainty in providing health insurance to previously uninsured populations is whether a pent-up demand exists for health services. Evidence of a pent-up demand for medical services was not supported in this study of rural school-age children. States considering partnerships with private insurers to implement the State Children's Health Insurance Program could lower premium costs by assembling basic data on previously uninsured children.

  14. Reoperative sentinel lymph node biopsy after previous mastectomy.

    Science.gov (United States)

    Karam, Amer; Stempel, Michelle; Cody, Hiram S; Port, Elisa R

    2008-10-01

    Sentinel lymph node (SLN) biopsy is the standard of care for axillary staging in breast cancer, but many clinical scenarios questioning the validity of SLN biopsy remain. Here we describe our experience with reoperative-SLN (re-SLN) biopsy after previous mastectomy. Review of the SLN database from September 1996 to December 2007 yielded 20 procedures done in the setting of previous mastectomy. SLN biopsy was performed using radioisotope with or without blue dye injection superior to the mastectomy incision, in the skin flap in all patients. In 17 of 20 patients (85%), re-SLN biopsy was performed for local or regional recurrence after mastectomy. Re-SLN biopsy was successful in 13 of 20 patients (65%) after previous mastectomy. Of the 13 patients, 2 had positive re-SLN, and completion axillary dissection was performed, with 1 having additional positive nodes. In the 11 patients with negative re-SLN, 2 patients underwent completion axillary dissection demonstrating additional negative nodes. One patient with a negative re-SLN experienced chest wall recurrence combined with axillary recurrence 11 months after re-SLN biopsy. All others remained free of local or axillary recurrence. Re-SLN biopsy was unsuccessful in 7 of 20 patients (35%). In three of seven patients, axillary dissection was performed, yielding positive nodes in two of the three. The remaining four of seven patients all had previous modified radical mastectomy, so underwent no additional axillary surgery. In this small series, re-SLN was successful after previous mastectomy, and this procedure may play some role when axillary staging is warranted after mastectomy.

  15. A Randomised Controlled Trial Comparing the Effect of E-learning, with a Taught Workshop, on the Knowledge and Search Skills of Health Professionals

    Directory of Open Access Journals (Sweden)

    Nicola Pearce‐Smith

    2006-09-01

    Full Text Available Objective The aim of the trial was to establish whether there is a significant difference in terms of knowledge and skills, between self-directed learning using a web-based resource, compared with a classroom based interactive workshop, for teaching health professionals how to search. The outcomes measured were knowledge of databases and study designs, and search skills. Methods The study design was a randomised controlled trial (RCT. 17 health professionals were randomised into one of two groups – one group (EG received access to a search-skills web resource, and the other group received a search workshop (WG taught by a librarian. Participants completed pre- and post-intervention tests involving multiple choice questions and practical searching using clinical scenarios. Results 9 WG and 6 EG participants completed both pre- and post-intervention tests. The test results were blindly marked using a score chart developed with two other librarians. For question formulation and devising a search strategy, all participants obtained a score that was the same or better after receiving the intervention (both WG and EG, but statistical analysis showed that the only significant outcomes were for the WG devising a search strategy (p=0.01 and preferring to search using MeSH after receiving the taught workshop (p=0.02. The Mann‐Whitney test showed there were no significant differences in any of the outcomes (p>0.05, between the WG and the EG. The statistical analyses must be viewed with caution due to the small sample size. Conclusion There were no significant differences in knowledge of databases and study design, or search skills, when the WG and the EG were compared. Although many participants obtained a score that was higher post‐intervention, only devising a search strategy and preferring to search using MeSH were statistically significant for the WG. The question of whether a taught workshop and an e-learning module are of equal effectiveness in

  16. [Fatal amnioinfusion with previous choriocarcinoma in a parturient woman].

    Science.gov (United States)

    Hrgović, Z; Bukovic, D; Mrcela, M; Hrgović, I; Siebzehnrübl, E; Karelovic, D

    2004-04-01

    The case of 36-year-old tercipare is described who developed choriocharcinoma in a previous pregnancy. During the first term labour the patient developed cardiac arrest, so reanimation and sectio cesarea was performed. A male new-born was delivered in good condition, but even after intensive therapy and reanimation occurred death of parturient woman with picture of disseminate intravascular coagulopathia (DIK). On autopsy and on histology there was no sign of malignant disease, so it was not possible to connect previous choricarcinoma with amniotic fluid embolism. Maybe was place of choriocarcinoma "locus minoris resistentiae" which later resulted with failure in placentation what was hard to prove. On autopsy we found embolia of lung with a microthrombosis of terminal circulation with punctiformis bleeding in mucous, what stands for DIK.

  17. Challenging previous conceptions of vegetarianism and eating disorders.

    Science.gov (United States)

    Fisak, B; Peterson, R D; Tantleff-Dunn, S; Molnar, J M

    2006-12-01

    The purpose of this study was to replicate and expand upon previous research that has examined the potential association between vegetarianism and disordered eating. Limitations of previous research studies are addressed, including possible low reliability of measures of eating pathology within vegetarian samples, use of only a few dietary restraint measures, and a paucity of research examining potential differences in body image and food choice motives of vegetarians versus nonvegetarians. Two hundred and fifty-six college students completed a number of measures of eating pathology and body image, and a food choice motives questionnaire. Interestingly, no significant differences were found between vegetarians and nonvegetarians in measures of eating pathology or body image. However, significant differences in food choice motives were found. Implications for both researchers and clinicians are discussed.

  18. Previously unreported abnormalities in Wolfram Syndrome Type 2.

    Science.gov (United States)

    Akturk, Halis Kaan; Yasa, Seda

    2017-01-01

    Wolfram syndrome (WFS) is a rare autosomal recessive disease with non-autoimmune childhood onset insulin dependent diabetes and optic atrophy. WFS type 2 (WFS2) differs from WFS type 1 (WFS1) with upper intestinal ulcers, bleeding tendency and the lack ofdiabetes insipidus. Li-fespan is short due to related comorbidities. Only a few familieshave been reported with this syndrome with the CISD2 mutation. Here we report two siblings with a clinical diagnosis of WFS2, previously misdiagnosed with type 1 diabetes mellitus and diabetic retinopathy-related blindness. We report possible additional clinical and laboratory findings that have not been pre-viously reported, such as asymptomatic hypoparathyroidism, osteomalacia, growth hormone (GH) deficiency and hepatomegaly. Even though not a requirement for the diagnosis of WFS2 currently, our case series confirm hypogonadotropic hypogonadism to be also a feature of this syndrome, as reported before. © Polish Society for Pediatric Endocrinology and Diabetology.

  19. Previous climatic alterations are caused by the sun

    International Nuclear Information System (INIS)

    Groenaas, Sigbjoern

    2003-01-01

    The article surveys the scientific results of previous research into the contribution of the sun to climatic alterations. The author concludes that there is evidence of eight cold periods after the last ice age and that the alterations largely were due to climate effects from the sun. However, these effects are only causing a fraction of the registered global warming. It is assumed that the human activities are contributing to the rest of the greenhouse effect

  20. Influence of previous knowledge in Torrance tests of creative thinking

    OpenAIRE

    Aranguren, María; Consejo Nacional de Investigaciones Científicas y Técnicas CONICET

    2015-01-01

    The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology;Philosophy and Literature, Music; Engineering; and Journalism and Advertisin...

  1. Analysis of previous screening examinations for patients with breast cancer

    International Nuclear Information System (INIS)

    Lee, Eun Hye; Cha, Joo Hee; Han, Dae Hee; Choi, Young Ho; Hwang, Ki Tae; Ryu, Dae Sik; Kwak, Jin Ho; Moon, Woo Kyung

    2007-01-01

    We wanted to improve the quality of subsequent screening by reviewing the previous screening of breast cancer patients. Twenty-four breast cancer patients who underwent previous screening were enrolled. All 24 took mammograms and 15 patients also took sonograms. We reviewed the screening retrospectively according to the BI-RADS criteria and we categorized the results into false negative, true negative, true positive and occult cancers. We also categorized the causes of false negative cancers into misperception, misinterpretation and technical factors and then we analyzed the attributing factors. Review of the previous screening revealed 66.7% (16/24) false negative, 25.0% (6/24) true negative, and 8.3% (2/24) true positive cancers. False negative cancers were caused by the mammogram in 56.3% (9/16) and by the sonogram in 43.7% (7/16). For the false negative cases, all of misperception were related with mammograms and this was attributed to dense breast, a lesion located at the edge of glandular tissue or the image, and findings seen on one view only. Almost all misinterpretations were related with sonograms and attributed to loose application of the final assessment. To improve the quality of breast screening, it is essential to overcome the main causes of false negative examinations, including misperception and misinterpretation. We need systematic education and strict application of final assessment categories of BI-RADS. For effective communication among physicians, it is also necessary to properly educate them about BI-RADS

  2. Moyamoya disease in a child with previous acute necrotizing encephalopathy

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Taik-Kun; Cha, Sang Hoon; Chung, Kyoo Byung; Kim, Jung Hyuck; Kim, Baek Hyun; Chung, Hwan Hoon [Department of Diagnostic Radiology, Korea University College of Medicine, Ansan Hospital, 516 Kojan-Dong, Ansan City, Kyungki-Do 425-020 (Korea); Eun, Baik-Lin [Department of Pediatrics, Korea University College of Medicine, Seoul (Korea)

    2003-09-01

    A previously healthy 24-day-old boy presented with a 2-day history of fever and had a convulsion on the day of admission. MRI showed abnormal signal in the thalami, caudate nuclei and central white matter. Acute necrotising encephalopathy was diagnosed, other causes having been excluded after biochemical and haematological analysis of blood, urine and CSF. He recovered, but with spastic quadriparesis. At the age of 28 months, he suffered sudden deterioration of consciousness and motor weakness of his right limbs. MRI was consistent with an acute cerebrovascular accident. Angiography showed bilateral middle cerebral artery stenosis or frank occlusion with numerous lenticulostriate collateral vessels consistent with moyamoya disease. (orig.)

  3. MCNP HPGe detector benchmark with previously validated Cyltran model.

    Science.gov (United States)

    Hau, I D; Russ, W R; Bronson, F

    2009-05-01

    An exact copy of the detector model generated for Cyltran was reproduced as an MCNP input file and the detection efficiency was calculated similarly with the methodology used in previous experimental measurements and simulation of a 280 cm(3) HPGe detector. Below 1000 keV the MCNP data correlated to the Cyltran results within 0.5% while above this energy the difference between MCNP and Cyltran increased to about 6% at 4800 keV, depending on the electron cut-off energy.

  4. HEART TRANSPLANTATION IN PATIENTS WITH PREVIOUS OPEN HEART SURGERY

    Directory of Open Access Journals (Sweden)

    R. Sh. Saitgareev

    2016-01-01

    Full Text Available Heart Transplantation (HTx to date remains the most effective and radical method of treatment of patients with end-stage heart failure. The defi cit of donor hearts is forcing to resort increasingly to the use of different longterm mechanical circulatory support systems, including as a «bridge» to the follow-up HTx. According to the ISHLT Registry the number of recipients underwent cardiopulmonary bypass surgery increased from 40% in the period from 2004 to 2008 to 49.6% for the period from 2009 to 2015. HTx performed in repeated patients, on the one hand, involves considerable technical diffi culties and high risks; on the other hand, there is often no alternative medical intervention to HTx, and if not dictated by absolute contradictions the denial of the surgery is equivalent to 100% mortality. This review summarizes the results of a number of published studies aimed at understanding the immediate and late results of HTx in patients, previously underwent open heart surgery. The effect of resternotomy during HTx and that of the specifi c features associated with its implementation in recipients previously operated on open heart, and its effects on the immediate and long-term survival were considered in this review. Results of studies analyzing the risk factors for perioperative complications in repeated recipients were also demonstrated. Separately, HTx risks after implantation of prolonged mechanical circulatory support systems were examined. The literature does not allow to clearly defi ning the impact factor of earlier performed open heart surgery on the course of perioperative period and on the prognosis of survival in recipients who underwent HTx. On the other hand, subject to the regular fl ow of HTx and the perioperative period the risks in this clinical situation are justifi ed as a long-term prognosis of recipients previously conducted open heart surgery and are comparable to those of patients who underwent primary HTx. Studies

  5. Evaluating an Inquiry-Based Bioinformatics Course Using Q Methodology

    Science.gov (United States)

    Ramlo, Susan E.; McConnell, David; Duan, Zhong-Hui; Moore, Francisco B.

    2008-01-01

    Faculty at a Midwestern metropolitan public university recently developed a course on bioinformatics that emphasized collaboration and inquiry. Bioinformatics, essentially the application of computational tools to biological data, is inherently interdisciplinary. Thus part of the challenge of creating this course was serving the needs and…

  6. Inquiry-Based Instruction of Compound Microscopy Using Simulated Paleobiogeography

    Science.gov (United States)

    Hodgson, Jay Y. S.; Mateer, Scott C.

    2015-01-01

    The compound microscope is an important tool in biology, and mastering it requires repetition. Unfortunately, introductory activities for students can be formulaic, and consequently, students are often unengaged and fail to develop the required experience to become proficient in microscopy. To engage students, increase repetition, and develop…

  7. Brewing for Students: An Inquiry-Based Microbiology Lab

    Directory of Open Access Journals (Sweden)

    Brian K. Sato

    2015-08-01

    Full Text Available In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. 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 safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 1 practices.

  8. Productive Academic Talk during Inquiry-Based Science

    Science.gov (United States)

    Gillies, Robyn M.

    2013-01-01

    This study reports on the types of academic talk that contribute to enhanced explanatory responses, reasoning, problem-solving and learning. The study involved 10 groups of 3-4 students who were provided with one of three linguistic tools (i.e. Cognitive Questioning, Philosophy for Children and Collaborative Strategic Reading (CSR)) to scaffold…

  9. An Inquiry-Based Quantitative Reasoning Course for Business Students

    Science.gov (United States)

    Piercey, Victor; Militzer, Erin

    2017-01-01

    Quantitative Reasoning for Business is a two-semester sequence that serves as an alternative to elementary and intermediate algebra for first-year business students with weak mathematical preparation. Students who take the sequence have been retained at a higher rate and demonstrated a larger reduction in math anxiety than those who take the…

  10. Teaching Emotional Self-Awareness through Inquiry-Based Education

    Science.gov (United States)

    Perez, Linda M.

    2011-01-01

    This exploratory case study examined how graduate students' understanding about their own emotions and regulatory patterns influenced their ability to co-regulate young children's emotions. The study also explored the effectiveness of creating a learning context in which the students could learn the value of self-reflection and thoughtful inquiry…

  11. Inquiry-Based Learning of Transcendental Functions in Calculus

    Science.gov (United States)

    Ekici, Celil; Gard, Andrew

    2017-01-01

    In a series of group activities supplemented with independent explorations and assignments, calculus students investigate functions similar to their own derivatives. Graphical, numerical, and algebraic perspectives are suggested, leading students to develop deep intuition into elementary transcendental functions even as they lay the foundation for…

  12. Brewing for Students: An Inquiry-Based Microbiology Lab.

    OpenAIRE

    Sato, BK; Alam, U; Dacanay, SJ; Lee, AK; Shaffer, JF

    2015-01-01

    In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol co...

  13. Science Teacher Attitudes toward Inquiry-Based Teaching and Learning

    Science.gov (United States)

    DiBiase, Warren; McDonald, Judith R.

    2015-01-01

    The purpose of this study was to determine teachers' attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints,…

  14. IS THE INQUIRY-BASED SCIENCE EDUCATION THE BEST?

    Directory of Open Access Journals (Sweden)

    Milan Kubiatko

    2016-10-01

    Full Text Available The science education is fighting with a relatively big problem. Many academicians, teachers and also laic society are still perceiving difficulty in understanding of concepts from science subject and lack of interest about this group of subjects. In the past the teaching process was very formal focused on the memorizing of the facts without any deeper understanding of the processes in the nature. Pupils and students knew all definitions about concepts in the science subjects, but practical application was on the low level. The academicians, teachers and other people interested in the science education were eager to change system of education.

  15. A school and inquiry based project with Nordic student teachers

    DEFF Research Database (Denmark)

    Stougaard, Birgitte

    Álka is a framework involving teacher education institutions in the Nordic counties. This study describes the design of a module aiming at the establishment of a stronger nexus between research (theory) and teaching of science (practice) and to explore an issue relevant for the student teachers...... future professional life. The theme that was used for the research based project was: Nordic Children’s ideas about living things in the sea. Oral presentation at The 10th Nordic Research Symposium on Science Education (NFSUN), Linköbing, Sweden, June 2011....

  16. Brewing for Students: An Inquiry-Based Microbiology Lab.

    Science.gov (United States)

    Sato, Brian K; Alam, Usman; Dacanay, Samantha J; Lee, Amanda K; Shaffer, Justin F

    2015-12-01

    In an effort to improve and assess student learning, there has been a push to increase the incorporation of discovery-driven modules and those that contain real-world relevance into laboratory curricula. To further this effort, we have developed, implemented, and assessed an undergraduate microbiology laboratory experiment that requires students to use the scientific method while brewing beer. The experiment allows students to brew their own beer and characterize it based on taste, alcohol content, calorie content, pH, and standard reference method. In addition, we assessed whether students were capable of achieving the module learning objectives through a pre-/posttest, student self-evaluation, exam-embedded questions, and an associated worksheet. These objectives included describing the role of the brewing ingredients and predicting how altering the ingredients would affect the characteristics of the beer, amongst others. By completing this experimental module, students accomplished the module objectives, had greater interest in brewing, and were more likely to view beer in scientific terms. Journal of Microbiology & Biology Education.

  17. Science teachers understanding of inquiry-based science teaching ...

    African Journals Online (AJOL)

    owner

    This paper aims at finding out Rwandan lower secondary school science teachers' ... enterprise, which in the context of the present study has a focus on inquiry. .... methods was adopted and both quantitative and qualitative data collected.

  18. IR Cards: Inquiry-Based Introduction to Infrared Spectroscopy

    Science.gov (United States)

    Bennett, Jacqueline; Forster, Tabetha

    2010-01-01

    As infrared spectroscopy (IR) is frequently used in undergraduate organic chemistry courses, an inductive introduction to IR spectroscopy that uses index cards printed with spectra, structures, and chemical names is described. Groups of students are given an alphabetized deck of these "IR cards" to sort into functional groups. The students then…

  19. Inquiry-based physics education in French middle school.

    OpenAIRE

    Boilevin, Jean-Marie; Morge, Ludovic; Delserieys, Alice

    2010-01-01

    International audience; Developed countries are facing a long-standing phenomenon of students deserting science studies. In response, many international reports have been published to improve science education in compulsory schooling (High Level Group, 2007). They often encourage important evolutions regarding the final objectives for science education (Osborne & Dillon, 2008). Thus an unders tanding of the nature of science and its practices in classrooms holds a significant position, as doe...

  20. Proteomics Analysis Reveals Previously Uncharacterized Virulence Factors in Vibrio proteolyticus

    Directory of Open Access Journals (Sweden)

    Ann Ray

    2016-07-01

    Full Text Available Members of the genus Vibrio include many pathogens of humans and marine animals that share genetic information via horizontal gene transfer. Hence, the Vibrio pan-genome carries the potential to establish new pathogenic strains by sharing virulence determinants, many of which have yet to be characterized. Here, we investigated the virulence properties of Vibrio proteolyticus, a Gram-negative marine bacterium previously identified as part of the Vibrio consortium isolated from diseased corals. We found that V. proteolyticus causes actin cytoskeleton rearrangements followed by cell lysis in HeLa cells in a contact-independent manner. In search of the responsible virulence factor involved, we determined the V. proteolyticus secretome. This proteomics approach revealed various putative virulence factors, including active type VI secretion systems and effectors with virulence toxin domains; however, these type VI secretion systems were not responsible for the observed cytotoxic effects. Further examination of the V. proteolyticus secretome led us to hypothesize and subsequently demonstrate that a secreted hemolysin, belonging to a previously uncharacterized clan of the leukocidin superfamily, was the toxin responsible for the V. proteolyticus-mediated cytotoxicity in both HeLa cells and macrophages. Clearly, there remains an armory of yet-to-be-discovered virulence factors in the Vibrio pan-genome that will undoubtedly provide a wealth of knowledge on how a pathogen can manipulate host cells.

  1. Incidence of Acneform Lesions in Previously Chemically Damaged Persons-2004

    Directory of Open Access Journals (Sweden)

    N Dabiri

    2008-04-01

    Full Text Available ABSTRACT: Introduction & Objective: Chemical gas weapons especially nitrogen mustard which was used in Iraq-Iran war against Iranian troops have several harmful effects on skin. Some other chemical agents also can cause acne form lesions on skin. The purpose of this study was to compare the incidence of acneform in previously chemically damaged soldiers and non chemically damaged persons. Materials & Methods: In this descriptive and analytical study, 180 chemically damaged soldiers, who have been referred to dermatology clinic between 2000 – 2004, and forty non-chemically damaged people, were chosen randomly and examined for acneform lesions. SPSS software was used for statistic analysis of the data. Results: The mean age of the experimental group was 37.5 ± 5.2 and that of the control group was 38.7 ± 5.9 years. The mean percentage of chemical damage in cases was 31 percent and the time after the chemical damage was 15.2 ± 1.1 years. Ninety seven cases (53.9 percent of the subjects and 19 people (47.5 percent of the control group had some degree of acne. No significant correlation was found in incidence, degree of lesions, site of lesions and age of subjects between two groups. No significant correlation was noted between percentage of chemical damage and incidence and degree of lesions in case group. Conclusion: Incidence of acneform lesions among previously chemically injured peoples was not higher than the normal cases.

  2. Relationship of deer and moose populations to previous winters' snow

    Science.gov (United States)

    Mech, L.D.; McRoberts, R.E.; Peterson, R.O.; Page, R.E.

    1987-01-01

    (1) Linear regression was used to relate snow accumulation during single and consecutive winters with white-tailed deer (Odocoileus virginianus) fawn:doe ratios, mosse (Alces alces) twinning rates and calf:cow ratios, and annual changes in deer and moose populations. Significant relationships were found between snow accumulation during individual winters and these dependent variables during the following year. However, the strongest relationships were between the dependent variables and the sums of the snow accumulations over the previous three winters. The percentage of the variability explained was 36 to 51. (2) Significant relationships were also found between winter vulnerability of moose calves and the sum of the snow accumulations in the current, and up to seven previous, winters, with about 49% of the variability explained. (3) No relationship was found between wolf numbers and the above dependent variables. (4) These relationships imply that winter influences on maternal nutrition can accumulate for several years and that this cumulative effect strongly determines fecundity and/or calf and fawn survivability. Although wolf (Canis lupus L.) predation is the main direct mortality agent on fawns and calves, wolf density itself appears to be secondary to winter weather in influencing the deer and moose populations.

  3. Kidnapping Detection and Recognition in Previous Unknown Environment

    Directory of Open Access Journals (Sweden)

    Yang Tian

    2017-01-01

    Full Text Available An unaware event referred to as kidnapping makes the estimation result of localization incorrect. In a previous unknown environment, incorrect localization result causes incorrect mapping result in Simultaneous Localization and Mapping (SLAM by kidnapping. In this situation, the explored area and unexplored area are divided to make the kidnapping recovery difficult. To provide sufficient information on kidnapping, a framework to judge whether kidnapping has occurred and to identify the type of kidnapping with filter-based SLAM is proposed. The framework is called double kidnapping detection and recognition (DKDR by performing two checks before and after the “update” process with different metrics in real time. To explain one of the principles of DKDR, we describe a property of filter-based SLAM that corrects the mapping result of the environment using the current observations after the “update” process. Two classical filter-based SLAM algorithms, Extend Kalman Filter (EKF SLAM and Particle Filter (PF SLAM, are modified to show that DKDR can be simply and widely applied in existing filter-based SLAM algorithms. Furthermore, a technique to determine the adapted thresholds of metrics in real time without previous data is presented. Both simulated and experimental results demonstrate the validity and accuracy of the proposed method.

  4. [ANTITHROMBOTIC MEDICATION IN PREGNANT WOMEN WITH PREVIOUS INTRAUTERINE GROWTH RESTRICTION].

    Science.gov (United States)

    Neykova, K; Dimitrova, V; Dimitrov, R; Vakrilova, L

    2016-01-01

    To analyze pregnancy outcome in patients who were on antithrombotic medication (AM) because of previous pregnancy with fetal intrauterine growth restriction (IUGR). The studied group (SG) included 21 pregnancies in 15 women with history of previous IUGR. The patients were on low dose aspirin (LDA) and/or low molecular weight heparin (LMWH). Pregnancy outcome was compared to the one in two more groups: 1) primary group (PG) including the previous 15 pregnancies with IUGR of the same women; 2) control group (CG) including 45 pregnancies of women matched for parity with the ones in the SG, with no history of IUGR and without medication. The SG, PG and CG were compared for the following: mean gestational age (g.a.) at birth, mean birth weight (BW), proportion of cases with early preeclampsia (PE), IUGR (total, moderate, and severe), intrauterine fetal death (IUFD), neonatal death (NND), admission to NICU, cesarean section (CS) because of chronic or acute fetal distress (FD) related to IUGR, PE or placental abruption. Student's t-test was applied to assess differences between the groups. P values < 0.05 were considered statistically significant. The differences between the SG and the PG regarding mean g. a. at delivery (33.7 and 29.8 w.g. respectively) and the proportion of babies admitted to NICU (66.7% vs. 71.4%) were not statistically significant. The mean BW in the SG (2114,7 g.) was significantly higher than in the PG (1090.8 g.). In the SG compared with the PG there were significantly less cases of IUFD (14.3% and 53.3% respectively), early PE (9.5% vs. 46.7%) moderate and severe IUGR (10.5% and 36.8% vs. 41.7% and 58.3%). Neonatal mortality in the SG (5.6%) was significantly lower than in the PG (57.1%), The proportion of CS for FD was not significantly different--53.3% in the SG and 57.1% in the PG. On the other hand, comparison between the SG and the CG demonstrated significantly lower g.a. at delivery in the SG (33.7 vs. 38 w.g.) an lower BW (2114 vs. 3094 g

  5. Deepwater Gulf of Mexico more profitable than previously thought

    International Nuclear Information System (INIS)

    Craig, M.J.K.; Hyde, S.T.

    1997-01-01

    Economic evaluations and recent experience show that the deepwater Gulf of Mexico (GOM) is much more profitable than previously thought. Four factors contributing to the changed viewpoint are: First, deepwater reservoirs have proved to have excellent productive capacity, distribution, and continuity when compared to correlative-age shelf deltaic sands. Second, improved technologies and lower perceived risks have lowered the cost of floating production systems (FPSs). Third, projects now get on-line quicker. Fourth, a collection of other important factors are: Reduced geologic risk and associated high success rates for deepwater GOM wells due primarily to improved seismic imaging and processing tools (3D, AVO, etc.); absence of any political risk in the deepwater GOM (common overseas, and very significant in some international areas); and positive impact of deepwater federal royalty relief. This article uses hypothetical reserve distributions and price forecasts to illustrate indicative economics of deepwater prospects. Economics of Shell Oil Co.'s three deepwater projects are also discussed

  6. Corneal perforation after conductive keratoplasty with previous refractive surgery.

    Science.gov (United States)

    Kymionis, George D; Titze, Patrik; Markomanolakis, Marinos M; Aslanides, Ioannis M; Pallikaris, Ioannis G

    2003-12-01

    A 56-year-old woman had conductive keratoplasty (CK) for residual hyperopia and astigmatism. Three years before the procedure, the patient had arcuate keratotomy, followed by laser in situ keratomileusis 2 years later for high astigmatism correction in both eyes. During CK, a corneal perforation occurred in the right eye; during the postoperative examination, an iris perforation and anterior subcapsule opacification were seen beneath the perforation site. The perforation was managed with a bandage contact lens and an antibiotic-steroid ointment; it had a negative Seidel sign by the third day. The surgery in the left eye was uneventful. Three months after the procedure, the uncorrected visual acuity was 20/32 and the best corrected visual acuity 20/20 in both eyes with a significant improvement in corneal topography. Care must be taken to prevent CK-treated spots from coinciding with areas in the corneal stroma that might have been altered by previous refractive procedures.

  7. Interference from previous distraction disrupts older adults' memory.

    Science.gov (United States)

    Biss, Renée K; Campbell, Karen L; Hasher, Lynn

    2013-07-01

    Previously relevant information can disrupt the ability of older adults to remember new information. Here, the researchers examined whether prior irrelevant information, or distraction, can also interfere with older adults' memory for new information. Younger and older adults first completed a 1-back task on pictures that were superimposed with distracting words. After a delay, participants learned picture-word paired associates and memory was tested using picture-cued recall. In 1 condition (high interference), some pairs included pictures from the 1-back task now paired with new words. In a low-interference condition, the transfer list used all new items. Older adults had substantially lower cued-recall performance in the high- compared with the low-interference condition. In contrast, younger adults' performance did not vary across conditions. These findings suggest that even never-relevant information from the past can disrupt older adults' memory for new associations.

  8. The long-term consequences of previous hyperthyroidism

    DEFF Research Database (Denmark)

    Hjelm Brandt Kristensen, Frans

    2015-01-01

    Thyroid hormones affect every cell in the human body, and the cardiovascular changes associated with increased levels of thyroid hormones are especially well described. As an example, short-term hyperthyroidism has positive chronotropic and inotropic effects on the heart, leading to a hyperdynamic...... with CVD, LD and DM both before and after the diagnosis of hyperthyroidism. Although the design used does not allow a stringent distinction between cause and effect, the findings indicate a possible direct association between hyperthyroidism and these morbidities, or vice versa....... vascular state. While it is biologically plausible that these changes may induce long-term consequences, the insight into morbidity as well as mortality in patients with previous hyperthyroidism is limited. The reasons for this are a combination of inadequately powered studies, varying definitions...

  9. Is Previous Respiratory Disease a Risk Factor for Lung Cancer?

    Science.gov (United States)

    Denholm, Rachel; Schüz, Joachim; Straif, Kurt; Stücker, Isabelle; Jöckel, Karl-Heinz; Brenner, Darren R.; De Matteis, Sara; Boffetta, Paolo; Guida, Florence; Brüske, Irene; Wichmann, Heinz-Erich; Landi, Maria Teresa; Caporaso, Neil; Siemiatycki, Jack; Ahrens, Wolfgang; Pohlabeln, Hermann; Zaridze, David; Field, John K.; McLaughlin, John; Demers, Paul; Szeszenia-Dabrowska, Neonila; Lissowska, Jolanta; Rudnai, Peter; Fabianova, Eleonora; Dumitru, Rodica Stanescu; Bencko, Vladimir; Foretova, Lenka; Janout, Vladimir; Kendzia, Benjamin; Peters, Susan; Behrens, Thomas; Vermeulen, Roel; Brüning, Thomas; Kromhout, Hans

    2014-01-01

    Rationale: Previous respiratory diseases have been associated with increased risk of lung cancer. Respiratory conditions often co-occur and few studies have investigated multiple conditions simultaneously. Objectives: Investigate lung cancer risk associated with chronic bronchitis, emphysema, tuberculosis, pneumonia, and asthma. Methods: The SYNERGY project pooled information on previous respiratory diseases from 12,739 case subjects and 14,945 control subjects from 7 case–control studies conducted in Europe and Canada. Multivariate logistic regression models were used to investigate the relationship between individual diseases adjusting for co-occurring conditions, and patterns of respiratory disease diagnoses and lung cancer. Analyses were stratified by sex, and adjusted for age, center, ever-employed in a high-risk occupation, education, smoking status, cigarette pack-years, and time since quitting smoking. Measurements and Main Results: Chronic bronchitis and emphysema were positively associated with lung cancer, after accounting for other respiratory diseases and smoking (e.g., in men: odds ratio [OR], 1.33; 95% confidence interval [CI], 1.20–1.48 and OR, 1.50; 95% CI, 1.21–1.87, respectively). A positive relationship was observed between lung cancer and pneumonia diagnosed 2 years or less before lung cancer (OR, 3.31; 95% CI, 2.33–4.70 for men), but not longer. Co-occurrence of chronic bronchitis and emphysema and/or pneumonia had a stronger positive association with lung cancer than chronic bronchitis “only.” Asthma had an inverse association with lung cancer, the association being stronger with an asthma diagnosis 5 years or more before lung cancer compared with shorter. Conclusions: Findings from this large international case–control consortium indicate that after accounting for co-occurring respiratory diseases, chronic bronchitis and emphysema continue to have a positive association with lung cancer. PMID:25054566

  10. Twelve previously unknown phage genera are ubiquitous in global oceans.

    Science.gov (United States)

    Holmfeldt, Karin; Solonenko, Natalie; Shah, Manesh; Corrier, Kristen; Riemann, Lasse; Verberkmoes, Nathan C; Sullivan, Matthew B

    2013-07-30

    Viruses are fundamental to ecosystems ranging from oceans to humans, yet our ability to study them is bottlenecked by the lack of ecologically relevant isolates, resulting in "unknowns" dominating culture-independent surveys. Here we present genomes from 31 phages infecting multiple strains of the aquatic bacterium Cellulophaga baltica (Bacteroidetes) to provide data for an underrepresented and environmentally abundant bacterial lineage. Comparative genomics delineated 12 phage groups that (i) each represent a new genus, and (ii) represent one novel and four well-known viral families. This diversity contrasts the few well-studied marine phage systems, but parallels the diversity of phages infecting human-associated bacteria. Although all 12 Cellulophaga phages represent new genera, the podoviruses and icosahedral, nontailed ssDNA phages were exceptional, with genomes up to twice as large as those previously observed for each phage type. Structural novelty was also substantial, requiring experimental phage proteomics to identify 83% of the structural proteins. The presence of uncommon nucleotide metabolism genes in four genera likely underscores the importance of scavenging nutrient-rich molecules as previously seen for phages in marine environments. Metagenomic recruitment analyses suggest that these particular Cellulophaga phages are rare and may represent a first glimpse into the phage side of the rare biosphere. However, these analyses also revealed that these phage genera are widespread, occurring in 94% of 137 investigated metagenomes. Together, this diverse and novel collection of phages identifies a small but ubiquitous fraction of unknown marine viral diversity and provides numerous environmentally relevant phage-host systems for experimental hypothesis testing.

  11. Urethrotomy has a much lower success rate than previously reported.

    Science.gov (United States)

    Santucci, Richard; Eisenberg, Lauren

    2010-05-01

    We evaluated the success rate of direct vision internal urethrotomy as a treatment for simple male urethral strictures. A retrospective chart review was performed on 136 patients who underwent urethrotomy from January 1994 through March 2009. The Kaplan-Meier method was used to analyze stricture-free probability after the first, second, third, fourth and fifth urethrotomy. Patients with complex strictures (36) were excluded from the study for reasons including previous urethroplasty, neophallus or previous radiation, and 24 patients were lost to followup. Data were available for 76 patients. The stricture-free rate after the first urethrotomy was 8% with a median time to recurrence of 7 months. For the second urethrotomy stricture-free rate was 6% with a median time to recurrence of 9 months. For the third urethrotomy stricture-free rate was 9% with a median time to recurrence of 3 months. For procedures 4 and 5 stricture-free rate was 0% with a median time to recurrence of 20 and 8 months, respectively. Urethrotomy is a popular treatment for male urethral strictures. However, the performance characteristics are poor. Success rates were no higher than 9% in this series for first or subsequent urethrotomy during the observation period. Most of the patients in this series will be expected to experience failure with longer followup and the expected long-term success rate from any (1 through 5) urethrotomy approach is 0%. Urethrotomy should be considered a temporizing measure until definitive curative reconstruction can be planned. 2010 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  12. Typing DNA profiles from previously enhanced fingerprints using direct PCR.

    Science.gov (United States)

    Templeton, Jennifer E L; Taylor, Duncan; Handt, Oliva; Linacre, Adrian

    2017-07-01

    Fingermarks are a source of human identification both through the ridge patterns and DNA profiling. Typing nuclear STR DNA markers from previously enhanced fingermarks provides an alternative method of utilising the limited fingermark deposit that can be left behind during a criminal act. Dusting with fingerprint powders is a standard method used in classical fingermark enhancement and can affect DNA data. The ability to generate informative DNA profiles from powdered fingerprints using direct PCR swabs was investigated. Direct PCR was used as the opportunity to generate usable DNA profiles after performing any of the standard DNA extraction processes is minimal. Omitting the extraction step will, for many samples, be the key to success if there is limited sample DNA. DNA profiles were generated by direct PCR from 160 fingermarks after treatment with one of the following dactyloscopic fingerprint powders: white hadonite; silver aluminium; HiFi Volcano silk black; or black magnetic fingerprint powder. This was achieved by a combination of an optimised double-swabbing technique and swab media, omission of the extraction step to minimise loss of critical low-template DNA, and additional AmpliTaq Gold ® DNA polymerase to boost the PCR. Ninety eight out of 160 samples (61%) were considered 'up-loadable' to the Australian National Criminal Investigation DNA Database (NCIDD). The method described required a minimum of working steps, equipment and reagents, and was completed within 4h. Direct PCR allows the generation of DNA profiles from enhanced prints without the need to increase PCR cycle numbers beyond manufacturer's recommendations. Particular emphasis was placed on preventing contamination by applying strict protocols and avoiding the use of previously used fingerprint brushes. Based on this extensive survey, the data provided indicate minimal effects of any of these four powders on the chance of obtaining DNA profiles from enhanced fingermarks. Copyright © 2017

  13. Radon anomalies prior to earthquakes (1). Review of previous studies

    International Nuclear Information System (INIS)

    Ishikawa, Tetsuo; Tokonami, Shinji; Yasuoka, Yumi; Shinogi, Masaki; Nagahama, Hiroyuki; Omori, Yasutaka; Kawada, Yusuke

    2008-01-01

    The relationship between radon anomalies and earthquakes has been studied for more than 30 years. However, most of the studies dealt with radon in soil gas or in groundwater. Before the 1995 Hyogoken-Nanbu earthquake, an anomalous increase of atmospheric radon was observed at Kobe Pharmaceutical University. The increase was well fitted with a mathematical model related to earthquake fault dynamics. This paper reports the significance of this observation, reviewing previous studies on radon anomaly before earthquakes. Groundwater/soil radon measurements for earthquake prediction began in 1970's in Japan as well as foreign countries. One of the most famous studies in Japan is groundwater radon anomaly before the 1978 Izu-Oshima-kinkai earthquake. We have recognized the significance of radon in earthquake prediction research, but recently its limitation was also pointed out. Some researchers are looking for a better indicator for precursors; simultaneous measurements of radon and other gases are new trials in recent studies. Contrary to soil/groundwater radon, we have not paid much attention to atmospheric radon before earthquakes. However, it might be possible to detect precursors in atmospheric radon before a large earthquake. In the next issues, we will discuss the details of the anomalous atmospheric radon data observed before the Hyogoken-Nanbu earthquake. (author)

  14. Mediastinal involvement in lymphangiomatosis: a previously unreported MRI sign

    Energy Technology Data Exchange (ETDEWEB)

    Shah, Vikas; Shah, Sachit; Barnacle, Alex; McHugh, Kieran [Great Ormond Street Hospital for Children, Department of Radiology, London (United Kingdom); Sebire, Neil J. [Great Ormond Street Hospital for Children, Department of Histopathology, London (United Kingdom); Brock, Penelope [Great Ormond Street Hospital for Children, Department of Oncology, London (United Kingdom); Harper, John I. [Great Ormond Street Hospital for Children, Department of Dermatology, London (United Kingdom)

    2011-08-15

    Multifocal lymphangiomatosis is a rare systemic disorder affecting children. Due to its rarity and wide spectrum of clinical, histological and imaging features, establishing the diagnosis of multifocal lymphangiomatosis can be challenging. The purpose of this study was to describe a new imaging sign in this disorder: paraspinal soft tissue and signal abnormality at MRI. We retrospectively reviewed the imaging, clinical and histopathological findings in a cohort of eight children with thoracic involvement from this condition. Evidence of paraspinal chest disease was identified at MRI and CT in all eight of these children. The changes comprise heterogeneous intermediate-to-high signal parallel to the thoracic vertebrae on T2-weighted sequences at MRI, with abnormal paraspinal soft tissue at CT and plain radiography. Multifocal lymphangiomatosis is a rare disorder with a broad range of clinicopathological and imaging features. MRI allows complete evaluation of disease extent without the use of ionising radiation and has allowed us to describe a previously unreported imaging sign in this disorder, namely, heterogeneous hyperintense signal in abnormal paraspinal tissue on T2-weighted images. (orig.)

  15. Cerebral Metastasis from a Previously Undiagnosed Appendiceal Adenocarcinoma

    Directory of Open Access Journals (Sweden)

    Antonio Biroli

    2012-01-01

    Full Text Available Brain metastases arise in 10%–40% of all cancer patients. Up to one third of the patients do not have previous cancer history. We report a case of a 67-years-old male patient who presented with confusion, tremor, and apraxia. A brain MRI revealed an isolated right temporal lobe lesion. A thorax-abdomen-pelvis CT scan showed no primary lesion. The patient underwent a craniotomy with gross-total resection. Histopathology revealed an intestinal-type adenocarcinoma. A colonoscopy found no primary lesion, but a PET-CT scan showed elevated FDG uptake in the appendiceal nodule. A right hemicolectomy was performed, and the specimen showed a moderately differentiated mucinous appendiceal adenocarcinoma. Whole brain radiotherapy was administrated. A subsequent thorax-abdomen CT scan revealed multiple lung and hepatic metastasis. Seven months later, the patient died of disease progression. In cases of undiagnosed primary lesions, patients present in better general condition, but overall survival does not change. Eventual identification of the primary tumor does not affect survival. PET/CT might be a helpful tool in detecting lesions of the appendiceal region. To the best of our knowledge, such a case was never reported in the literature, and an appendiceal malignancy should be suspected in patients with brain metastasis from an undiagnosed primary tumor.

  16. Coronary collateral vessels in patients with previous myocardial infarction

    International Nuclear Information System (INIS)

    Nakatsuka, M.; Matsuda, Y.; Ozaki, M.

    1987-01-01

    To assess the degree of collateral vessels after myocardial infarction, coronary angiograms, left ventriculograms, and exercise thallium-201 myocardial scintigrams of 36 patients with previous myocardial infarction were reviewed. All 36 patients had total occlusion of infarct-related coronary artery and no more than 70% stenosis in other coronary arteries. In 19 of 36 patients with transient reduction of thallium-201 uptake in the infarcted area during exercise (Group A), good collaterals were observed in 10 patients, intermediate collaterals in 7 patients, and poor collaterals in 2 patients. In 17 of 36 patients without transient reduction of thallium-201 uptake in the infarcted area during exercise (Group B), good collaterals were seen in 2 patients, intermediate collaterals in 7 patients, and poor collaterals in 8 patients (p less than 0.025). Left ventricular contractions in the infarcted area were normal or hypokinetic in 10 patients and akinetic or dyskinetic in 9 patients in Group A. In Group B, 1 patient had hypokinetic contraction and 16 patients had akinetic or dyskinetic contraction (p less than 0.005). Thus, patients with transient reduction of thallium-201 uptake in the infarcted area during exercise had well developed collaterals and preserved left ventricular contraction, compared to those in patients without transient reduction of thallium-201 uptake in the infarcted area during exercise. These results suggest that the presence of viable myocardium in the infarcted area might be related to the degree of collateral vessels

  17. High-Grade Leiomyosarcoma Arising in a Previously Replanted Limb

    Directory of Open Access Journals (Sweden)

    Tiffany J. Pan

    2015-01-01

    Full Text Available Sarcoma development has been associated with genetics, irradiation, viral infections, and immunodeficiency. Reports of sarcomas arising in the setting of prior trauma, as in burn scars or fracture sites, are rare. We report a case of a leiomyosarcoma arising in an arm that had previously been replanted at the level of the elbow joint following traumatic amputation when the patient was eight years old. He presented twenty-four years later with a 10.8 cm mass in the replanted arm located on the volar forearm. The tumor was completely resected and pathology examination showed a high-grade, subfascial spindle cell sarcoma diagnosed as a grade 3 leiomyosarcoma with stage pT2bNxMx. The patient underwent treatment with brachytherapy, reconstruction with a free flap, and subsequently chemotherapy. To the best of our knowledge, this is the first case report of leiomyosarcoma developing in a replanted extremity. Development of leiomyosarcoma in this case could be related to revascularization, scar formation, or chronic injury after replantation. The patient remains healthy without signs of recurrence at three-year follow-up.

  18. Global functional atlas of Escherichia coli encompassing previously uncharacterized proteins.

    Directory of Open Access Journals (Sweden)

    Pingzhao Hu

    2009-04-01

    Full Text Available One-third of the 4,225 protein-coding genes of Escherichia coli K-12 remain functionally unannotated (orphans. Many map to distant clades such as Archaea, suggesting involvement in basic prokaryotic traits, whereas others appear restricted to E. coli, including pathogenic strains. To elucidate the orphans' biological roles, we performed an extensive proteomic survey using affinity-tagged E. coli strains and generated comprehensive genomic context inferences to derive a high-confidence compendium for virtually the entire proteome consisting of 5,993 putative physical interactions and 74,776 putative functional associations, most of which are novel. Clustering of the respective probabilistic networks revealed putative orphan membership in discrete multiprotein complexes and functional modules together with annotated gene products, whereas a machine-learning strategy based on network integration implicated the orphans in specific biological processes. We provide additional experimental evidence supporting orphan participation in protein synthesis, amino acid metabolism, biofilm formation, motility, and assembly of the bacterial cell envelope. This resource provides a "systems-wide" functional blueprint of a model microbe, with insights into the biological and evolutionary significance of previously uncharacterized proteins.

  19. Global functional atlas of Escherichia coli encompassing previously uncharacterized proteins.

    Science.gov (United States)

    Hu, Pingzhao; Janga, Sarath Chandra; Babu, Mohan; Díaz-Mejía, J Javier; Butland, Gareth; Yang, Wenhong; Pogoutse, Oxana; Guo, Xinghua; Phanse, Sadhna; Wong, Peter; Chandran, Shamanta; Christopoulos, Constantine; Nazarians-Armavil, Anaies; Nasseri, Negin Karimi; Musso, Gabriel; Ali, Mehrab; Nazemof, Nazila; Eroukova, Veronika; Golshani, Ashkan; Paccanaro, Alberto; Greenblatt, Jack F; Moreno-Hagelsieb, Gabriel; Emili, Andrew

    2009-04-28

    One-third of the 4,225 protein-coding genes of Escherichia coli K-12 remain functionally unannotated (orphans). Many map to distant clades such as Archaea, suggesting involvement in basic prokaryotic traits, whereas others appear restricted to E. coli, including pathogenic strains. To elucidate the orphans' biological roles, we performed an extensive proteomic survey using affinity-tagged E. coli strains and generated comprehensive genomic context inferences to derive a high-confidence compendium for virtually the entire proteome consisting of 5,993 putative physical interactions and 74,776 putative functional associations, most of which are novel. Clustering of the respective probabilistic networks revealed putative orphan membership in discrete multiprotein complexes and functional modules together with annotated gene products, whereas a machine-learning strategy based on network integration implicated the orphans in specific biological processes. We provide additional experimental evidence supporting orphan participation in protein synthesis, amino acid metabolism, biofilm formation, motility, and assembly of the bacterial cell envelope. This resource provides a "systems-wide" functional blueprint of a model microbe, with insights into the biological and evolutionary significance of previously uncharacterized proteins.

  20. Influence of Previous Knowledge in Torrance Tests of Creative Thinking

    Directory of Open Access Journals (Sweden)

    María Aranguren

    2015-07-01

    Full Text Available The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974 performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology;Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences. Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.