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

ERIC Educational Resources Information Center

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

2015-01-01

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

Building Effective Programs for Summer Learning.

ERIC Educational Resources Information Center

Johnson, Peter

Summer learning comes from reading books, singing songs, playing games, listening to stories, taking trips, and all kinds of other fun activities that kids rarely realize are actually good for them. However, this kind of summer learning can be more difficult for children of low-income and other disadvantaged families. Careful analysis of…

Outdoor Classrooms--Planning Makes Perfect

ERIC Educational Resources Information Center

Haines, Sarah

2006-01-01

Schoolyard wildlife habitats aren't just for beauty and fun--they are outdoor classrooms where real science learning takes place. Schoolyard habitat projects involve conservation and restoration of wildlife habitat; however, the learning doesn't have to stop there--outdoor classrooms can foster many kinds of active learning across the curriculum…

Elemental Food for Thought

ERIC Educational Resources Information Center

Cady, Susan

2005-01-01

One of the first tasks students learn in chemistry is to pronounce and spell the names of elements and learn their corresponding chemical symbols. Repetitive oral recitation is commonly used to learn this information, but games and puzzles can make this task creative, variable, and fun. Elemental Food for Thought is a puzzlelike activity that…

Diversity Awareness for K-6 Teachers: The Impact on Student Learning

ERIC Educational Resources Information Center

McLeod, Rona Leach

2011-01-01

"Diversity Awareness for K-6 Teachers: The Impact on Student Learning" is a resource guide for elementary teachers and college-level student teachers for teaching diversity awareness across the various areas of content. It contains many exciting activities teachers can use to enhance learning while making learning and teaching fun and exciting.…

Gross Motor Activities: Movement for Fun and Learning.

ERIC Educational Resources Information Center

Lowenthal, Barbara

1983-01-01

Examples are provided of ways in which gross motor activities are integrated into mathematics, language arts, social studies, art, and music and creative movement concepts for preschool- and primary-age children with special needs. (CL)

Computer Learning for Young Children.

ERIC Educational Resources Information Center

Choy, Anita Y.

1995-01-01

Computer activities that combine education and entertainment make learning easy and fun for preschoolers. Computers encourage social skills, language and literacy skills, cognitive development, problem solving, and eye-hand coordination. The paper describes one teacher's experiences setting up a computer center and using computers with…

Serious Fun: Viewing Hobbyist Activities through a Learning Lens

ERIC Educational Resources Information Center

Liu, Chi-Chang; Falk, John H.

2014-01-01

This paper reviews a wide range of literature applicable to understanding why and how hobbyists learn. Of particular importance appear to be theories such as situated learning and communities of practice, but insights from the cognitive sciences related to expertise, motivation, and interest also emerged as important. The boundaries between formal…

Assessing Students' Learning of Internal Controls: Closing the Loop

ERIC Educational Resources Information Center

Amer, T. S.; Mohrweis, Lawrence C.

2009-01-01

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

Using Culturally Relevant Teaching in a Co-Educational Mathematics Class of a Patriarchal Community

ERIC Educational Resources Information Center

Mogari, David

2017-01-01

The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

Outdoor Class Project: The Potential Benefits to Foster EFL Students' Language Proficiency

ERIC Educational Resources Information Center

Fajaria, Indah

2013-01-01

There are such myriad ideas upon English teaching-learning process. Everybody can share each fabulous idea through various media. One of fun English learnings that can motivate EFL students' eagerness to practice English easily is an outdoor class activity. This project could sometimes deals with an outbound activities which provide the numerous…

Serious but Fun, Self-Directed yet Social: Blogging as a Form of Lifelong Learning

ERIC Educational Resources Information Center

Harju, Vilhelmiina; Pehkonen, Leila; Niemi, Hannele

2016-01-01

The article explores the role of digital media in supporting lifelong learning. In particular, it focuses on bloggers who write their blogs voluntarily in their own free time. The aim is to examine how lifelong learning--viewed as self-directed, nonformal learning and active participation that evolves from a desire for self-actualization--occurs…

Knowing Me, Knowing Who? Getting to Know Your Students' Preferred Learning Style

ERIC Educational Resources Information Center

Reed, Julian A.; Banks, Aaron L.; Carlisle, Cynthia S.

2004-01-01

Recognizing each student's preferred learning style not only enhances the teaching and learning experience, but helps make the gymnasium a fun place to learn new skills and be physically active. This article addresses three objectives that form a pedagogical strategy with the potential to "get to know" the students in a more personal way. First,…

"Yes! We Are Playing a Game, and It's Going to Be Fun!"

ERIC Educational Resources Information Center

Barrett, Kelly

2012-01-01

Games are for playing, more often than not playing a game is a social experience, it is fun, and we all enjoy playing games. Play and playing are ways in which we learn, so how often are games part of the normal activity of the mathematics classroom? The answer, in most cases, has to be--not often. Is it that games just don't seem to fulfil the…

Space Flight. Teacher Resources.

ERIC Educational Resources Information Center

2001

This teacher's guide contains information, lesson plans, and diverse student learning activities focusing on space flight. The guide is divided into seven sections: (1) "Drawing Activities" (Future Flight; Space Fun; Mission: Draw); (2) "Geography" (Space Places); (3) "History" (Space and Time); (4)…

The After-School Alternatives.

ERIC Educational Resources Information Center

Pekow, Charles

1998-01-01

Three companies (Voyager Expanded Learning, Mindsurf, and EXPLORE) have introduced after-school programs that emphasize stress-free academic enrichment activities. The companies differ, but share a fun-learning concept, maintain low staff-child ratios of about 1:8, and serve grades K-8. The operative words are flexibility and affordability. Some…

Creative Activity and Its Impact on Student Learning--Issues of Implementation

ERIC Educational Resources Information Center

Allam, Claire

2008-01-01

The use of filmmaking as a creative learning tool within the academic curriculum has been pioneered at the University of Sheffield. Filmmaking has been found to promote a lively, exciting and challenging environment in the classroom. It produces highly motivated students and makes learning fun by giving them a sense of empowerment and achievement.…

Using Summer Programs To Explore the Relationship between Time and Learning.

ERIC Educational Resources Information Center

DeBlois, Robert

1997-01-01

Notes that it is not known whether more time spent in school increases children's learning. Suggests that instead of running the "assembly line" for more hours, educators might try a summer program based on enrichment and fun-time activities as an alternative way to discover whether more learning time would be a good investment. An important…

Lo que da buen resultado en casa. Resultados de la investigacion y Actividades de aprendizaje: Sentido comun y diversion para ninos y adultos (What Works at Home. Research Findings and Learning Activities: Common Sense and Fun for Adults and Children).

ERIC Educational Resources Information Center

Crook, Shirley, Ed.

As part of an effort to encourage Hispanic parents to help their children in school, this home learning guide, which can also be obtained in taped versions, provides parents with learning activities with which to engage their children. Based on research findings, the activities are divided into the following categories: curriculum of the home,…

"Ten Things" to Enhance Learning and Fun in the Classroom

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2016-01-01

This Teaching Technique introduces a fun, versatile game that gets students thinking, talking, and working together in the English as a second language (ESL) or English as a foreign language (EFL) classroom. It is easy to prepare, and it is a fun and efficient way to enhance learning. The game can be adapted to almost any grade level or ESL/EFL…

Using Elephant's Toothpaste as an Engaging and Flexible Curriculum Alignment Project

ERIC Educational Resources Information Center

Eldridge, Daniel S.

2015-01-01

There is an increasing focus across all educational sectors to ensure that learning objectives are aligned with learning activities and assessments. An attractive approach previously published is that of curriculum alignment projects. This paper discusses the use of the fun and famous "Elephant's Toothpaste" experiment as a customizable…

Water Conservation and Nonpoint Source Pollution.

ERIC Educational Resources Information Center

Farrell-Poe, Kitt

This book contains science activities that are designed to make learning and demonstrating nonpoint source pollution concepts exciting and fun. These activities can either be used alone or with an existing water resources education curricula. Activities include: Water Tasting, Acting Out the Hydrologic Cycle, Concentration of Chemical Pollutants…

Baby and Toddler Learning Fun: 50 Interactive and Developmental Activities To Enjoy with Your Child.

ERIC Educational Resources Information Center

Goldberg, Sally

Based on the view that almost every interaction a parent has with an infant is an opportunity to help the baby learn more about the world, this book provides parents with simple and effective ways to enrich their infant's environment and to boost their childs language, motor, and social skills. Introductory remarks describe the learning areas…

Mobile Game-Based Learning in Secondary Education: Engagement, Motivation and Learning in a Mobile City Game

ERIC Educational Resources Information Center

Huizenga, J.; Admiraal, W.; Akkerman, S.; Dam, G. ten

2009-01-01

Using mobile games in education combines situated and active learning with fun in a potentially excellent manner. The effects of a mobile city game called Frequency 1550, which was developed by The Waag Society to help pupils in their first year of secondary education playfully acquire historical knowledge of medieval Amsterdam, were investigated…

Exploring Work: Fun Activities for Girls.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA. Women's Educational Equity Act Dissemination Center.

This document contains learning activities to help middle school girls begin the career planning process and resist gender-role stereotyping. The activities are designed for individuals and/or groups of girls either in classroom settings or in organizations such as Girl Scouts and 4-H Clubs. A total of 30 activities are organized into 4 sections…

Observation Projects: People-Watching for Fun and Learning.

ERIC Educational Resources Information Center

Litterst, Judith K.

In keeping with the trend toward active, participative learning, observation projects for speech communication students can allow them to experiment with designing and carrying out a study of human communication. Students can be encouraged to look at the dynamics of a church congregation, a courtroom, a pre-game football huddle, or an office, and…

Rocks and Rhymes!

ERIC Educational Resources Information Center

Jackson, Julie; Dickinson, Gail; Horton, Danielle

2010-01-01

Field-note poetry is the product of the authors' efforts to combine current research in learning and cognition with integrated geoscience and language arts activities. In this article, they present a fun and effective activity that teaches students how to record detailed field notes and sensory observations that become the framework and…

Number Wonders: 171 Activities to Meet Math Standards & Inspire Students

ERIC Educational Resources Information Center

Kuhns, Catherine Jones

2006-01-01

In this book, author Catherine Jones Kuhns introduces student- and teacher-friendly math activities designed to get students thinking like mathematicians and loving mathematics, while addressing content standards through grade 2. She also shows how to make math fun for students, get children actively engaged in learning, create a student-centered…

Rainy Days: Program Ideas That Make a Splash.

ERIC Educational Resources Information Center

Grayson, Randall

1996-01-01

Stresses the importance of planning ahead for rainy day activities at camp. Suggested outdoor activities include learning to build a fire in the rain, dam building, canoe puzzles, and holey garbage-can fill; indoor activities include crafts, pass the present, human game pieces, and opportunities for cabin groups to plan and host a fun activity.…

Write! Write! Write! Ready-to-Use Writing Process Activities for Grades 4-8.

ERIC Educational Resources Information Center

Behrman, Carol H.

This handbook contains over 265 reproducible writing process activities that help make writing fun for students in grades 4-8. The handbook provides stimulating activities to give students the directed practice they need to learn to write clearly and competently. Designed for minimal teacher input, activities are complete with directions geared to…

New Year's Reading Resolutions.

ERIC Educational Resources Information Center

Bates, Nancy; And Others

1988-01-01

Activities to enhance reading with listening, thinking, writing, and fun are suggested. Topics include celebrate Reading Week, superbowl reading, book buddies, biography binge, laughing and learning, oral reading, reading sweepstakes, idea lists, fairy tale showdown, and parent reading tips. (MT)

Does "Sneaky Fox" Facilitate Learning? Examining the Effects of Seductive Details in Physical Education

ERIC Educational Resources Information Center

Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Dillion, Suzanna

2006-01-01

While seductive details are enjoyable, they are unimportant content or activities intentionally inserted to make class fun and interesting. The purpose of this study was to examine the effect of seductive details on students' learning of net games in physical education. Participants were 240 middle school students. A videotaped lesson example…

The Octet Rules: A Dating Game for Atoms

ERIC Educational Resources Information Center

Welborn, Jennifer

2004-01-01

To develop student interest in the periodic table, the author developed a simple, but fun, role-playing activity. This play is used after students have learned the basic structure of atoms and the general layout of the periodic table. It also comes after students have learned the basics of ionic and covalent bonding. The basic idea of bonding is…

Sustaining Our Forest Resource: What is Your Role?

ERIC Educational Resources Information Center

Osterndorf, Laurie; Piraino, Nancy

This booklet provides students with challenging and fun activities to encourage learning about the sustainability of natural forest resources. Activities include: (1) "Forest-opoly"; (2) "Lost in the Woods"; (3) "Chain of Changes"; (4) "Choices, Choices"; (5) "Conflicts & Controversies"; (6) "Tree Towns"; (7) "Feeding the Forest"; (8) "Get to the…

Learning the Critical Points for Addition in Matematika GASING

ERIC Educational Resources Information Center

Siregar, Johannes Hamonangan; Wiyanti, Wiwik; Wakhyuningsih, Nur Safitri; Godjali, Ali

2014-01-01

We propose learning Matematika GASING to help students better understand the addition material. Matematika GASING is a way of learning mathematics in an easy, fun and enjoyable fashion. GASING is short for GAmpang, aSyIk, and menyenaNGkan (Bahasa Indonesia for easy, fun and enjoyable). It was originally developed by Prof. Yohanes Surya at the…

Assessing Fun Items' Effectiveness in Increasing Learning of College Introductory Statistics Students: Results of a Randomized Experiment

ERIC Educational Resources Information Center

Lesser, Lawrence M.; Pearl, Dennis K.; Weber, John J., III

2016-01-01

There has been a recent emergence of scholarship on the use of fun in the college statistics classroom, with at least 20 modalities identified. While there have been randomized experiments that suggest that fun can enhance student achievement or attitudes in statistics, these studies have generally been limited to one particular fun modality or…

Science Teaching to Fire the Imagination.

ERIC Educational Resources Information Center

Sandford, Diana; Fleetwood, Julie

1997-01-01

Presents a range of exciting ideas for encouraging active learning, for illuminating new concepts, and for making science lessons fun. Topics include modeling, matter, heat, diffusion, changes of state, heat transfer, energy changes, atomic structure, waves, gravity, enzymes, and habitats. (JRH)

Fun Is More Fun When Others Are Involved.

PubMed

Reis, Harry T; O'Keefe, Stephanie D; Lane, Richard D

2017-01-01

Fun activities are commonly sought and highly desired yet their affective side has received little scrutiny. The present research investigated two features of fun in two daily diary studies and one laboratory experiment. First, we examined the affective state associated with fun experiences. Second, we investigated the social context of fun, considering whether shared fun is more enjoyable than solitary fun. Findings from these studies indicated that fun is associated with both high-activation and low-activation positive affects, and that it is enhanced when experienced with others (especially friends). However, social fun was associated with increases in high-activation but not low-activation positive affect, suggesting that social interaction emphasizes energizing affective experiences. We also found that loneliness moderated the latter effects, such that lonely individuals received a weaker boost from shared compared to solitary fun. These results add to what is known about the impact of social contexts on affective experience.

Fun Is More Fun When Others Are Involved

PubMed Central

Reis, Harry T.; O'Keefe, Stephanie D.; Lane, Richard D.

2016-01-01

Fun activities are commonly sought and highly desired yet their affective side has received little scrutiny. The present research investigated two features of fun in two daily diary studies and one laboratory experiment. First, we examined the affective state associated with fun experiences. Second, we investigated the social context of fun, considering whether shared fun is more enjoyable than solitary fun. Findings from these studies indicated that fun is associated with both high-activation and low-activation positive affects, and that it is enhanced when experienced with others (especially friends). However, social fun was associated with increases in high-activation but not low-activation positive affect, suggesting that social interaction emphasizes energizing affective experiences. We also found that loneliness moderated the latter effects, such that lonely individuals received a weaker boost from shared compared to solitary fun. These results add to what is known about the impact of social contexts on affective experience. PMID:28919919

Fun in the College Classroom: Examining Its Nature and Relationship with Student Engagement

ERIC Educational Resources Information Center

Tews, Michael J.; Jackson, Kathy; Ramsay, Crystal; Michel, John W.

2015-01-01

Despite the popular belief that fun has a positive impact in learning contexts, empirical research on fun in the classroom has been limited. To extend research in this area, the goal of this study was to develop and validate a new scale to assess fun in the classroom and examine its relationship with student engagement. The multi-stage scale…

Do-It-Yourself Early Learning: Easy and Fun Activities from Everyday Home Center Materials

ERIC Educational Resources Information Center

Johnson, Jeff A.; Johnson, Tasha A.

2006-01-01

Learning through play is as natural and important for young children as breathing. With this book, parents and teachers can create toys that help children become more confident, develop their intellect, and encourage play and exploration--all with materials easily found at the local hardware store or home center. Written by two experienced family…

Partnering with Parents: Using Cap Kits to Support Learning Activities at Home

ERIC Educational Resources Information Center

Sanderson, Donna

2017-01-01

The idea of using plastic bottle caps to enhance children's literacy and math skills was introduced in a pre-kindergarten methods and field class at West Chester University. We wanted an essentially cost-free way to create fun, hands-on, educational games for young students to learn basic skills supporting the Common Core State Standards (adopted…

Recreation Resource Manual

ERIC Educational Resources Information Center

Human Development Institute, 2008

2008-01-01

Recreation is any voluntary activity that is enjoyable and fun. Recreation refreshes, revitalizes and improves a person's quality of life. Consider some recreation activity you may have an interest in. Suppose you are interested in gardening but have never tried it. Let's take a look at how you can learn about it, do it, and in the process get…

H[subscript 2]O and You

ERIC Educational Resources Information Center

Jackson, Julie

2009-01-01

Learning about states of matter is fun and exciting when students, acting as water molecules, role-play moving from a solid to a liquid to a gas. The 5-E lesson plan model provides the framework for this activity, ensuring that students actively engage in inquiry science while creatively constructing knowledge. (Contains 2 figures.)

Having Fun in the Classroom: Subtitling Activities

ERIC Educational Resources Information Center

Beseghi, Micol

2014-01-01

This article analyses the role of subtitles both as a functional activity and a didactic tool in translation teaching and foreign language learning. It presents the results of a didactic project carried out with a class of university students enrolled in the first year of Laurea Magistrale in Lingue e Letterature Straniere (University of Parma).…

Balancing Fun and Learning in a Serious Game Design

ERIC Educational Resources Information Center

Franzwa, Christopher; Tang, Ying; Johnson, Aaron; Bielefeldt, Talbot

2014-01-01

This article presents the underlying philosophy of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design challenges. Various strategies implemented in Sustain City for achieving a balance of fun and learning are discussed,…

Games as an innovative teaching strategy for overactive bladder and BPH.

PubMed

LeCroy, Cheryl

2006-10-01

A challenge for urologic nurses and nurse educators is how to present information to staff, students, and patients in a way that will capture their interest and engage them in the learning process. The use of adult-learning principles and innovative teaching strategies can make the learning experience dynamic, and encourage learners to take a more active role in their own learning. Games are a creative, fun, and interactive way to assist in the emphasis, review, reinforcement, and retention of information for urology nurses.

Evaluation of "The Electric Company" Summer Learning Program

ERIC Educational Resources Information Center

McCarthy, Betsy; Michel, Lisa; Tiu, Michelle; Atienza, Sara; Rice, John; Nakamoto, Jonathan; Tafoya, Armando

2011-01-01

"The Electric Company" ("TEC") television show won the hearts of children because it made learning fun. Thirty years later, the iconic show has returned with the goal of not only teaching literacy, but also numeracy (the ability to work with and understand numbers) and mathematics vocabulary in a fun, entertaining, and engaging…

Helping Your Child Get Ready for School, with Activities for Children from Birth through Age 5.

ERIC Educational Resources Information Center

Paulu, Nancy; Greene, Wilma P., Ed.

This booklet suggests ways for parents to help their preschool children grow, develop, and have fun learning. A brief opening section called "Learning Begins Early" provides a general context for the book. The second section, on what it means to be ready for school, describes the qualities and skills that youngsters need to get a good start in…

It's All Fun and Games in "Tiny's Diner": Preschool Programming in Unusual Exhibit Spaces

ERIC Educational Resources Information Center

Moynihan, Nora; Diamant-Cohen, Betsy

2012-01-01

Welcome to Port Discovery's "Tiny's Diner" where children can be seen doing the chicken dance or putting pickles on their heads. What do these activities have to do with promoting nutrition through early literacy activities? Educators know that young children learn through play, which can include using drama, games, movement,…

Protein Structure

ERIC Educational Resources Information Center

Asmus, Elaine Garbarino

2007-01-01

Individual students model specific amino acids and then, through dehydration synthesis, a class of students models a protein. The students clearly learn amino acid structure, primary, secondary, tertiary, and quaternary structure in proteins and the nature of the bonds maintaining a protein's shape. This activity is fun, concrete, inexpensive and…

Patrick Megonigal

Science.gov Websites

fun when you add water!" How did you come to love soils? I grew up camping and learned to love forests, marshes, deserts, and other wild places. I fell in love with soils later when I learned that they or wetland to camp in without the soil beneath the landscape. Why is dirt more fun when you add water

Sometimes Getting There Is Half the Fun

ERIC Educational Resources Information Center

Hanlon, Kerri

2008-01-01

Vacations for exceptional families require flexibility, persistence, a sense of humor, and a view of the world as the glass being half full. In this article, the author shares her family's summer vacation experience. If "getting there is half the fun," the author's family has had more than their share of fun times. She has learned the…

MainXchange in the Classroom: The New Internet Stock Market Game. Teacher's Guide and Student Activities.

ERIC Educational Resources Information Center

1998

This teaching guide/student activities booklet, for grades 6-9 and 7-11, outlines an Internet-based stock exchange simulation that allows students to learn about the stock market in a fun format. The simulation (the "MainXchange") described in the booklet offers students the opportunity to engage in "real-life" investing, while…

Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

ERIC Educational Resources Information Center

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

ERIC Educational Resources Information Center

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

ERIC Educational Resources Information Center

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

Making Friends, PreK-3: A Social Skills Program for Inclusive Settings. Second Edition

ERIC Educational Resources Information Center

Ross, Ruth Herron; Roberts-Pacchione, Beth

2011-01-01

Research shows that a child's social and behavioral skills affect the development of cognitive and physical abilities. Set students on a path to success and have fun doing it with this activity-packed second edition of "Wanna Play". The authors provide hundreds of activities that help children learn how to behave appropriately and make friends.…

A Study on Teacher Training to Incorporate Gamification in Class Design--Program Development and Implementation in a Teacher Training Course

ERIC Educational Resources Information Center

Shiota, Shingo; Abe, Manabu

2015-01-01

Having classes with "fun" incorporated into their design is crucial for learners. Students can learn from classes that combine learning with fun. In this study, we developed a program for university students in a teacher training course that aimed to teach ways of incorporating gamification into class design. [For the complete…

Oh, and We Do Reading Too

ERIC Educational Resources Information Center

Babicki, Laurie; Luke, Sally

2007-01-01

In this article, the authors describe the Reading Buddies program. In this program, children of varied ages experience cooperation and mutual respect, have fun together, and share themselves with others. When Reading Buddies meet, reading and learning to read are the activities, yet another real benefit appears to be the enhancement of the…

Nutritionopoly: Let Healthy Choices "Monopolize" Your Lifestyle

ERIC Educational Resources Information Center

Person, Ashley L.; Colby, Sarah E.; Eubanks, Janie W.

2011-01-01

Nutritionopoly, an interactive educational program based on the popular board game, Monopoly, was held at a college university dining hall. Students actively participated in the game while learning important nutrition and health-related information. Feedback showed that it was effective in increasing awareness and knowledge while being fun and…

Fun and Games, but Learning Too.

ERIC Educational Resources Information Center

Ahmad, Paula

1989-01-01

Recommends the use of visual art games to introduce art units and stimulate student interest. Outlines strategies for 10 visual art games adaptable for most age and skill levels. Based on familiar games such as "tic-tac-toe" or "hangman," these activities deal with artists, artistic skills or concepts, and art history. (LS)

Sesame Street PEP Handbook. Second Edition.

ERIC Educational Resources Information Center

Children's Television Workshop, New York, NY.

This handbook for early childhood educators describes the Sesame Street PEP, an educational enrichment program for 3- to 5-year-olds that makes learning a fun and challenging adventure by using the educational goals of the Sesame Street show, children's books, and developmentally appropriate activities. This program seeks to: (1) stimulate…

Shelterwood Teacher's Guide: Discovering the Forest.

ERIC Educational Resources Information Center

Markowsky, Judy Kellogg

This teacher's guide explores forest diversity, from learning about different kind of trees to understanding how the layers in a forest provide habitat for all kinds of animals and insects. Each chapter offers useful introductory material and clear objectives, followed by fun activities that encourage exploration while teaching important skills.…

Math Academy: Let's Go to the Mall! Explorations in Combinatorics. Book 5: Supplemental Math Materials for Grades 3-8

ERIC Educational Resources Information Center

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Let's Go to the Mall! Explorations in Combinatorics," which teachers can use to enhance…

Using Caldecotts across the Curriculum: Reading and Writing Mini-Lessons, Math and Science Spin-Offs, Unique Art Activities, and More.

ERIC Educational Resources Information Center

Novelli, Joan

Intended for teachers of grades K-2, this book aims to inspire students with the award-winning art and stories found in Caldecott books. The book uses Caldecott winners as springboards to provide lively, literature-based learning experiences--from projects that encourage children's own artistic expression to fun and creative activities that…

Wiggles and Wags: Dog 1--Fun Activities for You and Your Dog. 4-H Skills for Life Animal Series. National 4-H Curriculum. BU-08166

ERIC Educational Resources Information Center

National 4-H Council, 2005

2005-01-01

These guides are activity guides. Several fact-filled books about dogs are listed as resources on this guide. The activities are active, hands-on, and engaging and are guided by the 4-H motto: Learning by Doing. As youth explore a dog project topic of interest to them, they also practice essential life skills. Although a few dog project youth will…

Place Names: Making the Basics of Geography Fun to Learn.

ERIC Educational Resources Information Center

Vogeler, Ingolf

1988-01-01

Arguing that students need to have knowledge about places and regions to understand current and past world affairs, a college-level geography course (University of Wisconsin Eau Claire) which teaches physical and cultural place names is described. Presents course objectives, topics, and activities and states that it serves student needs and…

Application of Games in College English Teaching in China

ERIC Educational Resources Information Center

Yang, Qiaoyan; Dixon, Virginia L.

2015-01-01

Games are an activity with rules, goals, and create fun (Hadfield, 2007). Games can stimulate learning and motivation, and students get very absorbed in games, some of which are suitable for college students in studying English as their second language. Appropriate use of games in college English teaching could help students eliminate the…

Teaching Fractions and Decimals: Fun with Picture Grids.

ERIC Educational Resources Information Center

Stix, Andi

In these two companion papers, a learning activity is introduced that teaches students how mathematics works through the visual aid of picture grids. The picture grids are composed of 60 different acrylic stained-glass window overlays. Each fractional part is represented by a different color: fifths are green, quarters are yellow, etc. The square…

After-School Spaces: Looking for Learning in All the Right Places

ERIC Educational Resources Information Center

Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

2016-01-01

After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might…

Connecting Kids: Exploring Diversity Together.

ERIC Educational Resources Information Center

Hill, Linda D.

This book aims to show a way to guide children from different backgrounds to include each other in an atmosphere of safety, equality, choice, and fun. All of the cooperative games, creative activities, and nature experiences are organized according to 20 connecting skills that are especially important for learning to be welcoming and welcomed.…

Mathingo: Reviewing Calculus with Bingo Games

ERIC Educational Resources Information Center

Forman, Sean; Forman, Sylvia

2008-01-01

Games are a useful and fun way to review material in class, and encourage students to actively participate in review sessions. In fact, researchers have concluded that playing games can be an effective learning tool, especially in mathematics, in situations where the goal is to reinforce specific ideas or concepts. Two places this type of…

Mathematics Hiding in the Nets for a Cube

ERIC Educational Resources Information Center

Jeon, Kyungsoon

2009-01-01

Whether they are third graders or teacher candidates, students can learn about perimeter and area while having fun manipulating two-dimensional figures into three-dimensional objects. In this article, the author describes a common mathematical activity for geometry students by creating nets for a cube. By making connections between nets in two…

Space Mysteries: Making Science and Astronomy Learning Fun

NASA Astrophysics Data System (ADS)

Plait, P.; Tim, G.; Cominsky, L.

2001-12-01

How do you get and keep a student's attention during class? Make learning fun! Using a game to teach students ensures that they have fun, enjoy the lesson and remember it. We have developed a series of interactive web and CD based games called "Space Mysteries" to teach students math, physics and astronomy. Using real NASA data, the students must find out Who (or What) dunit in an engaging astronomy mystery. The games include video interviews with famous scientists, actors playing roles who give clues to the solution, and even a few blind alleys and red herrings. The first three games are currently online in beta release at http://mystery.sonoma.edu.

Math Academy: Can You See It in Nature? Explorations in Patterns & Functions. Book 2: Supplemental Math Materials for Grades 3-8

ERIC Educational Resources Information Center

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to students. This booklet contains the "Math Academy--Can You See It in Nature? Explorations in Patterns & Functions," which a teacher can use to…

Fun, Flow, and Fitness: Opinions for Making More Effective Active Videogames

PubMed Central

Mellecker, Robin; Buday, Richard; Gao, Zan; Hinkley, Trina; Esparza, Laura; Alexander, Shirley

2015-01-01

Abstract Despite active videogames' popularity and ability to increase a player's energy expenditure, research indicates their use sharply declines over time, which limits their utility in promoting physical activity. A frequent criticism is that a player's interest is quickly exhausted. At the preconference of the International Society of Behavioral Nutrition and Physical Activity 2014, a group of investigators and videogame developers gathered to share lessons learned from using serious videogames in health behavior change and offer insight to guide future efforts. PMID:26181681

Fun, Flow, and Fitness: Opinions for Making More Effective Active Videogames.

PubMed

Maloney, Ann E; Mellecker, Robin; Buday, Richard; Gao, Zan; Hinkley, Trina; Esparza, Laura; Alexander, Shirley

2015-02-01

Despite active videogames' popularity and ability to increase a player's energy expenditure, research indicates their use sharply declines over time, which limits their utility in promoting physical activity. A frequent criticism is that a player's interest is quickly exhausted. At the preconference of the International Society of Behavioral Nutrition and Physical Activity 2014, a group of investigators and videogame developers gathered to share lessons learned from using serious videogames in health behavior change and offer insight to guide future efforts.

Literacy in a Bag: Colorado School for the Deaf Sends Reading Home

ERIC Educational Resources Information Center

Branch, Deborah

2009-01-01

To assist parents with deaf or hard of hearing children who may need help supporting their child's learning, the Colorado School for the Deaf and the Blind developed Family Literacy Packs. These literacy packs, available to families within the state of Colorado, provide fun, interactive activities that help parents support their children's…

See It, Be It, Write It: Using Performing Arts to Improve Writing Skills and Test Scores

ERIC Educational Resources Information Center

Blecher-Sass, Hope Sara; Moffitt, Maryellen

2010-01-01

Improve students' writing skills and boost their assessment scores while adding arts education, creativity, and fun to your writing curriculum. With this vibrant resource, improving writing skills goes hand-in-hand with improving test scores. Students learn how to use acting and visualization as prewriting activities to help them connect writing…

Board Games in the Business Classroom: How to Play "Business Decisions"

ERIC Educational Resources Information Center

Clausen, Daniel

2017-01-01

Games have long been a staple of active learning environments. They are a fantastic way to reduce anxiety, promote competition, and energize classrooms. Board games, in particular, can be very useful in building real-world skills in a fun and non-threatening environment. Therefore, the author uses them extensively for Business English classes and…

Of Apples and Animals: An Introduction to Biotechnology.

ERIC Educational Resources Information Center

Mourad, Teresa M.; And Others

This guide is designed to foster an understanding of the basic concepts underlying biotechnology through simple activities that are fun and creative for students in grades 3-5. It contains four units that will lead young students to an appreciation of how biotechnology is possible and some of its applications. The process of learning is intended…

YouTube Video Project: A "Cool" Way to Learn Communication Ethics

ERIC Educational Resources Information Center

Lehman, Carol M.; DuFrene, Debbie D.; Lehman, Mark W.

2010-01-01

The millennial generation embraces new technologies as a natural way of accessing and exchanging information, staying connected, and having fun. YouTube, a video-sharing site that allows users to upload, view, and share video clips, is among the latest "cool" technologies for enjoying quick laughs, employing a wide variety of corporate activities,…

Ojibway Hockey CD ROM in the Making.

ERIC Educational Resources Information Center

Williams, Shirley I.

A shortage of instructional materials and activities is a continual problem for Native language courses, as is making the material relevant to students. The Native way of teaching and learning has always been to have fun. In response to these concerns, a group of language experts at Trent University (Ontario) are developing a CD-ROM for high…

Skull Practice.

ERIC Educational Resources Information Center

Slesnick, Irwin L.

1988-01-01

Disguises a lesson about skulls with some fun to cause less fear among students. Outlines strategies, questions, and answers for use. Includes a skull mask which can be photocopied and distributed to students as a learning tool and a fun Halloween treat. Also shown is a picture of skull parts. (RT)

Sun Protection is Fun! A Skin Cancer Prevention Program for Preschools.

ERIC Educational Resources Information Center

Tripp, Mary K.; Herrmann, Nancy B.; Parcel, Guy S.; Chamberlin, Robert M.; Gritz, Ellen R.

2000-01-01

Describes the Sun Protection is Fun! skin cancer prevention program for preschool children that features intervention methods grounded in social cognitive theory and emphasizes symbolic modeling, vicarious learning, enactive mastery experiences, and persuasion. Program components include a curriculum and teacher's guide, videos, newsletters,…

Fun and games in Berkeley: the early years (1956-2013).

PubMed

Tinoco, Ignacio

2014-01-01

Life at Berkeley for the past 57 years involved research on the thermodynamics, kinetics, and spectroscopic properties of RNA to better understand its structures, interactions, and functions. We (myself and all the graduate students and postdocs who shared in the fun) began with dinucleoside phosphates and slowly worked our way up to megadalton-sized RNA molecular motors. We used UV absorption, circular dichroism, circular intensity differential scattering, fluorescence, NMR, and single-molecule methods. We learned a lot and had fun doing it.

Dinosaur Day!

ERIC Educational Resources Information Center

Nakamura, Sandra; Baptiste, H. Prentice

2006-01-01

In this article, the authors describe how they capitalized on their first-grade students' love of dinosaurs by hosting a fun-filled Dinosaur Day in their classroom. On Dinosaur Day, students rotated through four dinosaur-related learning stations that integrated science content with art, language arts, math, and history in a fun and time-efficient…

Fun with Handwashing Education.

ERIC Educational Resources Information Center

Geiger, Brian F.; Artz, Lynn; Petri, Cynthia J.; Winnail, Scott D.; Mason, J. Walter

Noting that primary prevention of contagious diseases includes teaching young children and their caregivers about personal hygiene behavior, this paper presents a lesson for teaching handwashing to young children in preschool and early elementary grades using a variety of fun and low-cost techniques. The learning objectives for the lesson are that…

The Meaning Makes It Fun: Game-Based Learning for Museums

ERIC Educational Resources Information Center

Schaller, David T.

2011-01-01

Museum games can be a powerful meaning-making experience for players, but only if we understand that what makes games fun is also what makes them meaningful. Renowned game designer Sid Meier ("Civilization", "Railroad Tycoon", "Pirates") famously defined a good game as "a series of interesting choices." What…

Young People and E-Safety: The Results of the 2015 London Grid for Learning E-Safety Survey

ERIC Educational Resources Information Center

Wespieser, Karen

2015-01-01

This report looks at the online activities of London's young people. The report highlights that children and young people use technology to have fun, study and communicate with others. Most children and young people have positive experiences online. On the whole they are sensible online and do not put themselves "at risk". However, the…

Sharing Nature with Children: A Parents' and Teachers' Nature-awareness Guidebook.

ERIC Educational Resources Information Center

Cornell, Joseph Bharat

The guidebook presents 42 educational games designed for people of all temperaments and intended to open up nature to children (ages 3 and up) and adults. The games are organized in seven major sections according to the type of activity: Close Up with Nature, How Much Can You See, Nature's Balance, Learning Is Fun, Play and Discovery, Spotting and…

So, You Love Animals: An Action-Packed, Fun-Filled Book To Help Kids Help Animals.

ERIC Educational Resources Information Center

Weil, Zoe

This humane education activity book is written for children with the goal of helping them learn to respect animals and the environment. Not only does the guide provide information, introduce new ideas, and encourage critical thinking, it also lets young people know that they can help save animals and the environment. Children are invited to join…

Preventing Child Sexual Abuse within Youth-serving Organizations: Getting Started on Policies and Procedures

ERIC Educational Resources Information Center

Saul, Janet; Audage, Natalie C.

2007-01-01

Youth-serving organizations strive to create a safe environment for youth, employees, and volunteers so that youth can grow, learn, and have fun. Part of creating a safe environment is making sure that youth are not harmed in any way while participating in organization-sponsored activities. One risk in any organization working directly with youth…

Adapting to the Deep Sea: A Fun Activity with Bioluminescence

ERIC Educational Resources Information Center

Rife, Gwynne

2006-01-01

Over the past decade, much has been learned about the ocean's secrets and especially about the creatures of the deep sea. The deepest parts of the oceans are currently the focus of many new discoveries in both the physical and biological sciences. Middle school students find the deep sea fascinating and especially seem to enjoy its mysterious and…

Development of interest in science and interest in teaching elementary science: Influence of informal, school, and inquiry methods course experiences

NASA Astrophysics Data System (ADS)

Bulunuz, Mizrap

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science and interest in teaching science. The course included many activities and assignments at varying levels of inquiry, designed to teach content and inquiry methods and to model effective teaching. The study involved analyses of surveys completed by students in the course on their experiences with science before, during, and at the end of the course. The following questions guided the design of this study and analysis of the data: (1) What science background experiences (school, home, and informal education) do participants have and how do those experiences affect initial interest in science? (2) Among the hands-on activities in the methods course, is there a relationship between level of inquiry of the activity and the motivational quality (interesting, fun, and learning) of the activity? (3) Does the course affect participants' interest and attitude toward science? (4) What aspects of the course contribute to participants' interest in teaching science and choice to teach science? Descriptive and inferential analysis of a background survey revealed that participants with high and low initial interest in science differed significantly on remembering about elementary school science and involvement in science related activities in childhood/youth. Analysis of daily ratings of each hands-on activity on motivational qualities (fun, interest, and learning) indicated that there were significant differences in motivational quality of the activities by level of inquiry with higher levels of inquiry rated more positively. Pre/post surveys indicated that participants increased in interest in science and a number of variables reflecting more positive feelings about science and science teaching. Regression analysis found that the best predictors for interest in teaching science were experiencing fun activities in the science methods course followed by the interest participants brought to the course. This study highlights the motivational aspects of the methods course in developing interest in science and interest in teaching science.

Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: the A + FMS randomized controlled trial study protocol.

PubMed

Chan, Cecilia; Ha, Amy; Ng, Johan Y Y

2016-01-01

Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program. The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment. Trial registration CUHK_CCRB00479.

Teaching Strategies: The Family Fun Fair Connection.

ERIC Educational Resources Information Center

Harris, Paulette; Grubb, James

1997-01-01

Notes Augusta State University's "Family Fun Fair," developed in 1981 by early childhood teacher candidates, and now a major requirement of one of Augusta's early childhood courses. Describes several fun fair activities and how activities devised by the students are evaluated by the instructor. (HTH)

Top 10 Reasons Why Children Find Physical Activity to Be Fun

ERIC Educational Resources Information Center

Hopple, Christine J.

2018-01-01

"Fun" is considered, from both research and practical knowledge, to be a critical factor in children's decision to participate (or not) in physical activity (PA). Despite its importance, few studies have provided in-depth investigations into what children really mean when they say an activity is fun. The purpose of this article is to…

Keeping It Fun in Youth Sport: What Coaches Should Know and Do

ERIC Educational Resources Information Center

Martin, Nicole J.

2014-01-01

Children and adolescents participate in sport for a variety of reasons including to learn new skills, to have fun, for peer affiliation, to experience excitement, to exercise and increase fitness, and for competition; and coincidentally, withdraw when these motives are left unmet. The literature is well established on the influence coaching…

The Games Children Play

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Timothy

2008-01-01

The games that children play are not just for fun-they often lead to important skill development. Likewise, word games are fun opportunities for parents and children to spend time together and for children to learn a lot about sounds and words. In this Family Involvement column, the authors describe 12 easy-to-implement word games that parents and…

Fitness, Friendship, and Fun: University Sponsored Community PE Program

ERIC Educational Resources Information Center

Stanley, Wendi Wilcox; De Marco, George Mario Paul; Laubach, Lloyd L.; Daprano, Corinne M.

2006-01-01

The purpose of this article is to describe that program, called Fitness, Friendship, and Fun. It is only one of a series of community based, physical education service learning programs. These programs are sponsored by the University of Dayton Health and Sport Science Department in collaboration with a neighboring professional development school,…

Throughout Year, New York District Offers Clusters of Enrichment to All Its Students

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2006-01-01

Children don't have to be academically gifted to take advantage of some of the richest, and most fun, learning opportunities at South Grove Elementary School in New York. In fact, average pupils, those struggling to keep up with their grade-level peers, and even youngsters in special education all take part in the kinds of activities and projects…

The effects of chronic achievement motivation and achievement primes on the activation of achievement and fun goals.

PubMed

Hart, William; Albarracín, Dolores

2009-12-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation.

Top 10 Reasons Why Children Find Physical Activity to Be 'Unfun'

ERIC Educational Resources Information Center

Hopple, Christine J.

2018-01-01

"That was so fun!" is a phrase that physical education teachers and coaches will likely never get tired of hearing from children. Without fun, youth are unlikely to voluntarily engage in physical activity. While the notion of fun (i.e., enjoyment) in physical activity has been increasingly studied over the past few decades, there has…

Fun with Foodella: A Pilot Study for Determining the Efficacy of a 2nd Grade Nutrition and Physical Activity Curriculum

ERIC Educational Resources Information Center

Winter, Elizabeth M.; Stluka, Suzanne; Wells, Karlys; Wey, Howard; Kemmer, Teresa M.

2012-01-01

Fun with Foodella is a nutrition and physical activity workbook designed for elementary-aged youth. The objective was to determine if the Fun with Foodella program increased participant preference for fruit, vegetables, low-fat dairy products, and physical activity. Four intervention (53 students) and four control (68 students) schools…

Exploring the Engagement Effects of Visual Programming Language for Data Structure Courses

ERIC Educational Resources Information Center

Chang, Chih-Kai; Yang, Ya-Fei; Tsai, Yu-Tzu

2017-01-01

Previous research indicates that understanding the state of learning motivation enables researchers to deeply understand students' learning processes. Studies have shown that visual programming languages use graphical code, enabling learners to learn effectively, improve learning effectiveness, increase learning fun, and offering various other…

The Learning Conference

ERIC Educational Resources Information Center

Ravn, Ib

2007-01-01

Purpose: The purpose of this paper is to call attention to the fact that conferences for professionals rely on massive one-way communication and hence produce little learning for delegates--and to introduce an alternative, the "learning conference", that involves delegates in fun and productive learning processes.…

Using Cooperative Structures to Promote Deep Learning

ERIC Educational Resources Information Center

Millis, Barbara J.

2014-01-01

The author explores concrete ways to help students learn more and have fun doing it while they support each other's learning. The article specifically shows the relationships between cooperative learning and deep learning. Readers will become familiar with the tenets of cooperative learning and its power to enhance learning--even more so when…

Serious Fun: Using Toys to Demonstrate Fluid Mechanics Principles

ERIC Educational Resources Information Center

Saviz, Camilla M.; Shakerin, Said

2014-01-01

Many students have owned or seen fluids toys in which two immiscible fluids within a closed container can be tilted to generate waves. These types of inexpensive and readily available toys are fun to play with, but they are also useful for provoking student learning about fluid properties or complex fluid behavior, including drop formation and…

The Effects of Chronic Achievement Motivation and Achievement Primes on the Activation of Achievement and Fun Goals

PubMed Central

Hart, William; Albarracín, Dolores

2013-01-01

This research examined the hypothesis that situational achievement cues can elicit achievement or fun goals depending on chronic differences in achievement motivation. In 4 studies, chronic differences in achievement motivation were measured, and achievement-denoting words were used to influence behavior. The effects of these variables were assessed on self-report inventories, task performance, task resumption following an interruption, and the pursuit of means relevant to achieving or having fun. Findings indicated that achievement priming (vs. control priming) activated a goal to achieve and inhibited a goal to have fun in individuals with chronically high-achievement motivation but activated a goal to have fun and inhibited a goal to achieve in individuals with chronically low-achievement motivation. PMID:19968423

TYCTWD Continues to Make Science Fun for Kids | Poster

Cancer.gov

One of the most popular new programs at Take Your Child to Work Day (TYCTWD) this year was “Who’s Blood Is It,” where children learned about different blood types and used that information to solve a mystery. The 19th annual event, held June 24, attracted 150 children and their parents, and featured 26 programs and hub activities. Kids had a chance to design a rocket and

The Value of Fun in Physical Activity

ERIC Educational Resources Information Center

El-Sherif, Jennifer L.

2016-01-01

According to students, fun, good grades and time with friends are the three key outcomes of physical education. A further review of fun in physical education, from the perspective of students, is included in this article. Selected responses from interviews with high school students reference fun as an important part of their experience in physical…

Leisure Time Safety: Fun, Fun, Fun! Proceed with Caution: Consumer Safety in the Home, VI.

ERIC Educational Resources Information Center

Saskatchewan Consumer and Commercial Affairs, Regina.

Exercising caution during recreational activities will ensure that vacations and holidays do not result in tragedy. This booklet outlines some of the activities that require caution. Proper procedures for cycling--including the use of all terrain vehicles (ATVs), roller skating, and skateboarding are illustrated. Swimming can continue to be…

Kick, Glide, Pole! Cross-Country Skiing Fun (Part II)

ERIC Educational Resources Information Center

Duoos, Bridget A.

2012-01-01

Part I of Kick, Glide, Pole! Cross-Country Skiing Fun, which was published in last issue, discussed how to select cross-country ski equipment, dress for the activity and the biomechanics of the diagonal stride. Part II focuses on teaching the diagonal stride technique and begins with a progression of indoor activities. Incorporating this fun,…

Games To Play with Babies. (Revised and Expanded).

ERIC Educational Resources Information Center

Silberg, Jackie

Aimed at parents with infants, this book is a collection of 250 simple, fun-filled games that can be played with children up to the age of 1. The games have been categorized into the following eight types: (1) growing and learning games; (2) special bonding games; (3) kitchen games; (4) laughing and having fun games; (5) art and singing games; (6)…

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

NASA Astrophysics Data System (ADS)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Disentangling Fun and Enjoyment in Exergames Using an Expanded Design, Play, Experience Framework: A Narrative Review.

PubMed

Mellecker, Robin; Lyons, Elizabeth J; Baranowski, Tom

2013-06-01

With exergames (as with physical activity in general), more intense and longer-duration game play should accrue more health benefits. Exergames, however, appear to be played for relatively short durations, often at medium or lower intensities. Ostensibly games are played for fun or enjoyment. Enhancing the fun or enjoyment experienced during exergame play should enhance the intensity and duration of physical activity, and thereby the health benefits. Research, reviewed herein, indicates fun and/or enjoyment in games are inherently laden with psychosocial, physiological, and embodiment substrates. Physical activity may also have separate or closely related psychosocial, physiological, and embodiment enjoyment substrates. Research is needed to integrate these levels of experience and to identify the game mechanics that enhance, and even maximize, the fun or enjoyment experienced in exergames, to thereby increase the health benefit.

Alternate methods of teaching psychopharmacology.

PubMed

Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

2005-01-01

This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.

The Customer Service Experience.

ERIC Educational Resources Information Center

Bell, Chip R.

2001-01-01

Discusses ways to embed customer service learning and customer loyalty including making customers think, examining every aspect of customers' service encounters with staff, providing follow-up, making learning fun, and involving customers in your business. (JOW)

The fun integration theory: toward sustaining children and adolescents sport participation.

PubMed

Visek, Amanda J; Achrati, Sara M; Mannix, Heather; McDonnell, Karen; Harris, Brandonn S; DiPietro, Loretta

2015-03-01

Children cite "fun" as the primary reason for participation in organized sport and its absence as the number-one reason for youth sport attrition. Therefore, the purpose of this study was to develop a theoretical framework of fun using a novel mixed-method assessment of participants in sport (FUN MAPS) via concept mapping. Youth soccer players (n = 142), coaches (n = 37), and parents (n = 57) were stratified by age, sex, and competition level and contributed their ideas through (a) qualitative brainstorming, identifying all of the things that make playing sports fun for players; (b) sorting of ideas; and (c) rating each idea on its importance, frequency, and feasibility. The FUN MAPS identify the 4 fundamental tenets of fun in youth sport within 11 fun-dimensions composed of 81 specific fun-determinants, while also establishing the youth sport ethos. The FUN MAPS provide pictorial evidence-based blueprints for the fun integration theory (FIT), which is a multitheoretical, multidimensional, and stakeholder derived framework that can be used to maximize fun for children and adolescents to promote and sustain an active and healthy lifestyle through sport.

Disentangling Fun and Enjoyment in Exergames Using an Expanded Design, Play, Experience Framework: A Narrative Review

PubMed Central

Mellecker, Robin; Baranowski, Tom

2013-01-01

Abstract With exergames (as with physical activity in general), more intense and longer-duration game play should accrue more health benefits. Exergames, however, appear to be played for relatively short durations, often at medium or lower intensities. Ostensibly games are played for fun or enjoyment. Enhancing the fun or enjoyment experienced during exergame play should enhance the intensity and duration of physical activity, and thereby the health benefits. Research, reviewed herein, indicates fun and/or enjoyment in games are inherently laden with psychosocial, physiological, and embodiment substrates. Physical activity may also have separate or closely related psychosocial, physiological, and embodiment enjoyment substrates. Research is needed to integrate these levels of experience and to identify the game mechanics that enhance, and even maximize, the fun or enjoyment experienced in exergames, to thereby increase the health benefit. PMID:24761322

Leisure activities in Prader-Wlli syndrome: Implications for health, cognition and adaptive functioning

PubMed Central

Dykens, Elisabeth M

2012-01-01

To this day, I can recite the Sara Sparrow definition of adaptive behavior. To this day, I recall Sara sitting on the other side of a one-way mirror observing me, an inexperienced clinical psychology intern, administer the Vineland Adaptive Behavior Scales to the mother of a child with learning disabilities. Talk about nervous-- the world’s expert on adaptive behavior held my very internship and career success in her hands! Even though I stumbled through it, Sara reassured me that I did great…all I needed was more practice. So, thousands of Vineland’s later, I was launched. Both my first and my latest publications in the disability field used assessment tools that I learned from Sara—primarily the Vineland, but also several cognitive tests. Beyond these tools, I cherish key insights from Sara that have stayed with me over the long haul. First and foremost, Sara taught me how to be a real psychologist, how to carefully observe and assess people with standardized tools and with my own eyes and ears. Second, she instilled a practical skill that I still am working on—always be on time even if others are late! Third, Sara imbued a sense of fun and adventure into our training and she continued to be a source of inspiration and fun in the years after I left Yale. For us data-driven types, the process of research and discovery is inherently fun—it is a total blast. Yet Sara modeled that fun and enjoyment need to come in other ways that are more balanced or well-rounded—that are, in a word, adaptive. It seems a fitting tribute to Sara to submit a paper that related her treasured Vineland Scales to how people with developmental disabilities have fun. Thank you, Sara. PMID:22484792

Debate: a teaching-learning strategy for developing competence in communication and critical thinking.

PubMed

Darby, Michele

2007-01-01

The literature highlights key benefits from debate as a teaching-learning strategy for developing critical thinking and analytical skills while fostering teamwork and communication. Authors report that this method of teaching-learning has been implemented successfully in nursing and occupational therapy programs and would benefit other academic programs in the health sciences, particularly in courses that cover controversial issues. Although there are disadvantages to using the debate as a teaching-learning strategy, the benefits far outweigh the disadvantages. In conclusion, debating is an effective pedagogical strategy because of the level of responsibility for learning and active involvement required by all student debaters. Moreover, it provides an experience by which students can develop competencies in researching current issues, preparing logical arguments, actively listening to various perspectives, differentiating between subjective and evidence-based information, asking cogent questions, integrating relevant information, and formulating their own opinions based on evidence. After the debate is over, students also report that the experience is FUN!

Learning Clicks: Year End Report 2008/2009

ERIC Educational Resources Information Center

Alberta Advanced Education and Technology, 2009

2009-01-01

Learning Clicks was developed in 2003 as an interactive, fun way for Alberta students to learn about these opportunities. Learning Clicks is a program designed to support Strategy 2.4 in Alberta Advanced Education and Technology's 2007-10 Business Plan. The 2008/2009 season was the 5th year of the Learning Clicks program. This paper offers a…

Integrating Book, Digital Content and Robot for Enhancing Elementary School Students' Learning of English

ERIC Educational Resources Information Center

Chen, Nian-Shing; Quadir, Benazir; Teng, Daniel C.

2011-01-01

Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated…

State-of-the-Art Model Driven Game Development: A Survey of Technological Solutions for Game-Based Learning

ERIC Educational Resources Information Center

Tang, Stephen; Hanneghan, Martin

2011-01-01

Game-based learning harnesses the advantages of computer games technology to create a fun, motivating and interactive virtual learning environment that promotes problem-based experiential learning. Such an approach is advocated by many commentators to provide an enhanced learning experience than those based on traditional didactic methods.…

Partnership with informal education learning centers to develop hands-on activities for research outreach efforts

NASA Astrophysics Data System (ADS)

Courville, Z.; Haynes, R.; DeFrancis, G.; Koh, S.; Ringelberg, D.

2012-12-01

Outreach informed by scientific research plays an important role in fostering interest in science by making science and scientists accessible, fun, and interesting. Developing an interest in science in young, elementary-aged students through outreach is a rewarding endeavor for researchers, in that audiences are usually receptive, requirements for broader impacts are met, and bonds are formed between researchers and members of their local and surrounding communities. Promoting such interest among young students is imperative not only for an individual researcher's own self interest, but also for the strength of American science and innovation moving forward, and is the responsibility of the current generation of scientists. Developing genuine and successful inquiry-based, hands-on activities for elementary-aged students is outside the expertise of many researchers. Partnering with an informal education learning center (i.e. science museum or after-school program) provides researchers with the expertise they might be lacking in such endeavors. Here, we present a series of polar-, engineering- and microbiology-themed hands-on activities that have been developed by researchers at a government lab in partnership with a local science museum. Through a series of workshops, the science education staff at the museum provided researchers with background and instruction on inquiry and hands-on activities, and then collaborated with the researchers to develop activities which were later demonstrated at the museum to museum-goers. Education staff provided feedback about the presentation of the activities for further refinement. The program provided an opportunity for researchers to develop fun, on-target and age-appropriate science activities for elementary-aged students, an audience for outreach, and enabled general public audiences the chance to interact with researchers and scientists in an informal setting.

A Framework for Collaborative and Convenient Learning on Cloud Computing Platforms

ERIC Educational Resources Information Center

Sharma, Deepika; Kumar, Vikas

2017-01-01

The depth of learning resides in collaborative work with more engagement and fun. Technology can enhance collaboration with a higher level of convenience and cloud computing can facilitate this in a cost effective and scalable manner. However, to deploy a successful online learning environment, elementary components of learning pedagogy must be…

Introducing ISTE Learning: What Do You Want to Learn Today?

ERIC Educational Resources Information Center

Hayman, April

2011-01-01

This article introduces ISTE Learning, a new online professional development (PD) program designed specifically to make PD both fun and more easily accessible for busy educators. One thing that makes ISTE Learning different from everything else out there is that the NETS for students, teachers, and administrators are the cornerstone of everything…

Problem-Based Educational Game Becomes Student-Centered Learning Environment

ERIC Educational Resources Information Center

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

Creativity and diabetes education: Essentiality, impact and way forward.

PubMed

Sarda, Archana

2015-04-01

The changing diabetes in children (CDiC) program is a unique program aimed at children suffering from type 1 diabetes. The whole focus of CDiC is to provide comprehensive care including diabetes education. Various innovative and creative diabetes educational materials have been developed, which makes learning fun. Lot of diabetes camps are held at CDiC, focusing on diabetes education, experience sharing and fun activities. CDiC faces many challenges in an effort to cater to the needs of most deserving children with type 1 diabetes mellitus (T1DM) throughout the country, to provide comprehensive care including self-sufficiency, to serve children for as long as possible and to ultimately have better outcomes for all children with T1DM. The CDiC program aims to make the child more positive, secure and hopeful and initiate and strive for comprehensive diabetes care for the economically underprivileged children with T1DM.

Angelo State SPS Marsh White Award: Physics After School Special (P.A.S.S.)

NASA Astrophysics Data System (ADS)

Desai, Vikesh; Sauncy, Toni

2012-03-01

With a recent Marsh White Award from the SPS National Office, the Angelo State SPS has teamed up with a local YMCA after school program to provide fun lab experiences for the diverse group of K-3^rd graders. Several undergraduate presenters are involved, and the funding was used to purchase tshirts for all participants. The afterschool group of approximately 30 children has visited the campus for the first lab session and plans three additional hands on lab experiences over the course of the semester. For the final visit, the Peer Pressure Team will conduct a full demonstration show and P.A.S.S. Party. The goal of this public engagement is to motivate these young students to learn more about physics with hands on activities in a fun and safe environment and to establish meaningful mentoring relationships between undergraduate physics majors and younger students.

Family Fitness Fun

Cancer.gov

Being active with your family can be a fun way to get everybody moving. All of you will get the health benefits that come from being active. Plus, you’ll be a positive role model, helping your children develop good habits for an active lifetime.

Drawing in nursing PBL.

PubMed

Chan, Zenobia C Y

2013-08-01

The implementation of art education in nursing is said to have positive effects on nursing students. Most studies applied visual art dialogues or object design, whereas the effectiveness of drawing as a teaching and learning method is rarely examined and discussed. This paper aimed to discuss the potential and effectiveness of drawing as a learning and teaching method. Four drawings which were created by Hong Kong nursing students are demonstrated and the students' perspectives of how drawing enhanced learning are shown in this paper. Topics on drawing as a fun teaching and learning method and the way it can enhance critical thinking and creativity are also discussed. In conclusion, the activity was a great success, and students enjoyed the learning process and reflected positive comments. However, we cannot conclude that drawing is an effective teaching and learning method based on a single paper, therefore more similar studies should be conducted to investigate this method. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Development of an E-Learning-Based Learning Service for MKDP Curriculum and Learning at the Indonesia University of Education

ERIC Educational Resources Information Center

Rusman

2016-01-01

E-learning is a general term used to refer to computer-enhanced learning based that facilitates whoever, wherever, and whenever the person is to be able to learn more fun, easier and cheaper by using Internet. In other words, E-learning is the use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere. It…

How Do We Transform Our Schools?

ERIC Educational Resources Information Center

Christensen, Clayton M.; Horn, Michael B.

2008-01-01

Teachers, administrators, researchers, reformers, government leaders, parents, and others have long extolled the benefits that computer-based learning could have in schools: (1) Educational video games could make learning fun and motivating; and (2) Computers offer a way to customize instruction and allow students to learn in the way they are best…

High Ability Students' Voice on Learning Motivation

ERIC Educational Resources Information Center

Garn, Alex C.; Jolly, Jennifer L.

2014-01-01

This study used a self-determination theory lens to investigate high ability learners' motivational experiences. Participants were 15 high ability youth involved in a summer learning camp for gifted students. Two major themes emerged from qualitative data analysis: (a) "The Fun Factor of Learning" and (b) "The Rewards and Pressures…

Making Learning Fun: Quest Atlantis, A Game Without Guns

ERIC Educational Resources Information Center

Barab, Sasha; Thomas, Michael; Dodge, Tyler; Carteaux, Robert; Tuzun, Hakan

2005-01-01

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating…

Extracurricular School Clubs: A Time for Fun and Learning

ERIC Educational Resources Information Center

Pence, Alicia R.; Dymond, Stacy K.

2015-01-01

Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities…

BANFISA and (IN) DICA-SUS in health undergraduate education: playing and learning construction.

PubMed

Silva, Laianna Victoria Santiago; Tanaka, Patrícia Sayuri de Lima; Pires, Maria Raquel Gomes Maia

2015-01-01

To analyze the learning built during the matches of the games by students of the subject Gestão de Políticas Públicas em Saúde at the Universidade de Brasília. Exploratory, descriptive research, in a qualitative approach, with 26 students from various graduation courses in health, using a questionnaire and participant observation. Participants reinvented rules, related issues addressed in the games to the reality, interacted with colleagues and had fun throughout the match. Comparing the games in relation to ludicity, the BANFISA was more attractive than the (IN) DICA-SUS, although they are complementary. Learning constructed by the students goes beyond the content of the subject; involve the active participation in group and creativity.

Sink or swim: the Titanic medication administration fair.

PubMed

Ward, Kathleen R; Koerner, Dianna K

2008-04-01

The Peer Review Committee at a Midwest hospital identified a knowledge deficit relative to medication administration. A continuing increase in the number of medication errors helped the committee to address the issue in a creative and educational way that reinforced knowledge of medication administration. Under the guidance of the Director of Education, employees who recently made medication errors developed and implemented a creative medication administration learning opportunity for hospital employees. The employees chose a project theme, developed educational workstations, and used creative approaches to increase awareness of medication administration pitfalls. This article explains the process of implementing and delivering this fun and exciting learning activity. Theme-based educational experiences are effective teaching strategies that can be used to trigger participants' learning in almost any setting.

Who Said Learning about the Constitution Isn't Fun? Active Lessons on the U.S. Constitution for Junior and Senior High School Students. Lessons created by participants at "Congress and the Constitution: A Summer Institute for Teachers" (Ontario, California, 1988).

ERIC Educational Resources Information Center

Cramer, Elizabeth, Ed.; Hill, Margaret, Ed.

Twenty-eight lesson plans developed by California teachers who attended a summer institute on Congress and the Constitution are presented in this document. Sample lesson plan titles are: (1) "Geopolitics and the Constitution," (2) "Judicial Review," (3) "Electoral College and the Constitution," (4) "First…

The Physics of Quidditch Summer Camp: An Interdisciplinary Approach

NASA Astrophysics Data System (ADS)

Hammer, Donna; Uher, Tim

The University of Maryland Physics Department has developed an innovative summer camp program that takes an interdisciplinary approach to engaging and teaching physics. The Physics of Quidditch Camp uniquely sits at the intersection of physics, sports, and literature, utilizing the real-life sport of quidditch adapted from the Harry Potter novels to stimulate critical thinking about real laws of physics and leaps of imagination, while actively engaging students in learning the sport and discussing the literature. Throughout the camp, middle school participants become immersed in fun physics experiments and exciting physical activities, which aim to build and enhance skills in problem-solving, analytical thinking, and teamwork. This camp has pioneered new ways of teaching physics to pre-college students, successfully engaged middle school students in learning physics, and grown a large demand for such activities.

Fun and Games and Boredom.

PubMed

Buday, Richard; Baranowski, Tom; Thompson, Debbe

2012-08-01

Serious videogames use entertainment to teach, train, or change behavior. What began in the 1970s as tentative attempts to create learning software is now a recognized videogame genre and an emerging health science. Although more research is needed, a growing body of literature suggests serious videogames can be effective. Support for serious videogames, however, is not universal. An informal Web search reveals numerous skeptics. Critics question serious videogames' entertainment value and, thus, their viability. "How can serious videogames attract and maintain players," the argument goes, "if they aren't as much fun as commercial titles, or even any fun at all?" This article examines the argument that, to be effective, serious videogames should be overtly fun and comparable to commercial off-the-shelf videogames. It explores differences between game developer- and researcher-led projects and discusses ways serious videogames can avoid boring and alienating players. It concludes that direct comparisons between serious and commercial game entertainment values may be misdirected.

Learning with Serious Games: Is Fun Playing the Game a Predictor of Learning Success?

ERIC Educational Resources Information Center

Iten, Nina; Petko, Dominik

2016-01-01

Serious games are generally considered to induce positive effects in the areas of learning motivation and learning gains. Yet few studies have examined how these factors are related. Therefore, an empirical study was conducted to test the relationship between anticipated enjoyment and willingness to play, as well as between game enjoyment,…

Students' Strategies of Measuring Time Using Traditional "Gasing" Game in Third Grade of Primary School

ERIC Educational Resources Information Center

Jaelani, Anton; Putri, Ratu Ilma Indra; Hartono, Yusuf

2013-01-01

Understanding of measuring time has difficulty for children because it is intangible. Standard units often used directly by teacher for learning time measurement. Many researches involved games in designing learning material to facilitate fun and meaningful learning for children. For this reason, learning of time measurement that connects with…

From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

ERIC Educational Resources Information Center

Sedig, Kamran

2008-01-01

Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

The Fun Integration Theory: Towards Sustaining Children and Adolescents Sport Participation

PubMed Central

Visek, Amanda J.; Achrati, Sara M.; Manning, Heather; McDonnell, Karen; Harris, Brandonn S.; DiPietro, Loretta

2014-01-01

BACKGROUND Children cite ‘fun’ as the primary reason for participation in organized sport and its absence as the number one reason for youth sport attrition. Therefore, the purpose of this study was to develop a theoretical framework of fun using a novel mixed-method assessment of participants in sport (FUN MAPS) via concept mapping. METHODS Youth soccer players (n = 142), coaches (n = 37), and parents (n = 57) were stratified by age, sex, and competition level and contributed their “fun” ideas through: (a) qualitative brainstorming, identifying all of the things that make playing sports fun for players; (b) sorting of ideas; and (c) rating each idea on its importance, frequency, and feasibility. RESULTS The FUN MAPS identify the four fundamental tenets of fun in youth sport within 11 fun-dimensions composed of 81 specific fun-determinants, while also establishing the youth sport ethos. CONCLUSION The FUN MAPS provide pictorial evidence-based blueprints for the fun integration theory (FIT), which is a multi-theoretical, multidimensional, and stakeholder derived framework that can be used to maximize fun for children and adolescents in order to promote and sustain an active and healthy lifestyle through sport. PMID:24770788

Fun, Fundraising

ERIC Educational Resources Information Center

Ransdell, Mary

2004-01-01

This articles provides a list of ideas for fun fundraising. Ideas include the following activities: putting together a spelling bee; holding a "pajama day"; "Taking frustration out on a balloon" activity; selling "finals week care packages for college students"; and selling "'goblin' insurance" activity (group offers services cleaning up after…

Kids Just Wanna Have Fun: The Best Way to Encourage Early Literacy Is Also the Most Amusing

ERIC Educational Resources Information Center

Arnold, Renea; Colburn, Nell

2004-01-01

The authors think fun is a key word when it comes to early literacy. Learning to read is hard work for most children--and kids, like adults, enjoy things that bring them pleasure. So as professionals who work with young children, their job is to make sure that kids discover the joy of books. And one of the best ways to do that is by providing…

A Mock Randomized Controlled Trial With Audience Response Technology for Teaching and Learning Epidemiology.

PubMed

Baker, Philip R A; Francis, Daniel P; Cathcart, Abby

2017-04-01

The study's objective was to apply and assess an active learning approach to epidemiology and critical appraisal. Active learning comprised a mock, randomized controlled trial (RCT) conducted with learners in 3 countries. The mock trial consisted of blindly eating red Smarties candy (intervention) compared to yellow Smarties (control) to determine whether red Smarties increase happiness. Audience response devices were employed with the 3-fold purposes to produce outcome data for analysis of the effects of red Smarties, identify baseline and subsequent changes in participant's knowledge and confidence in understanding of RCTs, and assess the teaching approach. Of those attending, 82% (117 of 143 learners) participated in the trial component. Participating in the mock trial was a positive experience, and the use of the technology aided learning. The trial produced data that learners analyzed in "real time" during the class. The mock RCT is a fun and engaging approach to teaching RCTs and helping students to develop skills in critical appraisal.

Imagine the Universe! Version 3. [CD-ROM].

ERIC Educational Resources Information Center

Whitlock, Laura; Bene, Meredith; Granger, Kara

This CD-ROM contains four astronomy and space science learning center sites individually captured from the World Wide Web in January of 1999. Each site contains its own learning adventure full of facts, fun, music, beautiful images, movies, and excitement. Space science learning sites include: (1) Imagine the Universe! geared for ages 14 and up…

Learning Outdoors: Leader Guide, Grade 3. 4-H Discovery.

ERIC Educational Resources Information Center

Abell, John R.; Newman, Jerry A.

The United States has a rich natural resource heritage. It is important to educate students in the principles of conservation so that these natural resources may endure for generations. This guide is designed to help leaders to learn to organize groups of children and conduct successful meetings; provide fun, safe, outdoor learning experiences for…

A study of students' motivation using the augmented reality science textbook

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Science plays a major role in assisting Malaysia to achieve the developed nation status by 2020. However, over a few decades, Malaysia is facing a downward trend in the number of students pursuing careers and higher education in science related fields. Since school is the first platform where students learn science, a new learning approach needs to be introduced to motivate them towards science learning. The aim of this study is to determine whether the intervention of the enhanced science textbook using augmented reality contributes to the learning process of lower secondary school students in science. The study was carried out among a sample of 70 lower secondary school students. Pearson Correlation and Regression analyses were used to determine the effects of ease of use, engaging, enjoyment and fun on students' motivation in using the augmented reality science textbook for science learning. The results provide empirical support for the positive and statistically significant relationship between engaging, enjoyment and fun and students' motivation for science learning. However, Ease of use is not significant but positively correlated to Motivation.

Promoting Social and Emotional Learning with Games: "It's Fun and We Learn Things"

ERIC Educational Resources Information Center

Hromek, Robyn; Roffey, Sue

2009-01-01

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as…

Fun in the Sun for School-Agers.

ERIC Educational Resources Information Center

Hanus, Maggie

1996-01-01

Tells how caregivers planning summertime theme-oriented special events for children can build enthusiasm, encourage cooperation, and provide fun activities. Presents four themes: (1) "Beach Blast"; (2) "Splash Day"; (3) "Crazy Carnival"; and (4) "Balloon Blowout." Describes several activities in each…

The effect of playing a science center-based mobile game: Affective outcomes and gender differences

NASA Astrophysics Data System (ADS)

Atwood-Blaine, Dana

Situated in a hands-on science center, The Great STEM Caper was a collaborative mobile game built on the ARIS platform that was designed to engage 5th-9th grade players in NGSS science and engineering practices while they interacted with various exhibits. Same gender partners sharing one iPad would search for QR codes placed at specific exhibits; scanning a code within the game would launch a challenge for that exhibit. The primary hypothesis was that in- game victories would be equivalent to "mastery experiences" as described by Bandura (1997) and would result in increased science self-efficacy. Gender differences in gameplay behaviors and perceptions were also studied. The study included two groups, one that played the game during their visit and one that explored the science center in the traditional way. The Motivation to Learn Science Questionnaire was administered to participants in both groups both before and after their visit to the science center. Participants wore head-mounted GoPro cameras to record their interactions within the physical and social environment. No differences in affective outcomes were found between the game and comparison groups or between boys and girls in the game group. The MLSQ was unable to measure any significant change in science self-efficacy, interest and enjoyment of science, or overall motivation to learn science in either group. However, girls outperformed boys on every measure of game achievement. Lazzaro's (2004) four types of fun were found to be a good fit for describing the gender differences in game perceptions and behaviors. Girls tended to enjoy hard fun and collaborative people fun while boys enjoyed easy fun and competitive people fun. While boys associated game achievement with enjoyment and victory, girls perceived their game achievement as difficult, rather than enjoyable or victorious.

Pathways family intervention for third-grade American Indian children1–3

PubMed Central

Teufel, Nicolette I; Perry, Cheryl L; Story, Mary; Flint-Wagner, Hilary G; Levin, Sarah; Clay, Theresa E; Davis, Sally M; Gittelsohn, Joel; Altaha, Jackie; Pablo, Juanita L

2016-01-01

The goal of the feasibility phase of the Pathways family intervention was to work with families of third-grade American Indian children to reinforce health behaviors being promoted by the curriculum, food service, and physical activity components of this school-based obesity prevention intervention. Family behaviors regarding food choices and physical activity were identified and ranked according to priority by using formative assessment and a literature review of school-based programs that included a family component. The family intervention involved 3 primary strategies designed to create an informed home environment supportive of behavioral change: 1) giving the children “family packs” containing worksheets, interactive assignments, healthful snacks, and low-fat tips and recipes to take home to share with their families; 2) implementing family events at the school to provide a fun atmosphere in which health education concepts could be introduced and reinforced; and 3) forming school-based family advisory councils composed of family members and community volunteers who provided feedback on Pathways strategies, helped negotiate barriers, and explored ideas for continued family participation. For strategy 2, a kick-off Family Fun Night provided a series of learning booths that presented the healthful behaviors taught by Pathways. At an end-of-year Family Celebration, a healthy meal was served, students demonstrated newly learned Pathways activities, and certificates were presented in recognition of completion of the Pathways curriculum. Based on evaluation forms and attendance rosters, strategies 1 and 2 were more easily implemented and better received than strategy 3. Implications for developing family involvement strategies for intervention programs are discussed. PMID:10195606

Keeping the Bootcamp Fun Alive!

EPA Science Inventory

This product is a blog post that outlines a course conducted to build on skills learned in a Software Carpentry Bootcamp co-hosted by AED researcher, Jeff Hollister. The post provides details on the course and some lessons learned that will be implemented in future iterations of...

Quantifying Qualitative Learning.

ERIC Educational Resources Information Center

Bogus, Barbara

1995-01-01

A teacher at an alternative school for at-risk students discusses the development of student assessment that increases students' self-esteem, convinces students that learning is fun, and prepares students to return to traditional school settings. She found that allowing students to participate in the assessment process successfully quantified the…

Jumping Good Fun

ERIC Educational Resources Information Center

Nye, Susan B.

2010-01-01

Jumping rope is an activity that can be fun and enjoyable for all students. It requires minimal activity space, can be performed individually or in small groups, and is an inexpensive way to engage students in a lifelong physical activity. Jumping rope is commonly used by coaches and athletes for training purposes to improve aerobic endurance,…

Science is Cool with NASA's "Space School Musical"

NASA Astrophysics Data System (ADS)

Asplund, S.

2011-10-01

To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery and New Frontiers Programs have collaborated with KidTribe to create "Space School Musical," an innovative approach for teaching about the solar system. It's an educational "hip-hopera" that raps, rhymes, moves and grooves its way into the minds and memories of students and educators alike. The solar system comes alive, combining science content with music, fun lyrics, and choreography. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. The videos, songs, lyrics, and guides are available to all with free downloads at http://discovery.nasa.gov/

FUNdamentals: A Research-Based, Phonics Tutorial Learn To Read Program. [Educational Kit].

ERIC Educational Resources Information Center

Eller, Jeanie

FUNdamentals puts the "FUN" back in learning for all age groups. FUNdamentals is an intensive, systematic phonics learn-to-read program that helps improve comprehension, spelling, and penmanship. It is designed for use by every age group. Formulated for use with learners from preschool through adult ages, FUNdamentals is the key to…

Striking the Right Balance in Summer Learning for Special Needs Students

ERIC Educational Resources Information Center

Zipperer, Holly

2011-01-01

Parents of special needs children know how hard their children work to master new skills. It can be heartrending when hard-won progress evaporates. Summer can present a particular dilemma to those with learning challenges. The freedom, recreation, and fun is something everybody looks forward to, but this break from learning can result in the loss…

Laughing Lessons: 149 2/3 Ways To Make Teaching and Learning Fun.

ERIC Educational Resources Information Center

Burgess, Ron

This book presents classroom-tested ideas to help teachers make teaching and learning more enjoyable, noting that humor can be a positive force in teaching, learning, and health. The book is designed to: help teachers see the importance of a pleasant, good-humored environment; convince teachers that laughter can be an essential element in…

The Transfer of Learning from Play Practices to Game Play in Young Adult Soccer Players

ERIC Educational Resources Information Center

Holt, Josh E.; Ward, Phillip; Wallhead, Tristan L.

2006-01-01

Background: Physical educators and coaches face an ongoing problem of presenting fun and enjoyable practices that also provide efficient learning of technical and tactical sports skills. Effective instruction also promotes the transfer of learning from practice tasks to the real game. Play Practice (PP) describes a structure for teaching sports…

Virtual Games for Real Learning: Learning Online with Serious Fun.

ERIC Educational Resources Information Center

Jasinski, Marie; Thiagarajan, Sivasailam

2000-01-01

Focuses on the use of e-mail games for learning. Discusses terminology; reasons for using virtual games; promoting person-to-person interaction online; how to play an e-mail game, including three examples of specific games; player reactions; design components; the functions for facilitating an e-mail game; and the game as an excuse for debriefing.…

Mediation Game When the Conflict Can Be Fun to Learn--A Legal Skill Learning Tool: The Integration of Knowledge Management, Learning Theory and Serious Game Concept

ERIC Educational Resources Information Center

Luengvilai, Chainarong; Yodmongkol, Pitipong

2016-01-01

Legal justice in Thailand has been shifted to restorative justice for reasons. But Thai law schools have not been changed to promote lawyering skill learning opportunities due to various obstacles and limitations caused by existing legal educational policies, law curriculum's structure, knowledgeable instructors, and learners' characteristics. As…

Designing for Motivation: Design-Considerations for Spaced-Repetition-Based Learning Games on Mobile Devices

ERIC Educational Resources Information Center

Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

2017-01-01

Learning games are an ideal vessel for many kinds of learning content. Playful interaction with the subject matter makes the human mind more receptive and thus learning itself more effective. Well designed games also come with an addictive game-play that makes users want to play the game over and over. This is intended in fun games but it can be…

Fun and Games and Boredom

PubMed Central

Baranowski, Tom; Thompson, Debbe

2012-01-01

Abstract Serious videogames use entertainment to teach, train, or change behavior. What began in the 1970s as tentative attempts to create learning software is now a recognized videogame genre and an emerging health science. Although more research is needed, a growing body of literature suggests serious videogames can be effective. Support for serious videogames, however, is not universal. An informal Web search reveals numerous skeptics. Critics question serious videogames' entertainment value and, thus, their viability. “How can serious videogames attract and maintain players,” the argument goes, “if they aren't as much fun as commercial titles, or even any fun at all?” This article examines the argument that, to be effective, serious videogames should be overtly fun and comparable to commercial off-the-shelf videogames. It explores differences between game developer- and researcher-led projects and discusses ways serious videogames can avoid boring and alienating players. It concludes that direct comparisons between serious and commercial game entertainment values may be misdirected. PMID:24761316

A Fun Alternative: Using Instructional Games to Foster Student Learning.

ERIC Educational Resources Information Center

Blum, H. Timothy; Yocom, Dorothy Jean

1996-01-01

This article provides guidelines for designing effective instructional games for all students, including students with disabilities or other special learning needs. The benefits of instructional games, including student motivation and the ability of games to facilitate individualized instruction, are discussed. Sample instructional games,…

Science Alive!: Connecting with Elementary Students through Science Exploration.

PubMed

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-05-01

A novel program called Science Alive! was developed by undergraduate faculty members, K-12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach.

Leveraging Identity to Make Learning Fun: Possible Selves and Experiential Learning in Massively Multiplayer Online Games (MMOGs)

ERIC Educational Resources Information Center

Lee, Joey J.; Hoadley, Christopher M.

2007-01-01

In this article, Joey J. Lee and Christopher M. Hoadley argue that not enough attention has been given to video games' role in identity development and exploration, important corequisites for learning. This oversight has resulted in the failure of many attempts at edutainment, in spite of the acknowledged potential of video games to engage…

An Alternative Model of Music Learning and "Last Night's Fun": Participatory Music Making In/As Participatory Culture in Irish Traditional Music

ERIC Educational Resources Information Center

Waldron, Janice

2016-01-01

Exploring emergent music learning and teaching models facilitated by global Web access can reveal alternative music education practices and delivery systems not seen in "traditional" conservatories and schools. One example of an alternative music learning model comes from the Online Academy of Irish Music (OAIM), a community music…

Metrics for Learning from Simulations (and Perhaps Games)

ERIC Educational Resources Information Center

Rushby, Nick

2016-01-01

One of the key trends in learning technology in recent years has been the growing interest in simulations and serious games. Much of the research into simulations and serious games has tended to focus on aspects of fun and engagement rather than on what is happening in the process to cause transferable learning. Much of it has been based on small…

Sleep for Kids: Games and Puzzles

MedlinePlus

Games and Puzzles These games and puzzles can help you learn more about sleep! Learn about sleep with this fun crossword puzzle! Test your memory ... can't sleep? • dreams • • bring out the stars • games and puzzles • pj bear booklet • • home • about us • ...

Immersive Protein Gaming for Bio Edutainment

ERIC Educational Resources Information Center

Cai, Yiyu; Lu, Baifang; Zheng, Jianmin; Li, Lin

2006-01-01

Games have long been used as a tool for teaching important subject matter, from concept building to problem solving. Through fun learning, students may further develop their curiosities and interest in their study. This article addresses the issue of learning biomolecular structures by virtual reality gaming. A bio edutainment solution featuring…

A Handful of Learning

ERIC Educational Resources Information Center

Villano, Matt

2007-01-01

In many classrooms, movies are a special occasion--a tool that creative teachers intersperse with regular lessons to supplement the everyday curriculum and make learning fun. At the nine school districts served by the Monroe 2-Orleans Board of Cooperative Educational Services (BOCES) in Spencerport, New York, movies are becoming part of the…

Produce Intrigue with Crypto!

ERIC Educational Resources Information Center

Avila, Cheryl L.; Ortiz, Enrique

2012-01-01

Learning mathematics is challenging. It requires discipline, logic, precision, perseverance, and accuracy. It can also be fun. When mathematics is set in a context that inspires students to want to solve interesting problems, students will have an intrinsic desire to learn the necessary skills to accomplish a specific goal. The game of Crypto! was…

Kids just wanna have fun: Children's experiences of a weight management programme.

PubMed

Watson, Libby A; Baker, Martyn C; Chadwick, Paul M

2016-05-01

To explore children's accounts of their experiences of the UK's largest childhood obesity programme, MEND (Mind, Exercise, Nutrition...Do it!) (See www.mendprogramme.org). Semi-structured interviews were conducted with children who had completed the MEND obesity programme. Interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis (IPA). Fourteen children spanning diverse areas of London comprised this study (eight male, six female), aged between 11 and 14 years and in secondary school. Participants were interviewed a year after completing one of the London-based MEND obesity programmes. This article focuses on the most common and striking theme to emerge from the original dataset (The complete analysis may be found in L. Watson, Unpublished doctoral thesis): Fun. Subthemes were: 'going with the flow'; active participation in activities that led to new experiences ('actually doing it' - seeing the fun side); the importance of others in the experience of fun ('you do games in unity' - 'it's not as fun on your own'). Children have fun when engaged in interactive and varied activities with opportunity for individual feedback and improvement. When designing childhood obesity programmes, conditions that optimise children's experience of fun should be emphasised over didactic and risk-heavy information pertaining to childhood obesity. What is already known on this subject? Continued growth in childhood obesity and its associated health problems, psychological effects, and economic burden make tackling childhood obesity a public health priority. Multicomponent lifestyle interventions to treat childhood obesity within the community have been shown to reduce overweight and obesity from pre- to post-treatment, increase self-esteem, and are found to be acceptable by parents. MEND is the most widely disseminated evidence-based programme of this kind in the United Kingdom. What does this study add? This study is the first qualitative study to explore the child's experience of attending MEND. The post-treatment maintenance period, where most behaviour change is consolidated (or not), is also captured in this study, with children interviewed at least 1 year post-treatment. Findings unearthed an unexpected and strong theme - that of 'fun' - integral to their experience during their time at MEND. Optimizing conditions for fun is imperative to children's (and adults'?) engagement with, and maintenance of, healthy lifestyle activities. © 2015 The British Psychological Society.

Saccharomyces cerevisiae samples stained with FUN-1 dye can be stored at -20 degrees C for later observation.

PubMed

Eggleston, M D; Marshall, P A

2007-01-01

FUN-1, a fluorescent vital dye, has been observed to form cylindrical intravacuolar structures within the vacuoles of metabolically active yeast cells. FUN-1 staining, which begins as a diffuse pool of fluorescent cytoplasmic stain, uses an unknown endogenous biochemical processing mechanism to compact and form orange-red cylindrical intravacuolar structures within the cell vacuole. In the clinical setting, FUN-1 is primarily used for identification of fungal infection. FUN-1 is utilized in the laboratory to distinguish between metabolically active and dead fungal cells. Although this stain is useful for distinguishing between live and dead fungal dead cells, few studies have utilized this chemical. This lack of use in the scientific community may be due to the requirement that cells are visualized directly after staining. Thus, it would be of interest to be able to stain cells and store them for later use. Our lab examined the longevity of cylindrical intravacuolar structures in two strains of Saccharomyces cerevisiae stained with FUN-1 and stored at -20 degrees C. We found that cylindrical intravacuolar structures could be reliably observed and imaged utilizing differential interference contrast microscopy and fluorescence microscopy for 21 days. We also observed that cells stained with FUN-1 would resume propagation on yeast extract, peptone, dextrose (YPD) plates after being frozen at -20 degrees C for 21 days. These modifications to the published procedure for FUN-1 dye staining should allow for a more prevalent and less time sensitive use of this important biological tool.

What Is the Key for Older People to Show Interest in Playing Digital Learning Games? Initial Qualitative Findings from the LEAGE Project on a Multicultural European Sample.

PubMed

Diaz-Orueta, Unai; Facal, David; Nap, Henk Herman; Ranga, Myrto-Maria

2012-04-01

Learning digital games can influence both older adults' health condition and their capacity to carry on activities in their actual environment. The goal of the current study was to explore and define the user requirements for developing digital learning games for older Europeans, focusing on types of learning games, motivational and social aspects, and preferences on game controllers. For this initial stage, a qualitative focus group study was performed in three participating countries (Spain, The Netherlands, and Greece) where both games existing in the market and others developed in other European Commission projects like HERMES were presented to them, both on video presentations and also with the possibility to actually test some of them. Challenge, socialization, fun, providing learning opportunities, and escape from daily routine were extracted as the main keys why older people would be interested in playing digital games. Users described themselves as active and participating in many leisure activities, and this level of activity appeared to be related with the contents proposed for digital games, such as physical activity, culture, arts, and other human sciences (history, geography, traveling, foreign languages, music), and daily life skills (cooking, computer use, first aid). The knowledge gathered from the focus groups will be used as input for the design of a learning game that will be largely compatible with the needs and abilities of a wide range of older Europeans.

Making Physics Fun: Key Concepts, Classroom Activities, and Everyday Examples, Grades K-8

ERIC Educational Resources Information Center

Prigo, Robert

2007-01-01

Teaching physical science in the elementary and middle grades can be challenging for busy teachers faced with growing science demands and limited classroom resources. Robert Prigo provides fun and engaging activities using safe, available materials that educators can easily incorporate into lesson plans. Extensive examples, sample inquiry…

Humor as a facilitative style in problem-based learning environments for nursing students.

PubMed

Chauvet, Seanna; Hofmeyer, Anne

2007-05-01

Although the nursing and education literature confirm that humor has a role to play in the learning experience, there is little evidence available about the impact and the challenges of using humor to facilitate group process and learning in problem-based learning environments for nursing students. In this paper, we explore humor as a style of communication in PBL environments using examples from the classroom. We then propose a range of strategies to build capacity in PBL tutors and to infuse humor into the PBL classroom such as: acceptance that fun and humor are components of the ground rules in the group; appropriate humor and boundaries; mutual story sharing; and creative activities to moderate stress and build coping strategies to thrive in clinical practice. It is timely for nurse academics and researchers to examine the contribution of humor as a facilitative communication style in the PBL environment. Findings could inform evidence-based teaching of nursing students and foster life-long learning and communication skills.

Developing Wave Encyclopaedia based on Scientific Approach

NASA Astrophysics Data System (ADS)

Nurafifah, A.; Budi, A. S.; Siahaan, B. Z.

2017-09-01

Students have many difficulties in understanding to wave propagation. Such difficulties lead to misconceptions also in understanding sound, light, and electromagnetic wave. Meanwhile, students only use the text book as the learning resources. Whereas students need a more varied and interesting learning resources. This study aims to develop a wave encyclopaedia based on scientific approach as the learning resources that tested the feasibility and superiority. The method used is research by design. The steps are (1) analysing learner characteristic, (2) state objective, (3) select media and materials, (4) utilize materials, (5) requires learner participation, (6) evaluation and revision. The wave encyclopaedia is developed by applying the 5 components of a scientific approach that is, observing, questioning, experimenting, associating, and communicating. In this encyclopaedia also includes fun science activities and exciting recommended websites. The encyclopaedia has been validated by material experts, media experts, and learning experts. And then field trials are conducted to assess an impact on use. Overall the development of encyclopaedia based on scientific approach can enhance learning outcomes of students in high school.

Cognitive-Functional (Cog-Fun) Dyadic Intervention for Children with ADHD and Their Parents: Impact on Parenting Self-Efficacy.

PubMed

Hahn-Markowitz, Jeri; Berger, Itai; Manor, Iris; Maeir, Adina

2018-03-01

The family context of children with ADHD plays a role in intervention outcomes, especially when parents are involved in treatment. Parental participation in evidence-based treatment for ADHD may play a role in improving their own parenting self-efficacy (PSE) as well as child outcomes. This study examined the impact of Cognitive-Functional (Cog-Fun) intervention in occupational therapy (OT) for school-aged children with ADHD, on PSE. In this randomized controlled trial with crossover design, 107 children were allocated to intervention and waitlist control groups. Intervention participants (n = 50) received Cog-Fun after baseline assessment and waitlist controls (n = 49) received treatment 3 months later. Intervention participants received 3-month follow-up assessment. Treatment included 10 parent-child Cog-Fun weekly sessions. PSE was assessed with the Tool to measure Parenting Self-Efficacy (TOPSE). All children who began treatment completed it. Mixed ANOVA revealed significant Time x Group interaction effects on TOPSE scales of Play and Enjoyment, Control, Self-Acceptance, Knowledge and Learning and Total score, which showed significant improvement with moderate treatment effects for the intervention group. Results were replicated in the control group after crossover. The findings of this study suggest that Cog-Fun OT intervention may be effective for improving aspects of PSE among parents of children with ADHD.

Bringing Fun and Meaning into Grammar Learning: A Case Study of a Secondary-Level EFL Class in Hong Kong

ERIC Educational Resources Information Center

Hua, Congchao; Li, Bin

2015-01-01

Popular culture materials are generally believed to have positive effects on L2 learning. This study examined the effectiveness of popular culture materials in enhancing Hong Kong EFL students' grammar learning. In a quasi-experimental design, 20 secondary school students were taught grammar in two ways: with the use of popular culture materials,…

Make 'em Laugh (& They'll Learn a Lot More)

ERIC Educational Resources Information Center

Done, Phillip

2006-01-01

Learning and laughter go hand in hand. Teachers certainly do not need to be stand-up comedians and spew out one-liners or dress up like clowns to make their classes fun. A little comedy can bring a lot of joy and learning opportunities to the classroom. In this article, the author shares several strategies on how teachers can put in laughter into…

The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

ERIC Educational Resources Information Center

Tham, Raymond; Tham, Lesley

2014-01-01

The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

Robotics Workshop for High School and College Instructors

NASA Astrophysics Data System (ADS)

Holberg, Kathy; Reimers, Peggy

2010-03-01

Twenty-first century learners need critical thinking and effective communications skills. Practicing higher level cognitive skills are fun and engaging for students and teachers using LEGO Robotics. Come delve into the latest robotics technology from LEGO Education. Participants will construct and program robots with the new Technic Building System and NXT-G programming software. Attendees will take back instructional strategies and ideas on how to implement robotics into their classroom, school or district. Come, connect, explore, learn, enhance and have fun. Limited to 18 participants - 3 hours - Cost: 2.00

Learning Japanese by Reading "Manga": The Rise of "Soft Power Pedagogy"

ERIC Educational Resources Information Center

Armour, William Spencer

2011-01-01

Multimodal examples of Japanese language input (such as "manga" and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning "fun". More traditional written only text-based materials are now in direct competition with such materials. While there has been a…

Appropriate Instructional Practices in Elementary Physical Education

ERIC Educational Resources Information Center

Subramaniam, Prithwi Raj

2011-01-01

Teaching and learning in physical education at the elementary level should be a time filled with excitement and fun for both teachers and students. Children by nature are inquisitive and bring an abundance of energy into the learning environment. Physical educators who are able to harness this student energy in positive ways are able to…

"Disorienting, Fun or Meaningful?": Looking beyond the Boundaries of the Museum

ERIC Educational Resources Information Center

Birmingham, Daniel

2016-01-01

A growing body of research highlights how informal science learning environments (ISLE's) can alter modes of participation in science for youth who are traditionally marginalized in science (Calabrese Barton and Tan in "J Learn Sci" 19(2):187-229, 2010). While these findings reveal successful examples of ISLE's potential to bridge…

Not Just a Fall Tree

ERIC Educational Resources Information Center

Miller-Hewes, Kathy A.

2004-01-01

Trees burst with color in the northern states. Autumn leaves dust the ground. Painting the fall landscape is nothing new. Teachers have been doing it in classrooms for decades. The approach, however, can make the difference between whether the fall landscape is simply painting for fun, or a real learning experience. Students learn best when they…

An Innovative Spreadsheet Application to Teach Management Science Decision Criteria

ERIC Educational Resources Information Center

Hozak, Kurt

2018-01-01

This article describes a Microsoft Excel-based application that uses humorous voice synthesis and timed competition to make it more fun and engaging to learn management science decision criteria. In addition to providing immediate feedback and easily customizable tips that facilitate self-learning, the software randomly generates both the problem…

Student perceptions of the use of presentations as a method of learning endocrine and gastrointestinal pathophysiology.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2010-06-01

Second-year medical students at the Nelson R. Mandela School of Medicine (Durban, South Africa) were given a brief to prepare oral presentations on topics related to disorders of the gastrointestinal tract and endocrine system in the form of "patient-doctor" role play and to submit written documents about their topics. This initiative was introduced to assist medical students in their application and understanding of physiology to clinical situations. The aims of the student presentations were to improve the understanding of the physiological basis of diseases; promote independent research, active, and group-based learning; encourage social interactions; and develop presentation and peer review skills. Students rose to the challenge, producing a variety of presentations reflecting a wealth of creativity, humour, sensitivity to local cultural issues, and analytic thinking skills. The quality of the supporting posters and computer-generated slides was outstanding. Numerous "fun" prizes for specific individual and group performances were given based on peer and staff evaluations. This exercise ran over a 5-yr period before the introduction of a problem-based learning medical curriculum. Student feedback obtained over these years is reported here. Students were asked to complete semistructured questionnaires, which elicited feedback on various aspects of the learning exercise, including whether it should be continued and how it could be improved upon, especially if they were in groups that did not function well. The feedback obtained revealed that most students perceived the presentations to be fun, informative, creative/innovative, and, most importantly, beneficial to their learning. The majority of students felt that this exercise improved their understanding of pathophysiology, taught them to research independently, and encouraged better class interactions and group learning. The inclusion of such initiatives is beneficial not only to students' understanding and their experience in studying physiology but also for the development of skills useful in their future careers.

Assessment of FUN-1 vital dye staining: Yeast with a block in the vacuolar sorting pathway have impaired ability to form CIVS when stained with FUN-1 fluorescent dye.

PubMed

Essary, Brandin D; Marshall, Pamela A

2009-08-01

FUN-1 [2-chloro-4-(2,3-dihydro-3-methyl-(benzo-1,3-thiazol-2-yl)-methylidene)-1-phenylquinolinium iodide] is a fluorescent dye used in studies of yeast and other fungi to monitor cell viability in the research lab and to assay for active fungal infection in the clinical setting. When the plasma membrane is intact, fungal cells internalize FUN-1 and the dye is seen as diffuse green cytosolic fluorescence. FUN-1 is then transported to the vacuole in metabolically active wild type cells and subsequently is compacted into fluorescent red cylindrical intravacuolar structures (CIVS) by an unknown transport pathway. This dye is used to determine yeast viability, as only live cells form CIVS. However, in live Saccharomyces cerevisiae with impaired protein sorting to the yeast vacuole, we report decreased to no CIVS formation, depending on the cellular location of the block in the sorting pathway. Cells with a block in vesicle-mediated transport from the Golgi to prevacuolar compartment (PVC) or with a block in recycling from the PVC to the Golgi demonstrate a substantial impairment in CIVS formation. Instead, the FUN-1 dye is seen either in small punctate structures under fluorescence or as diffuse red cytosol under white light. Thus, researchers using FUN-1 should be cognizant of the limitations of this procedure in determining cell viability as there are viable yeast mutants with impaired CIVS formation.

`Risky fun' or `Authentic science'? How teachers' beliefs influence their practice during a professional development programme on outdoor learning

NASA Astrophysics Data System (ADS)

Glackin, Melissa

2016-02-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical decisions. This paper explores the relationship between secondary science teachers' beliefs and their pedagogical practice during a two-year professional development programme associated with the 'Thinking Beyond the Classroom' project. Using data from lesson observations, interviews, session questionnaires and field notes, six teacher case studies were developed from participants completing the programme. Data analysis reveals that teachers who successfully taught outside generally held social constructivist beliefs about learning and valued 'authentic' science opportunities. Conversely, teachers who were less successful in teaching outside generally held traditional learning beliefs and simply valued the outdoors for the novelty and potential for fun. All the case study teachers were concerned about managing student learning outside, and for the majority, their concerns influenced their subsequent pedagogical practice. The findings are discussed in detail, as are the implications for pre-service and in-service professional development programmes related to outdoor science learning.

Games as an educational resource in the teaching and learning of mathematics: an educational experiment in Portuguese middle schools

NASA Astrophysics Data System (ADS)

Campos, Helena; Moreira, Rute

2016-04-01

This article is based on an experiment using the game 'Caminhando e Calculando' (Moving and Calculating) in order to analyse the potential of the game as an educational resource for the teaching and learning of mathematics in Portuguese middle schools, where most students are 10 or 11 years old. Students' data obtained during the games will be used to analyse the different options used for solving the game, identifying its potential and its weaknesses. We start with a theoretical analysis of games as an inherent element of human culture. Combining our innate desire for fun with the different types of teaching and learning styles allows for fun and knowledge to be combined into more efficient and meaningful types of knowledge. Playing games are a primordial aspect of what it means to be a child and they develop within a motivating environment; therefore, not to take advantage of games as a learning resource would be to neglect an important asset. With regard to mathematics, emphasis will be given to the advantages that this teaching and learning tool provides for certain mathematical processes, such as problem-solving.

Creating Chicago History: Making Outreach Craft Activities Meaningful

ERIC Educational Resources Information Center

Karp, Madeline

2012-01-01

When it comes to having a traveling outreach activity for a museum, a craft can seem like the perfect solution. It can seemingly be all things at once--educational, quick and fun. But, if poorly constructed, crafts can also have serious fallbacks. Using the Chicago History Museum and the Millennium Park Family Fun Festival as a case study, this…

Science Alive!: Connecting with Elementary Students through Science Exploration†

PubMed Central

Raja, Aarti; Lavin, Emily Schmitt; Gali, Tamara; Donovan, Kaitlin

2016-01-01

A novel program called Science Alive! was developed by undergraduate faculty members, K–12 school teachers, and undergraduate students to enrich science, technology, engineering, and mathematics (STEM) literacy at community schools located near the university. The ultimate goal of the program is to bolster the scientific knowledge and appreciation of local area students and community members and serve as a model for similar programs. Through the program, we observed that elementary school students made gains toward learning their grade-level science curricula after a hands-on learning experience and had fun doing these hands-on activities. Through the program, undergraduate students, working with graduate students and alumni, build scientific learning modules using explanatory handouts and creative activities as classroom exercises. This helps better integrate scientific education through a collaborative, hands-on learning program. Results showed that elementary school students made the highest learning gains in their performance on higher-level questions related to both forces and matter as a result of the hands-on learning modules. Additionally, college students enjoyed the hands-on activities, would consider volunteering their time at such future events, and saw the service learning program as a benefit to their professional development through community building and discipline-specific service. The science modules were developed according to grade-level curricular standards and can be used year after year to teach or explain a scientific topic to elementary school students via a hands-on learning approach. PMID:27158309

Fun-Filled Physics.

ERIC Educational Resources Information Center

Dana, Thomas M.; And Others

1993-01-01

Presents a unit of three lessons to teach Newton's Laws of Motion. After rotating through learning centers, answering questions, and recording observations, students are asked to generate a "class law" that explains the scientific phenomenon they observed. (MDH)

Using a Mobile Gaming App to Enhance Accounting Education

ERIC Educational Resources Information Center

Seow, Poh-Sun; Wong, Suay-Peng

2016-01-01

The authors describe the first mobile gaming app for learning accounting, Accounting Challenge (ACE). On September 30, 2016, ACE had been downloaded 23,230 times, spanning 90 countries, and had won three international teaching awards. The app was motivated by the aim to empower students to learn accounting in a fun way, outside of the classroom.…

Using Literacy Notebooks in Kindergarten

ERIC Educational Resources Information Center

Harrison, Kelly

2016-01-01

What better place for young little minds who are full of energy and eager to soak up as much information as possible than a notebook for them to collect their new learning and thoughts? What is it about notebooks that makes writing and learning fun? I wanted to experience the magical feeling that notebooks create with my students--hence, the…

Methane Bubble Flame Tower--A Spectacularly Engaging Way to Teach Density

ERIC Educational Resources Information Center

Sandoval, Christopher

2012-01-01

This article presents a demonstration using methane bubble flame tower that offers a fun and relatively cheap way of demonstrating what happens when there is a density difference. Teachers can do this as a predict-observe-explain demonstration after the students have learned about density to extend their learning and get into some higher order…

Becoming a Truly Helpful Teacher: Considerably More Challenging, and Potentially More Fun, than Merely Doing Business as Usual

ERIC Educational Resources Information Center

Jason, Hilliard

2007-01-01

Few medical faculty members are adequately prepared for their instructional responsibilities. Our educational traditions were established before we had research-based understandings of the teaching-learning process and before brain research began informing our understandings of how humans achieve lasting learning. Yet, there are several advantages…

Learning Medical Microbiology and Infectious Diseases by Means of a Board Game: Can It Work?

ERIC Educational Resources Information Center

Struwig, Magdalena C.; Beylefeld, Adriana A.; Joubert, Georgina

2014-01-01

Innovative teaching and learning is increasingly becoming part of medical education. We report the evaluation of a medical microbiology board game, Med Micro Fun With Facts (MMFWF), based on Trivial Pursuit™ principles. The game was developed to stimulate medical students' interest in microbiology and expose students to the subject content of an…

We're All Going to the Zoo Tomorrow...

ERIC Educational Resources Information Center

Smith, Francesca

2013-01-01

Learning Outside the Classroom (LOtC) is increasingly coming into focus as an effective, and even essential means of delivering the curriculum. Its importance is largely due to the way it can enhance children's learning by putting it into context and making it more engaging, relevant, and fun. Furthermore, LOtC can take place almost anywhere…

Our Compulsory Goals: Effective Teaching and Meaningful Learning through Powerful Cultural Tools

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D., Ed.

2012-01-01

Wilhelm asks, "But are new literacies just fun?" Then he immediately answers, "Absolutely not--if we as teachers provide the right context and conditions of their use." Offering research-based advice on incorporating technology to increase motivation and deepen learning, Wilhelm boils it down to this bottom line: it's engaged, substantive,…

Family Open House

Science.gov Websites

Search Family Open House Join us for an afternoon of science fun. The Fermilab Family Open House is a party for children of all ages to learn about the world of physics. The Open House is supported by Open House? Check out our YouTube video to learn more! Explore physics concepts with hands-on

WHEN ONSET MEETS DESISTANCE: COGNITIVE TRANSFORMATION AND ADOLESCENT MARIJUANA EXPERIMENTATION.

PubMed

Kreager, Derek A; Ragan, Daniel T; Nguyen, Holly; Staff, Jeremy

2016-06-01

Desistance scholars primarily focus on changing social roles, cognitive transformations, and shifting identities to understand the cessation of serious crime and illicit drug use in adulthood. In the current study, we move the spotlight away from adulthood and toward adolescence, the developmental stage when the prevalence of offending and substance use peak and desistance from most of these behaviors begins. Our primary hypothesis is that changes in perceived psychic rewards surrounding initial forays into marijuana use strongly predict adolescents' decisions to cease or persist that behavior. In addition, based on social learning expectations, we hypothesize that peer perceptions and behaviors provide mechanisms for perceptual change. We test these hypotheses using longitudinal data of marijuana use, perceptions, and peer networks from the PROmoting School-community-university Partnerships to Enhance Resilience (PROSPER) study. We estimate hazard models of marijuana initiation and within-person models of perceptual updating for youth from grades 6 to 12 ( n =6,154). We find that changes in marijuana's perceived psychic rewards surrounding initiation differentiated experimenters from persisters. Experimenters had significantly lower updated perceptions of marijuana as a fun behavior compared to persisters and these perceptions dropped after the initiation wave. In contrast, persisters updated their perceptions in upward directions and maintained more positive perceptions over time. Inconsistent with social learning expectations, initiators' updated perceptions of marijuana as a fun activity were not explained by peer-reported behaviors or attitudes.

Inquiry Learning in the Singaporean Context: Factors affecting student interest in school science

NASA Astrophysics Data System (ADS)

Jocz, Jennifer Ann; Zhai, Junqing; Tan, Aik Ling

2014-10-01

Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion.

Bruno Braunerde und die Bodentypen - Learning about soil diversity and soil functions with cartoon characters

NASA Astrophysics Data System (ADS)

Hofmann, Anett

2015-04-01

"Bruno Braunerde und die Bodentypen" is a German-language learning material that fosters discovery of soil diversity and soil functions in kids, teens and adults who enjoy interactive learning activities. The learning material consists of (i) a large poster (dimensions 200 x 120 cm) showing an imaginative illustrated landscape that could be situated in Austria, Switzerland or southern Germany and (ii) a set of 15 magnetic cards that show different soil cartoon characters, e.g. Bruno Braunerde (Cambisol), Stauni Pseudogley (Stagnic Luvisol) or Heidi Podsol (Podzol) on the front and a fun profession and address (linked to the respective soil functions) on the back side. The task is to place the soil cartoon characters to their 'home' in the landscape. This learning material was developed as a contribution to the International Year of Soils 2015 and is supported by the German, Austrian and Swiss Soil Sciences Societies and the Swiss Federal Office for the Environment. The soil cartoon characters are an adaptation of the original concept by the James Hutton Institute, Aberdeen, Scotland (www.hutton.ac.uk/learning/dirt-doctor).

Virtual Space Camp Video Game

NASA Astrophysics Data System (ADS)

Speyerer, E. J.; Ferrari, K. A.; Lowes, L. L.; Raad, P. E.; Cuevas, T.; Purdy, J. A.

2006-03-01

With advances in computers, graphics, and especially video games, manned space exploration can become real, by creating a safe, fun learning environment that allows players to explore the solar system from the comfort of their personal computers.

Learn to love exercise

MedlinePlus

... Sign up for a charity event. Charity events offer you the chance to walk, ski, run, or bike for a good cause. Not only are these events fun, but training for them can help keep your motivation up. ...

TYCTWD Continues to Make Science Fun for Kids | Poster

Cancer.gov

One of the most popular new programs at Take Your Child to Work Day (TYCTWD) this year was “Who’s Blood Is It,” where children learned about different blood types and used that information to solve a mystery. The 19th annual event, held June 24, attracted 150 children and their parents, and featured 26 programs and hub activities. Kids had a chance to design a rocket and launch it into the air, try their hands at the dunk tank target, stay cool by enjoying some ice cream made with liquid nitrogen, and decorate paper animals with lemon juice or ...

Putting program evaluation into practice: enhancing the Girls Just Wanna Have Fun program.

PubMed

Bean, Corliss N; Kendellen, Kelsey; Halsall, Tanya; Forneris, Tanya

2015-04-01

In recent years there has been a call for increased community physical activity and sport programs for female youth that are deliberately structured to foster positive developmental outcomes. In addition, researchers have recognized the need to empirically evaluate such programs to ensure that youth are provided with optimal opportunities to thrive. This study represents a utilization-focused evaluation of Girls Just Wanna Have Fun, a female-only physical activity-based life skills community program. A utilization-focused evaluation is particularly important when the evaluation is to help stakeholders utilize the findings in practice. The purpose of this study was twofold: (a) to gain an understanding of the ongoing successes and challenges after year two of program implementation and (b) to examine how the adaptations made based on feedback from the first year evaluation were perceived as impacting the program. From interviews with youth participants and program leaders, three main themes with eight sub-themes emerged. The main themes were: (a) applying lessons learned can make a significant difference, (b) continually implementing successful strategies, and (c) ongoing challenges. Overall, this evaluation represents an important step in understanding how to improve program delivery to better meet the needs of the participants in community-based programming. Copyright © 2014 Elsevier Ltd. All rights reserved.

Investigation of learning environment for arithmetic word problems by problem posing as sentence integration in Indonesian language

NASA Astrophysics Data System (ADS)

Hasanah, N.; Hayashi, Y.; Hirashima, T.

2017-02-01

Arithmetic word problems remain one of the most difficult area of teaching mathematics. Learning by problem posing has been suggested as an effective way to improve students’ understanding. However, the practice in usual classroom is difficult due to extra time needed for assessment and giving feedback to students’ posed problems. To address this issue, we have developed a tablet PC software named Monsakun for learning by posing arithmetic word problems based on Triplet Structure Model. It uses the mechanism of sentence-integration, an efficient implementation of problem-posing that enables agent-assessment of posed problems. The learning environment has been used in actual Japanese elementary school classrooms and the effectiveness has been confirmed in previous researches. In this study, ten Indonesian elementary school students living in Japan participated in a learning session of problem posing using Monsakun in Indonesian language. We analyzed their learning activities and show that students were able to interact with the structure of simple word problem using this learning environment. The results of data analysis and questionnaire suggested that the use of Monsakun provides a way of creating an interactive and fun environment for learning by problem posing for Indonesian elementary school students.

Zombie physics

NASA Astrophysics Data System (ADS)

Ornes, Stephen

2016-05-01

What makes for a fun student project that provides useful results, a journal publication and a high-profile conference talk? Stephen Ornes describes how Alex Alemi and Matt Bierbaum spiced up their learning by mixing statistical physics with their love of zombie tales.

Staff Development: Cafe Style

ERIC Educational Resources Information Center

Arns, Jennifer

2008-01-01

In most cases, memorable learning opportunities are fun, collaborative, and influential. Jennifer Arns, instructional programs director for the Organization for Education Technology and Curriculum, outlines the EdTech Professional Development Cadre, a refreshing and engaging PD approach. (Contains 3 resources.)

Are We Having Fun Yet? Institutional Resistance and the Introduction of Play and Experimentation into Learning Innovation through Social Media

ERIC Educational Resources Information Center

Bryant, Peter; Coombs, Antony; Pazio, Monika

2014-01-01

Recognising and responding to behaviours and patterns of resistance is critical to the successful implementation of technology-enhanced learning strategies at higher education institutions. At institutional, academic and student levels, resistance manifests itself in a variety of forms, at best supporting a critical culture and at worst creating…

"Games Are Made for Fun": Lessons on the Effects of Concept Maps in the Classroom Use of Computer Games

ERIC Educational Resources Information Center

Charsky, Dennis; Ressler, William

2011-01-01

Does using a computer game improve students' motivation to learn classroom material? The current study examined students' motivation to learn history concepts while playing a commercial, off-the-shelf computer game, Civilization III. The study examined the effect of using conceptual scaffolds to accompany game play. Students from three ninth-grade…

ChemOkey: A Game to Reinforce Nomenclature

ERIC Educational Resources Information Center

Kavak, Nusret

2012-01-01

Learning the symbolic language of chemistry is a difficult task that can be frustrating for students. This article introduces a game, ChemOkey, that can help students learn the names and symbols of common ions and their compounds in a fun environment. ChemOkey, a game similar to Rummikub, is played with a set of 106 plastic or wooden tiles. The…

"If You're Doubting Yourself Then, What's the Fun in That?" An Exploration of Why Prospective Secondary Mathematics Teachers Perceive Statistics as Difficult

ERIC Educational Resources Information Center

Leavy, Aisling M.; Hannigan, Ailish; Fitzmaurice, Olivia

2013-01-01

Most research into prospective secondary mathematics teachers' attitudes towards statistics indicates generally positive attitudes but a perception that statistics is difficult to learn. These perceptions of statistics as a difficult subject to learn may impact the approaches of prospective teachers to teaching statistics and in turn their…

Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit

NASA Astrophysics Data System (ADS)

Archer, Louise; Dawson, Emily; Seakins, Amy; Wong, Billy

2016-12-01

It is widely agreed that there is a need to increase and widen science participation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families' experiences as falling into three discourses, as `disorientating', `fun' or `meaningful' visits. Analysis identifies how the families' experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed.

Six to Ten Digits Multiplication Fun Learning Using Puppet Prototype

NASA Astrophysics Data System (ADS)

Islamiah Rosli, D.'oria; Ali, Azita; Peng, Lim Soo; Sujardi, Imam; Usodo, Budi; Adie Perdana, Fengky

2017-01-01

Logic and technical subjects require students to understand basic knowledge in mathematic. For instance, addition, minus, division and multiplication operations need to be mastered by students due to mathematic complexity as the learning mathematic grows higher. Weak foundation in mathematic also contribute to high failure rate in mathematic subjects in schools. In fact, students in primary schools are struggling to learn mathematic because they need to memorize formulas, multiplication or division operations. To date, this study will develop a puppet prototyping for learning mathematic for six to ten digits multiplication. Ten participants involved in the process of developing the prototype in this study. Students involved in the study were those from the intermediate class students whilst teachers were selected based on their vast knowledge and experiences and have more than five years of experience in teaching mathematic. Close participatory analysis will be used in the prototyping process as to fulfil the requirements of the students and teachers whom will use the puppet in learning six to ten digit multiplication in mathematic. Findings showed that, the students had a great time and fun learning experience in learning multiplication and they able to understand the concept of multiplication using puppet. Colour and materials of the puppet also help to attract student attention during learning. Additionally, students able to visualized and able to calculate accurate multiplication value and the puppet help them to recall in multiplying and adding the digits accordingly.

Creating a Healthier Life: A Step-By-Step Guide to Wellness

MedlinePlus

... activities—from learning about current events to organizing game nights in your home or community center—you ... you keeping your mind sharp by playing brain games, mind teasers, or fun memory-enhancing games? • Have ...

Up, Up and Away.

ERIC Educational Resources Information Center

Markle, Sandra

1988-01-01

Kite flying as a fun class project is proposed as a way of letting students apply what they've learned about air. A design for a kite made from a trash bag is provided, as are kite flying tips and resources. (MT)

Teaching retirement financial literacy in an undergraduate gerontology classroom: broadening the concept of the tripod or three-legged stool of retirement income utilizing active learning.

PubMed

Baker, Hallie E; Brown, Pamela Pitman

2015-01-01

The three-legged stool concept is widely used in gerontological and geriatric education as an explanation on how one should fiscally approach his or her retirement. Financial managers, planners, retirees, business owners, even the Social Security Administration uses this metaphor of fiscal soundness in retirement planning. Gerontologists are moving away from the "tripod of retirement income" and "three-legged stool" term, as more often market work is needed for financial security. This activity focuses on the tripod or three-legged stool concepts of retirement planning using active learning, allowing the students to work collaboratively in a group, reflect upon the activity, and most importantly have fun. The game also allows for an expansion of the tripod concepts into the four pillars of economic security, broaching the use of personal assets and the possible need for longer employment. Game scenarios also emphasize macro- and microlevel forces, such as race, gender, health status, education, or marital status, which can influence timing of retirement or the level of retirement income available. The authors include instructions on how to set up the learning experience including worksheets, as well as reflection questions posed throughout the process.

Space Operations Learning Center Facebook Application

NASA Technical Reports Server (NTRS)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The proposed Space Operations Learning Center (SOLC) Facebook module, initially code-named Spaceville, is intended to be an educational online game utilizing the latest social networking technology to reach a broad audience base and inspire young audiences to be interested in math, science, and engineering. Spaceville will be a Facebook application/ game with the goal of combining learning with a fun game and social environment. The mission of the game is to build a scientific outpost on the Moon or Mars and expand the colony. Game activities include collecting resources, trading resources, completing simple science experiments, and building architectures such as laboratories, habitats, greenhouses, machine shops, etc. The player is awarded with points and achievement levels. The player s ability increases as his/her points and levels increase. A player can interact with other players using multiplayer Facebook functionality. As a result, a player can discover unexpected treasures through scientific missions, engineering, and working with others. The player creates his/her own avatar with his/her selection of its unique appearance, and names the character. The player controls the avatar to perform activities such as collecting oxygen molecules or building a habitat. From observations of other successful social online games such as Farmville and Restaurant City, a common element of these games is having eye-catching and cartoonish characters, and interesting animations for all activities. This will create a fun, educational, and rewarding environment. The player needs to accumulate points in order to be awarded special items needed for advancing to higher levels. Trophies will be awarded to the player when certain goals are reached or tasks are completed. In order to acquire some special items needed for advancement in the game, the player will need to visit his/her neighboring towns to discover the items. This is the social aspect of the game that requires the player to go out of his/her own establishment to explore what is in the neighborhood. Spaceville will take advantage of Facebook s successful architecture to inspire a new audience of scientists and engineers for the future.

Joseph A. Burton Forum Award: How to have fun, defend science, and keep up your research

NASA Astrophysics Data System (ADS)

Melott, Adrian L.

2002-04-01

I will discuss some of the things I've learned about how to effectively combat antiscience activity at the local and regional level. It can be done without excessive drain on one's energy if the focus is on enjoyable, effective activities. Increased effectiveness can come from joining forces with people outside physics who have different skills and different perspectives. I will turn to some of the recently evolved variants of creationism, such as Intelligent Design, which has again confused the issues and made inroads into new US social groups that do not fit the "Monkey Trial" stereotype. I will briefly discuss "fine tuning" arguments in physical cosmology that may be used by ID creationists.

Use of the vital stain FUN-1 indicates viability of Phytophthora capsici propagules and can be used to predict maximum zoospore production.

PubMed

Lewis Ivey, Melanie L; Miller, Sally A

2014-01-01

The fluorescent vital dye FUN®-1 (2-chloro-4-[2,3-dihydro-3-methyl-{benzo-1,3-thiazol-2-yl}-methylidene]-1-phenylquinolinium iodide) was evaluated as a tool to assess Phytophthora capsici sporangia and zoospore metabolic activity and viability. Under aerobic conditions, mycelia, sporangia and zoospores cultured on agar medium and stained with FUN-1 exhibited red fluorescent cylindrical intravacuolar structures (CIVS) that were clearly visible at 100× magnification. Encysted zoospores did not exhibit CIVS after exposure to FUN-1 dye. Over 7 d there was a significant reduction in the percent of sporangia containing CIVS, which corresponded with a significant increase in zoospore formation and release. The decline in the percentage of metabolically active sporangia and increase in the number of zoospores fit both a linear and log regression model. The FUN-1 dye was suitable for distinguishing between live and dead sporangia and effective in monitoring the change in metabolic activity of sporangia over time. It will be useful in determining parameters, including P. capsici culture age, that maximize production of zoospores in vitro.

Just for Fun: Using Programming Games in Software Programming Training and Education--A Field Study of IBM Robocode Community

ERIC Educational Resources Information Center

Long, Ju

2007-01-01

Improving learning effectiveness has always been a constant challenge in software education and training. One of the primary tasks educators face is to motivate learners to perform to their best abilities. Using computer games is one means to encourage learners to learn (Klawe, 1994). When games are used in general education, they could enhance…

Optimists Have More Fun, but Do They Learn Better? On the Influence of Emotional and Social Factors on Learning Introductory Computer Science

ERIC Educational Resources Information Center

Bennedsen, Jens; Caspersen, Michael E.

2008-01-01

In order to better understand predictors of success and, when possible, improve the design of the first year computer science courses at university to increase the likelihood of success, we study a number of factors that may potentially indicate students' computer science aptitude. Based on findings in general education, we have studied the…

Learning from Fables: Moral Values in Three Selected English Stories

ERIC Educational Resources Information Center

Abrar, Mukhlash

2016-01-01

Fable is not just a fun story, but it certainly has the moral lesson(s) inside of the storyline. This research tries to portray ethical value(s) in three selected English fable stories as well as to let the readers know that they can learn something from the fables. With this study, the researcher also correlated the value(s) to real life and…

"Who's There?": Shakespeare and the Dragon of Autism

ERIC Educational Resources Information Center

Renino, Christopher

2009-01-01

Dan recently turned 13; Nick will soon be 12. Both boys are smart and fun; both are loving, write like angels, like to learn, and want friends; both are autistic and hope to learn to speak. They find it challenging to relate to and function in this world, and they work hard to improve their abilities to do so. Last fall, Nick and Dan became…

Changelings and Shape Shifters? Identity Play and Pedagogical Positioning of Staff in Immersive Virtual Worlds

ERIC Educational Resources Information Center

Savin-Baden, Maggi

2010-01-01

This paper presents a study that used narrative inquiry to explore staff experiences of learning and teaching in immersive worlds. The findings introduced issues relating to identity play, the relationship between pedagogy and play and the ways in which learning, play and fun were managed (or not). At the same time there was a sense of imposed or…

Putting the Fun Back into Fluency Instruction

ERIC Educational Resources Information Center

Cahill, Mary Ann; Gregory, Anne E.

2011-01-01

Based on recent research in fluency instruction, the authors present a scenario in which a teacher focuses her fluency instruction on authentic fluency tasks based in performance. Beginning with establishing a student-friendly definition of fluency and culminating with student engagement in fun fluency activities, this article explores the…

WHEN ONSET MEETS DESISTANCE: COGNITIVE TRANSFORMATION AND ADOLESCENT MARIJUANA EXPERIMENTATION*

PubMed Central

Kreager, Derek A.; Ragan, Daniel T.; Nguyen, Holly; Staff, Jeremy

2016-01-01

Purpose Desistance scholars primarily focus on changing social roles, cognitive transformations, and shifting identities to understand the cessation of serious crime and illicit drug use in adulthood. In the current study, we move the spotlight away from adulthood and toward adolescence, the developmental stage when the prevalence of offending and substance use peak and desistance from most of these behaviors begins. Our primary hypothesis is that changes in perceived psychic rewards surrounding initial forays into marijuana use strongly predict adolescents’ decisions to cease or persist that behavior. In addition, based on social learning expectations, we hypothesize that peer perceptions and behaviors provide mechanisms for perceptual change. Methods We test these hypotheses using longitudinal data of marijuana use, perceptions, and peer networks from the PROmoting School-community-university Partnerships to Enhance Resilience (PROSPER) study. We estimate hazard models of marijuana initiation and within-person models of perceptual updating for youth from grades 6 to 12 (n=6,154). Results We find that changes in marijuana’s perceived psychic rewards surrounding initiation differentiated experimenters from persisters. Experimenters had significantly lower updated perceptions of marijuana as a fun behavior compared to persisters and these perceptions dropped after the initiation wave. In contrast, persisters updated their perceptions in upward directions and maintained more positive perceptions over time. Inconsistent with social learning expectations, initiators’ updated perceptions of marijuana as a fun activity were not explained by peer-reported behaviors or attitudes. PMID:27478762

Better retention through game-play - EcoChains: Arctic Crisis card game

NASA Astrophysics Data System (ADS)

Pfirman, S. L.; Lee, J.; O'Garra, T.; Bachrach, E.

2015-12-01

Increasingly games are being used in formal and informal education with the goal of improving student/participant understanding of content knowledge through enhanced engagement. While most games are fun by design, few controlled studies have been conducted to assess games' potential for learning gains in comparison with traditional educational approaches. Without evidence for learning, it can be difficult to justify incorporating STEM games in curricula and other programming. In this study we assess the impact of a game called EcoChains (http://thepolarhub.org/project/ecochains-arctic-crisis) on learning, using a controlled experiment. The EcoChains: Arctic Crisis card game gives players the opportunity to learn about the components of an Arctic marine food web, the reliance of some species on sea ice, and the potential impacts of future changes on the ecosystem. EcoChains was developed under the Polar Learning and Responding: PoLAR Climate Change Education Partnership (thepolarhub.org). EcoChains aligns with Next Generation Science Standards LS2 Ecosystems: Interactions, Energy, and Dynamics and ESS3 Earth and Human Activity. Participants in this experiment (n=41) were randomly assigned to either play EcoChains or to read a magazine-style article with similar content (the control). Questionnaires, mapping exercises and a 4-week follow-up survey were used to identify changes in participant knowledge of climate change and the Arctic region, attitudes and beliefs about climate change and its impacts, information-seeking behaviors, systems thinking, impressions of and engagement with the intervention experience. Analysis indicates that the game was as effective as, and in some respects more effective than, the article at teaching participants about climate change and the Arctic region and ecosystems. The follow up survey found that game players recalled new information better than those who read the article. Participants were also more engaged in the game than the article, they found it to be more fun, they were happier while playing than while reading, and they were more likely to recommend the game to others. These findings indicate that game-based learning can improve retention of new content knowledge as well as engagement in subject matter.

Geometric House: A Beginning Lesson for First-Graders

ERIC Educational Resources Information Center

Joyce, Teri Dexheimer

2009-01-01

This article describes a lesson for first-grade art students. The lesson introduces geometric shapes in a fun and unique way. Students will learn the art elements of shape, texture, pattern, and space. They will also develop their skills in cutting and gluing.

The Joys of Liquid Nitrogen.

ERIC Educational Resources Information Center

Nolan, William T.; Gish, Thaddeus J.

1996-01-01

Presents 6 short experiments with liquid nitrogen that 12- and 13-year-old students can safely perform under close supervision. Helps the students in learning a number of basic chemical principles while spurring their curiosity and showing them how much fun chemistry can be. (JRH)

Disentangling fun and enjoyment in exergames using an expanded design, play, experience framework: A narrative review

USDA-ARS?s Scientific Manuscript database

With exergames (as with physical activity in general), more intense and longer-duration game play should accrue more health benefits. Exergames, however, appear to be played for relatively short durations, often at medium or lower intensities. Ostensibly games are played for fun or enjoyment. Enhanc...

Fun with Singing Wine Glasses

ERIC Educational Resources Information Center

Boone, Christine; Galloway, Melodie; Ruiz, Michael J.

2018-01-01

A fun activity is presented using singing wine glasses for introductory physics students. Students tune a white wine glass and a red wine glass to as many semitones as possible by filling the glasses with the appropriate amounts of water. A smart phone app is used to measure the frequencies of equal-temperament tones. Then plots of frequency…

Having Fun with Error Analysis

ERIC Educational Resources Information Center

Siegel, Peter

2007-01-01

We present a fun activity that can be used to introduce students to error analysis: the M&M game. Students are told to estimate the number of individual candies plus uncertainty in a bag of M&M's. The winner is the group whose estimate brackets the actual number with the smallest uncertainty. The exercise produces enthusiastic discussions and…

Measuring Challenge, Fun and Sterility on a "Phunometre" Scale: Evaluating Creative Teaching and Learning with Children and Their Student Teachers in the Primary School

ERIC Educational Resources Information Center

Elton-Chalcraft, Sally; Mills, Kären

2015-01-01

"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…

The Periodic Table. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Kids know that when they are lost, they look at a map to find their way. It's no different in the world of science, as they'll learn in The Periodic Table--a fun and engaging look at the road map of the elements. Young students will learn about key information included on the table, including atomic number, atomic mass and chemical symbol. They'll…

Fun and games and boredom

USDA-ARS?s Scientific Manuscript database

Serious videogames use entertainment to teach, train, or change behavior. What began in the 1970s as tentative attempts to create learning software is now a recognized videogame genre and an emerging health science. Although more research is needed, a growing body of literature suggests serious vide...

Scientists Overnight

ERIC Educational Resources Information Center

Pike, Lisa

2017-01-01

In this article, the author describes how a partnership was established to bring science and education majors together with elementary school children in an after-school STEM program. This partnership allowed preservice teachers and science majors to have fun with science and to learn science informally, in a nonclassroom, low-stress…

The TI-99/4A Software.

ERIC Educational Resources Information Center

Wrege, Rachael; And Others

1982-01-01

Describes the software modules produced by Texas Instruments for use with the TI-99/4A home computer. Among the modules described are: Personal Real Estate, Programing Aids, Home Financial Decisions, Music Maker, Weight Control and Nutrition, Early Learning Fun, and Tax/Investment Record Keeping. (JL)

Teaching Electronics and Laboratory Automation Using Microcontroller Boards

ERIC Educational Resources Information Center

Mabbott, Gary A.

2014-01-01

Modern microcontroller boards offer the analytical chemist a powerful and inexpensive means of interfacing computers and laboratory equipment. The availability of a host of educational materials, compatible sensors, and electromechanical devices make learning to implement microcontrollers fun and empowering. This article describes the advantages…

The use of concrete learning objects taken from the history of mathematics in mathematics education

NASA Astrophysics Data System (ADS)

Bütüner, Suphi Önder

2016-11-01

This study aimed to reveal the effects of teaching with concrete learning objects taken from the history of mathematics on student achievement. Being a quasi-experimental study, it was conducted with two grade 8 classes in a secondary school located in Trabzon. The experimental group consisted of 27 students and the control group consisted of 25. Data were collected by using worksheets, an achievement exam and written opinion forms. The data from the achievement exam were analysed by using the Mann-Whitney U-test while the data from written opinion forms were analysed through content analysis. The Mann-Whitney U-test results showed a significant difference between the mean ranks of the experimental and control groups in favour of the former. Findings from the written opinion forms suggested that the students found the activities to be instructive and fun, enjoyed using concrete models in their classes, and learned from discovering the rules. It was also found that students had previously not engaged in similar activities and had only experienced the history of mathematics through the life stories and works of mathematicians and the representation of ancient numbers at the beginning of each unit.

Vowel Diphthongs. Fun with Phonics! Book 10. Grades 1-2.

ERIC Educational Resources Information Center

Daniel, Claire

This book provides hands-on activities for grades 1-2 that make phonics instruction easy and fun for teachers and children in the classroom. The book offers methods for practice, reinforcement, and assessment of phonics skills. A poem is used to introduce the phonics element of this book, vowel diphthongs. The poem is duplicated so children can…

Process Variability and Capability in Candy Production and Packaging

ERIC Educational Resources Information Center

Lembke, Ronald S.

2016-01-01

In this short, in-class activity, students use fun size packages of M&Ms to study process variability, including a real-world application of C[subscript pk]. How process variability and legal requirements force the company to put "Not Labeled for Individual Retail Sale" on each fun size package is discussed, as is the economics of…

Final Report on Reading Is Fun-Damental Program Phase II.

ERIC Educational Resources Information Center

Reid, Careth B.

The Friends of the San Francisco Public Library have sponsored a Reading is Fun-Damental (RIF) program for the children and teenagers of San Francisco. Their January and June 1973 reports describe RIF activities in the Western Addition, a primarily black area. The RIF program has: distributed books and placed collections in schools and public…

The Eyes Have It, or Do They?

ERIC Educational Resources Information Center

Roy, Ken

2004-01-01

Science laboratory activities and classroom demonstrations can be both fun and serious. "Fun" in that the students get nature to expose a few of its secrets in interesting ways. "Serious" in that there needs to be respect for the equipment and materials used in experiments and demonstrations in order to stay out of harm?s way. Laboratory accidents…

Fun and Creative Unit Assessment Ideas for All Students in Physical Education

ERIC Educational Resources Information Center

Fencl, Matthew J.

2014-01-01

Although traditional methods of assessment--such as rubrics, checklists, skill tests, and quizzes--have long been viable methods of evaluation in physical education, they may at times seem boring or overwhelming. Yet, assessment can be as fun and interesting as the activities that are taught in physical education, and can help to increase…

Fun & Fit, Phase I: A Program for Overweight African American and Hispanic American Children from Low-Income Families

ERIC Educational Resources Information Center

Meaney, Karen S.; Hart, Melanie A.; Griffin, L. Kent

2009-01-01

Fun & Fit is a program designed to create positive physical activity experiences and to promote healthy lifestyle choices among overweight children from low-income African American and Hispanic American families. The program is a collaborative project between Texas Tech University and the Lubbock Independent School District funded through a…

Successful learning of surgical liver anatomy in a computer-based teaching module.

PubMed

Nickel, Felix; Hendrie, Jonathan D; Bruckner, Thomas; Kowalewski, Karl F; Kenngott, Hannes G; Müller-Stich, Beat P; Fischer, Lars

2016-12-01

To analyze factors influencing the learning of surgical liver anatomy in a computer-based teaching module (TM). Medical students in their third to fifth year of training (N [Formula: see text] 410) participated in three randomized trials, each with a different primary hypothesis, comparing two- (2D) and three-dimensional (3D) presentation modes in a TM for surgical liver anatomy. Computed tomography images were presented according to the study and allocation group. Students had to answer eleven questions on surgical liver anatomy and four evaluative questions. Scores and time taken to answer the questions were automatically recorded. Since the three studies used the same 15 questions in the TM, a pooled analysis was performed to compare learning factors across studies. 3D groups had higher scores (7.5 ± 1.7 vs. 5.6 ± 2.0; p < 0.001) and needed less time (503.5 ± 187.4 vs. 603.1 ± 246.7 s; p < 0.001) than 2D groups. Intensive training improved scores in 2D (p < 0.001). Men gave more correct answers than women, independent of presentation mode (7.2 ± 2.0 vs. 6.5 ± 2.1; p [Formula: see text] 0.003). An overall association was found between having fun and higher scores in 11 anatomical questions (p < 0.001). In subgroup analysis, 3D groups had more fun than 2D groups (84.7 vs. 65.1 %; p < 0.001). If given the option, more students in the 2D groups (58.9 %) would have preferred a 3D presentation than students in the 3D group (35.9 %) would have preferred 2D (p  < 0.001). 3D was superior to 2D for learning of surgical liver anatomy. With training 2D showed similar results. Fun and gender were relevant factors for learning success.

The RIF Guide to Encouraging Young Readers. A Fun-filled Sourcebook of over 200 Favorite Reading Activities of Kids and Parents from Across the Country, Plus an Annotated List of Books and Resources.

ERIC Educational Resources Information Center

Graves, Ruth, Ed.

Based on the notion that reading is both fun and fundamental, this book contains a stimulating array of activities that parents can use to engage their children in reading from the toddler stage through primary school. The first section provides information on how to use the guide, and some tips for encouraging young readers. The second and major…

Using Oceanography to Support Active Learning

NASA Astrophysics Data System (ADS)

Byfield, V.

2012-04-01

Teachers are always on the lookout for material to give their brightest students, in order to keep them occupied, stimulated and challenged, while the teacher gets on with helping the rest. They are also looking for material that can inspire and enthuse those who think that school is 'just boring!' Oceanography, well presented, has the capacity to do both. As a relatively young science, oceanography is not a core curriculum subject (possibly an advantage), but it draws on the traditional sciences of biology, chemistry, physic and geology, and can provide wonderful examples for teaching concepts in school sciences. It can also give good reasons for learning science, maths and technology. Exciting expeditions (research cruises) to far-flung places; opportunities to explore new worlds, a different angle on topical debates such as climate change, pollution, or conservation can bring a new life to old subjects. Access to 'real' data from satellites or Argo floats can be used to develop analytical and problem solving skills. The challenge is to make all this available in a form that can easily be used by teachers and students to enhance the learning experience. We learn by doing. Active teaching methods require students to develop their own concepts of what they are learning. This stimulates new neural connections in the brain - the physical manifestation of learning. There is a large body of evidence to show that active learning is much better remembered and understood. Active learning develops thinking skills through analysis, problem solving, and evaluation. It helps learners to use their knowledge in realistic and useful ways, and see its importance and relevance. Most importantly, properly used, active learning is fun. This paper presents experiences from a number of education outreach projects that have involved the National Oceanography Centre in Southampton, UK. All contain some element of active learning - from quizzes and puzzles to analysis of real data from satellites and Argo floats - all combined with background information about the Ocean. Many also aim to inspire and enthuse, by bringing in the human and personal, for example through blogs and Q/A sessions. This presentation takes a look at what has worked, and what may perhaps have been a little less successful.

Enjoyment, Barriers, and Beliefs About Physical Activity in Adolescents With and Without Autism Spectrum Disorder.

PubMed

Stanish, Heidi; Curtin, Carol; Must, Aviva; Phillips, Sarah; Maslin, Melissa; Bandini, Linda

2015-10-01

The authors compared physical activity enjoyment, perceived barriers, beliefs, and self-efficacy between adolescents with autism spectrum disorder (ASD) and typically developing (TD) adolescents. A questionnaire was verbally administered to 35 adolescents with ASD and 60 TD adolescents. Compared with TD adolescents, fewer adolescents with ASD enjoyed team sports (65% vs. 95%, p < .001) and physical education (84% vs. 98%, p = .02). A greater proportion of adolescents with ASD perceived that physical activities were too hard to learn (16% vs. 0%, p < .01), and fewer believed that physical activity was a way to make friends (68% vs. 97%, p < .001). Fewer adolescents with ASD preferred to do physical activity in their free time (25% vs. 58%, p < .01). Most adolescents with ASD felt that physical activity is fun (84%), but the proportion was lower than in TD adolescents (98%, p = .03). Some perceptions about physical activity were similar between the 2 groups, but differences identified may inform program development.

Communicate science: an example of food related hands-on laboratory approach

NASA Astrophysics Data System (ADS)

D'Addezio, Giuliana; Marsili, Antonella; Vallocchia, Massimiliano

2014-05-01

The Laboratorio Didattica e Divulgazione Scientifica of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Educational and Outreach Laboratory) organized activity with kids to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. The combination of games and learning in educational activity can be a valuable tool for study of complex phenomena. Hands-on activity may help in engage kids in a learning process through direct participation that significantly improves the learning performance of children. Making learning fun motivate audience to pay attention on and stay focused on the subject. We present the experience of the hand-on laboratory "Laboratorio goloso per bambini curiosi di scienza (a delicious hands-on laboratory for kids curious about science)", performed in Frascati during the 2013 European Researchers' Night, promoted by the European Commission, as part of the program organized by the Laboratorio Didattica e Divulgazione Scientifica in the framework of Associazione Frascati Scienza (http://www.frascatiscienza.it/). The hand-on activity were designed for primary schools to create enjoyable and unusual tools for learning Earth Science. During this activity kids are involved with something related to everyday life, such as food, through manipulation, construction and implementation of simple experiments related to Earth dynamics. Children become familiar with scientific concepts such as composition of the Earth, plates tectonic, earthquakes and seismic waves propagation and experience the effect of earthquakes on buildings, exploring their important implications for seismic hazard. During the activity, composed of several steps, participants were able to learn about Earth inner structure, fragile lithosphere, waves propagations, impact of waves on building ecc.., dealing with eggs, cookies, honey, sugar, polenta, flour, chocolate, candies, liquorice sticks, bread, pudding and sweets. The activity was successful as more than 500 kids of different ages participated with great enthusiasm, as well as they parents, and gave the chance to explore and manipulate even complex scientific arguments without getting the feeling of having doing this.

Playing interprofessional games: reflections on using the Interprofessional Education Game (iPEG).

PubMed

Joseph, Sundari; Diack, Lesley

2015-05-01

This report explores the relevance of gaming in IPE curriculum design with the use of the Interprofessional Education Game (iPEG) as an activity aimed to achieve positive interprofessional learning outcomes for students. It was designed to enable the understanding of professional roles and responsibilities in patient/client care settings. We provide a description of its implementation and evaluation with first year student cohorts (900+ per cohort) over a 3-year period within an established interprofessional education (IPE) programme. The game encapsulates fun and memorable learning styles to explore professional stereotypes and team approaches to care delivery. It can be a valuable teaching tool for those designing IPE curriculum. Evaluation data from students and staff were mainly positive. We discuss the use of the game and its potential to be adapted in flexible and creative ways to assist educators in consider incorporating gaming within their own IPE programmes.

'Sometimes They Are Fun and Sometimes They Are Not': Concept Mapping with English Language Acquisition (ELA) and Gifted/Talented (GT) Elementary Students Learning Science and Sustainability

ERIC Educational Resources Information Center

Marzetta, Katrina; Mason, Hillary; Wee, Bryan

2018-01-01

This study presents an 'education for sustainability' curricular model which promotes science learning in an elementary classroom through equity pedagogy. A total of 25 fourth-grade students from an urban, public school in Denver, Colorado participated in this mixed-methods study where concept maps were used as a tool for describing and assessing…

Z-DOC: a serious game for Z-plasty procedure training.

PubMed

Shewaga, Robert; Knox, Aaron; Ng, Gary; Kapralos, Bill; Dubrowski, Adam

2013-01-01

We present Z-DOC, a (prototype) serious game for training plastic surgery residents the steps comprising the Z-plasty surgical procedure. Z-DOC employs touch-based interactions and promotes competition amongst multiple players/users thus promote engagement and motivation. It is hypothesized that by learning the Z-plasty procedure in an interactive, engaging, and fun gaming environment, trainees will have a much better understanding of the procedure than by traditional learning modalities.

Becoming the Star of Your District

ERIC Educational Resources Information Center

Becker, Daniel; Becker, Katherine

2011-01-01

Want to stand out? Be willing to take risks. Word gets around; kids compare notes. They learn who the fun teachers are and who does the most interesting stuff. In this article, the authors share strategies for managing the classroom, showcasing student work, dressing for success, and more.

Fun and Games 101.

ERIC Educational Resources Information Center

Vail, Kathleen

1998-01-01

Some teachers believe that children will not learn unless they are entertained. However, in "Talented Teenagers: The Roots of Success and Failure," Mihaly Csikszentmihalyi reports that teens are most interested in school when the classes are demanding and they can stretch their brain power. Only entertaining students will prepare them…

Learning with Calculator Games

ERIC Educational Resources Information Center

Frahm, Bruce

2013-01-01

Educational games provide a fun introduction to new material and a review of mathematical algorithms. Specifically, games can be designed to assist students in developing mathematical skills as an incidental consequence of the game-playing process. The programs presented in this article are adaptations of board games or television shows that…

Positively Adolescent!

ERIC Educational Resources Information Center

Williamson, Sue

2000-01-01

Believes that music teachers should reassess their views toward adolescent behavior in the music classroom by learning to see their behavior in a positive light. Describes teaching strategies that build on four adolescent behaviors: (1) desire for peer acceptance; (2) abundant energy; (3) love of fun; and (4) limited time-managing skills. (CMK)

Earthwalk

NASA Astrophysics Data System (ADS)

Muller, E.

2006-12-01

When the weather is nice, I like to take my students on a walk to the center of the earth. Earthwalk is a hands-on and feet-on activity that gets students outdoors, having fun, moving and learning about the structures of the earth. Earthwalk is a lesson to help students visualize our planets size and scale. This activity has students calculate the ratio of a scaled 100m cross-sectional earth, mark the boundaries between major planetary layers, walk from the center of the earth to the surface and draw proportional manmade and natural surface features (mountains, building, mine shafts, etc). This lesson effectively integrates content and pedagogy while touching on skills and topics such as math, measurement, science, writing skills (they have to take notes), reading, listening and group dynamics. This activity fits well into the earth science curriculum by introducing basic seismology; tectonic, geochemistry and heat transfer concepts. Besides showcasing this lesson, a limited number of Earth Anatomy posters will be distributed.

Aeronautics. An Educator's Guide with Activities in Science, Mathematics, and Technology Education: What Pilot, Astronaut, or Aeronautical Engineer didn't Start out with a Toy Glider?

NASA Technical Reports Server (NTRS)

Biggs, Pat (Editor); Huetter, Ted (Editor)

1998-01-01

Welcome to the exciting world of aeronautics. The term aeronautics originated in France, and was derived from the Greek words for "air" and "to sail." It is the study of flight and the operation of aircraft. This educator guide explains basic aeronautical concepts, provides a background in the history of aviation, and sets them within the context of the flight environment (atmosphere, airports, and navigation). The activities in this guide are designed to be uncomplicated and fun. They have been developed by NASA Aerospace Education Services Program specialists, who have successfully used them in countless workshops and student programs around the United States. The activities encourage students to explore the nature of flight, and experience some real-life applications of mathematics, science, and technology. The subject of flight has a wonderful power to inspire learning.

Tobacco Induced Mutations: A Fun, Visually Impressive Experiment

ERIC Educational Resources Information Center

Milholland, Rebecca B. R.; Hines, Stefani D.

2004-01-01

A modified version "Tobacco Induced Mutations" of Ames assay experiment provides a meaningful context for students to learn about the concept of mutations by using a known carcinogen that is tobacco. This experiment shows toxicological concept of the dose/response relationship and visually demonstrates when a mutation have occurred in bacteria…

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities

ERIC Educational Resources Information Center

Knowles, Christen; Harris, Anne; Van Norman, Renee

2017-01-01

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning…

Game On!

ERIC Educational Resources Information Center

Deubel, Patricia

2006-01-01

This article describes digital game-based learning (DGBL), the uniting of educational content with computer or online games, that holds the potential for a wealth of educational applications, if managed properly. DGBL motivates by virtue of being fun. It is versatile, can be used to teach almost any subject or skill, and, when used correctly, is…

Using Computer Games for Instruction: The Student Experience

ERIC Educational Resources Information Center

Grimley, Michael; Green, Richard; Nilsen, Trond; Thompson, David; Tomes, Russell

2011-01-01

Computer games are fun, exciting and motivational when used as leisure pursuits. But do they have similar attributes when utilized for educational purposes? This article investigates whether learning by computer game can improve student experiences compared with a more formal lecture approach and whether computer games have potential for improving…

Super Mileage Challenge: Combining Education and Fun!

ERIC Educational Resources Information Center

Thompson, Jim; Fitzgerald, Mike

2006-01-01

Beginning in 1996, key leaders in Indiana business, education, and industry, along with the Department of Education and the Indiana Math Science Technology Education Alliance recognized that creating an event that would showcase true integration of mathematics, science, and technology could make learning more relevant to the lives of students. The…

Role Playing as a Leadership Development Tool

ERIC Educational Resources Information Center

Guenthner, Joseph F.; Moore, Lori L.

2005-01-01

Agribusinesses seek university graduates who have leadership ability. Role playing, one method of teaching leadership skills, is used in a university agricultural policy course. It has been a fun and effective leadership learning tool. Students improve their communication skills, conduct in-depth research about a topic of their choice, and develop…

Technology: Learning Can Be Fun and Games

ERIC Educational Resources Information Center

Siegle, Del

2015-01-01

Video games can provide cognitive, motivational, emotional, and social benefits to students when properly implemented in the classroom. Teachers who are well versed in their curriculum can use games to differentiate instruction for gifted and talented students. This article discusses the benefits of gaming in education settings and provides…

Creating New Mathematical Applications Utilizing SMART Table

ERIC Educational Resources Information Center

Seals, Cheryl D.; Swanier, Cheryl S.; Nyagwencha, Justus Nyamweya; Cagle, Ashley L.; Houser, Navorro

2011-01-01

SMART Technologies is leading the way for interactive learning, through their many different tools. The SMART Table is a multi-user, multi-touch interactive interface that not only teaches children different concepts in fun ways (Steurer P., 2003), but it also inspires cooperative competition. In Alabama, the state curriculum for kindergarten…

Using Technology to Enhance an Automotive Program

ERIC Educational Resources Information Center

Ashton, Denis

2009-01-01

Denis Ashton uses technology in his automotive technology program at East Valley Institute of Technology (EVIT) to positively impact student outcomes. Ashton, the department chair for the automotive programs at EVIT, in Mesa, Arizona, says that using an interactive PowerPoint curriculum makes learning fun for students and provides immediate…

Toying with Education.

ERIC Educational Resources Information Center

Zonderman, Jon

1982-01-01

The proliferation of personal computers in home/schools and use of computer chips in educational toys has led to a rethinking of ideas about education and fun, and ways the two can combine to provide youngsters with enjoyable and profitable learning experiences. Provides examples of commercially available computer-oriented educational toys/games.…

Ideas for Integrating the Microcomputer with High School Science.

ERIC Educational Resources Information Center

Podany, Zita

This report discusses how computers are being used in high school science classrooms. For this report, four high school science teachers were interviewed. The approach to science instruction described in these four interviews deals with the areas of scientific and technological literacy, making science learning fun and attractive, and stimulating…

Bring in "Da Noise": Race, Sports, and the Role of Schools.

ERIC Educational Resources Information Center

Taylor, Edward

1999-01-01

Although far more African-Americans are physicians than NBA players, pervasive mass-media images say otherwise. Playing sports is fun; education offers the truest hope for future success. Certain elements that enhance sports programs (strong motivation, shared commitment, intensive instruction) might be applied to academic learning. (MLH)

Science, Standards, and Differentiation: It Really Can Be Fun!

ERIC Educational Resources Information Center

Sondergeld, Toni A.; Schultz, Robert A.

2008-01-01

Teaching in a regular classroom has become more complicated than ever with increased student diversity and pressure to connect learning experiences to educational standards and test preparation. Although teaching to the middle is often what occurs in traditional classrooms to meet required standards, it is neither an appropriate nor meaningful…

How to Learn and Have Fun with Poly(Vinyl Alcohol) and White Glue.

ERIC Educational Resources Information Center

de Zea Bermudez, V.; Passos de Almeida, P.; Feria Seita, J.

1998-01-01

Presents a classroom guide for a simple theoretical approach to the study of certain fluids. Discusses background information, followed by experimental procedures for the preparation of two popular viscoelastic materials ("Slime" and "Silly Putty") that exhibit unusual flow properties. Also lists student discussion questions…

The Elements Drawing.

ERIC Educational Resources Information Center

Dkeidek, Iyad M.

2003-01-01

Presents an educational game designed for first- or second-year high school students who have already studied themes related to the periodic table elements, such as their symbols, electronic configurations, properties, and uses. The game is designed to help students learn the symbols of the elements and their properties or uses in a fun, engaging…

Multimedia Games for Fun and Learning English in Preschool

ERIC Educational Resources Information Center

Agudo, J. Enrique; Rico, Mercedes; Sánchez, Héctor

2015-01-01

Based on the assumption that educational software addressing Primary school learners must comprise a set of features to encourage children's creativity and development, the appropriate design of second language hypermedia adaptive games for Primary School children can pose a wide range of challenges both for the language teacher and computer…

Gaming the Classroom Viewing Learning through the Lens Self Determination Theory

ERIC Educational Resources Information Center

Szymanski, Antonia; Benus, Matthew

2015-01-01

Educators, designers and curriculum creators are interested in developing educational experiences that replicate the fun aspect of video games to increase student intrinsic motivation. This aspect, which compels players to engage with the game and persist despite failing, has the potential to increase student academic success. Researchers used…

Science is Cool with NASA's "Space School Musical"

NASA Astrophysics Data System (ADS)

Asplund, S.

2011-12-01

To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery Program collaborated with KidTribe to create "Space School Musical," an innovative approach to teaching about the solar system that combines science content with music, fun lyrics, and choreography. It's an educational "hip-hopera" that moves and grooves its way into the minds and memories of students and educators alike. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. "Space School Musical" captures students attention as it brings the solar system to life, introducing the planets, moons, asteroids and more. The musical uses many different learning styles, helping to assure retention. Offering students an engaging, creative, and interdisciplinary learning opportunity helps them remember the content and may lead them to wonder about the universe around them and even inspire children to want to learn more, to dare to consider they can be the scientists, technologists, engineers or mathematicians of tomorrow. The unique Activity Guide created that accompanies "Space School Musical" includes 36 academic, fitness, art, and life skills lessons, all based on the content in the songs. The activities are designed to be highly engaging while helping students interact with the information. Whether students absorb information best with their eyes, ears, or body, each lesson allows for their learning preferences and encourages them to interact with both the content and each other. A guide on How to Perform the Play helps instructors lead students in performing their own version of the musical. The guide has suggestions to help with casting, auditions, rehearsing, creating the set and costumes, and performing. The musical is totally flexible - the entire play can be performed or just a few selected numbers; students can sing to the karaoke versions or lip-sync to the original cast. After learning about the solar system, students can even write their own lyrics. The play is not about perfection! It's designed to be inclusive and fun, to give every child a chance to shine. "Space School Musical" commands attention! It is a great tool for scientists who are visiting classrooms or afterschool programs, addressing school assemblies, or offering professional development workshops. Showing one or more videos brings engagement, smiles, and information to all. Specific songs can be shown to reinforce space science topics. The "Planetary Posse" introduces the planets and dwarf planets. "The Asteroids Gang" can initiate a discussion about accretion and why small bodies are so important to understanding the origin and evolution of our solar system. "MoonDance" provides compelling information about our moon and can introduce lunar missions. "We're the Scientists" is intended to build self confidence. "Space School Musical" is an innovative, universal, and timeless approach to teaching about the solar system, making it a valuable addition to programs and presentations for students and the public. The videos, lyrics, and guides are all available free on the Internet.

Fuel not fun: Reinterpreting attenuated brain responses to reward in obesity.

PubMed

Kroemer, Nils B; Small, Dana M

2016-08-01

There is a well-established literature linking obesity to altered dopamine signaling and brain response to food-related stimuli. Neuroimaging studies frequently report enhanced responses in dopaminergic regions during food anticipation and decreased responses during reward receipt. This has been interpreted as reflecting anticipatory "reward surfeit", and consummatory "reward deficiency". In particular, attenuated response in the dorsal striatum to primary food rewards is proposed to reflect anhedonia, which leads to overeating in an attempt to compensate for the reward deficit. In this paper, we propose an alternative view. We consider brain response to food-related stimuli in a reinforcement-learning framework, which can be employed to separate the contributions of reward sensitivity and reward-related learning that are typically entangled in the brain response to reward. Consequently, we posit that decreased striatal responses to milkshake receipt reflect reduced reward-related learning rather than reward deficiency or anhedonia because reduced reward sensitivity would translate uniformly into reduced anticipatory and consummatory responses to reward. By re-conceptualizing reward deficiency as a shift in learning about subjective value of rewards, we attempt to reconcile neuroimaging findings with the putative role of dopamine in effort, energy expenditure and exploration and suggest that attenuated brain responses to energy dense foods reflect the "fuel", not the fun entailed by the reward. Copyright © 2016 Elsevier Inc. All rights reserved.

Developing and evaluating effective bioscience learning activities for nursing students.

PubMed

Salvage-Jones, Judith; Hamill, Jessie; Todorovic, Michael; Barton, Matthew J; Johnston, Amy N B

2016-07-01

Effective engagement of nursing students in the study of biosciences remains a challenge for many tertiary institutes. In this study we attempted to implement and then evaluate a simple hands-on intervention, consisting of a series of hands-on games and puzzles, to increase nursing student engagement with core concepts and anatomical learning involved in clinical anatomy and physiology. The study used a quazi-experimental longitudinal before and after design, to explore the effect of a learning intervention on student performance. Set across three different campuses of the same University, it included 1320 first year undergraduate nursing students from 2013 to 2014 who were studying Anatomy and Physiology. Students were exposed to the interventions or not, and concomitant academic performance, weekly quiz scores, performance in fortnightly worksheets and, across the semester, exam performance were compared. The results show that while the intervention appeared to increase academic performance in students on one campus (2013) compared to the other two, this difference was not sustained into 2014 when a bigger cohort was examined. Despite significant subjective student satisfaction and enthusiasm about these learning and teaching interventions, the data does not support the capacity of these activities to enhance student academic performance. Tertiary entrance scores, being a non-native English speakers and socio-economic status all had a bigger impact on student performance than engagement with fun anatomy and physiology activities. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Fuel for Fun: a cluster-randomized controlled study of cooking skills, eating behaviors, and physical activity of 4th graders and their families.

PubMed

Cunningham-Sabo, Leslie; Lohse, Barbara; Smith, Stephanie; Browning, Ray; Strutz, Erin; Nigg, Claudio; Balgopal, Meena; Kelly, Kathleen; Ruder, Elizabeth

2016-05-26

Childhood obesity remains a serious concern in the United States and in many other countries. Direct experience preparing and tasting healthful foods and increasing activity during the school day are promising prevention approaches. Engaging parents and families remains an important challenge. Fuel for Fun: Cooking with Kids Plus Parents and Play is a multi-component school- and family-based intervention for 4th graders and their families intended to promote positive food and activity environments, policies and behaviors at the individual, family and school levels. This paper describes the design and evaluation plan. Four cohorts of 4th-graders and their parents from 8 schools in 2 districts in the same Northern Colorado region are participating in a 4-arm cluster randomized controlled trial. Theory-based Fuel for Fun consists of 5 components delivered over 1 school year: 1) Cooking with Kids - Colorado; an experiential classroom-based cooking and tasting curriculum, 2) Cafeteria Connections; cafeteria-based reinforcements of classroom food experiences using behavioral economic strategies, 3) SPARK active recess; a playground intervention to engage children in moderate to vigorous activity, 4) Fuel for Fun Family; multi-element supports targeting parents to reinforce the 3 school-based components at home, and 5) About Eating; an online interactive program for parents addressing constructs of eating competence and food resource management. Outcomes include child and parent measures of fruit and vegetable preferences and intake, cooking, physical activity, sedentary behaviors and attitudes. School level data assess lunch plate waste and physical activity at recess. In-depth diet and accelerometry assessments are collected with a subsample of parent-child dyads. Data are collected at baseline, immediately post-intervention at 7 months, and at 12 month follow-up. We anticipate recruiting 1320-1584 children and their parents over the length of the project. The Fuel for Fun study design allows for impact assessment of school-, family- and online parent-based intervention components separately and in combination. Study strengths include use of theory- and evidence-based programs, valid child and parent self-report instruments, and objective measures of food, cooking, and physical activity behaviors at the individual, family and school levels. Parent involvement and engagement is examined through multiple strategies. Clinicaltrials.gov registration number NCT02491294 . Registered 7 July, 2015.

An understanding of Japanese children's perceptions of fun, barriers, and facilitators of active free play.

PubMed

Lee, YingHua; Takenaka, Koji; Kanosue, Kazuyuki

2015-09-01

Physical activity contributes to children's physical and mental well-being. Research suggests that active free play helps to maintain and increase physical activity in children and also contributes to social and emotional well-being. To date, these studies have focused on Western countries. Thus, this study was conducted to gain insights into the factors of perceptions of fun, barriers, and facilitators affecting active free play from the perspective of Japanese children using focus group interviews. In Japan, 12 focus groups were conducted with 60 children aged 9-11 years. Children's perceptions of fun in active free play were categorized into socializing, achievement, emotions, and freedom. Additionally, active boys' groups were interested in free play and adventure play; girls' groups were interested in free play with less physical movement and challenges; inactive boys' groups were interested in relaxing and competitive play with bodily contact. However, children mentioned that busy schedules, weather, and health-related factors acted as main barriers. Lastly, children noted facilitators include setting schedules, having access to equipment and playgrounds, and holding special events. The findings provide insights into active free play-related factors for active and inactive Japanese children and also clarify the differences between Japanese and Western children. Such findings will contribute to designing interventions to increase active free play. © The Author(s) 2013.

The application of multiple intelligence approach to the learning of human circulatory system

NASA Astrophysics Data System (ADS)

Kumalasari, Lita; Yusuf Hilmi, A.; Priyandoko, Didik

2017-11-01

The purpose of this study is to offer an alternative teaching approach or strategies which able to accommodate students’ different ability, intelligence and learning style. Also can gives a new idea for the teacher as a facilitator for exploring how to teach the student in creative ways and more student-center activities, for a lesson such as circulatory system. This study was carried out at one private school in Bandung involved eight students to see their responses toward the lesson that delivered by using Multiple Intelligence approach which is include Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalistic. Students were test by using MI test based on Howard Gardner’s MI model to see their dominant intelligence. The result showed the percentage of top three ranks of intelligence are Bodily-Kinesthetic (73%), Visual-Spatial (68%), and Logical-Mathematical (61%). The learning process is given by using some different multimedia and activities to engaged their learning style and intelligence such as mini experiment, short clip, and questions. Student response is given by using self-assessment and the result is all students said the lesson gives them a knowledge and skills that useful for their life, they are clear with the explanation given, they didn’t find difficulties to understand the lesson and can complete the assignment given. At the end of the study, it is reveal that the students who are learned by Multiple Intelligence instructional approach have more enhance to the lesson given. It’s also found out that the students participated in the learning process which Multiple Intelligence approach was applied enjoyed the activities and have great fun.

Dark Skies, Bright Kids Year 7

NASA Astrophysics Data System (ADS)

Bittle, Lauren E.; Johnson, Kelsey E.; Borish, H. Jacob; Burkhardt, Andrew; Firebaugh, Ariel; Hancock, Danielle; Rochford Hayes, Christian; Linden, Sean; Liss, Sandra; Matthews, Allison; Prager, Brian; Pryal, Matthew; Sokal, Kimberly R.; Troup, Nicholas William; Wenger, Trey

2016-01-01

We present updates from our seventh year of operation including new club content, continued assessments, and our fifth annual Star Party. Dark Skies, Bright Kids (DSBK) is an entirely volunteer-run outreach organization based out of the Department of Astronomy at the University of Virginia. Our core mission is to enhance elementary science education and literacy in Central Virginia through fun, hands-on activities that introduce basic Astronomy concepts. Our primary focus is hosting an 8-10 week after-school astronomy club at underserved elementary and middle schools. Each week, DSBK volunteers take the role of coaches to introduce astronomy-related concepts ranging from the Solar System to galaxies to astrobiology, and to lead students in interactive learning activities. Another hallmark of DSBK is hosting our Annual Central Virginia Star Party, a free event open to the community featuring star-gazing and planetarium shows.

Teaching flood risk management to secondary school students via the web

NASA Astrophysics Data System (ADS)

Junier, S.

2009-04-01

Websites are getting increasingly important as a means to inform different groups in society about a large range of subjects. Especially young people use the internet frequently as a source of knowledge. When asked to develop educational material about flood risk management, we therefore chose to develop a website. Junior Floodsite, part of the larger Floodsite project, is developed for secondary school students around 15 or 16 years old, and their teachers, in all countries in Europe. Websites are common, but not for an audience and purpose like this. We asked a group of teachers and students to advise us and test the material we developed. Although children this age use the web a lot, this does not mean that anything you put on, will be used. To reach secondary school children about natural hazards such as floods, is not an easy thing. Amongst the masses of fun things to do on the internet, flood risk management will not stand out automatically. For students it had to be interesting, fun and useful. But not every student wants the same thing. Teachers informed us that for them it is important that the material fits seamlessly into the curriculum. They will then more readily employ the material. But in every country the curriculum is different (and even within countries they differ) and we could not make material for each individual country. To tackle these problems we decided to take a dual approach. On the one hand, we made the website flexible and modular with blocks of information and also activities like assignments, a virtual tour in Google Earth and games. Students and teachers can use those parts that they find interesting, fun or useful. On the other hand, we developed sets of structured lessons that teachers can directly put to use in their classrooms. The material on the website is written in English because most European students learn that language in school, but besides that it is also available in Dutch. Translations into other languages is welcomed, because we realise a foreign language can pose a barrier to using the material and learning from it. In the Floodsite project we have risen to the challenge of making an educational website on flood risk management for teenagers in Europe. This contribution will discuss both the process of development of the website and the first results of the evaluation of the effect the website has on teaching and learning about flood risk management.

Development of Unsteady Aerodynamic and Aeroelastic Reduced-Order Models Using the FUN3D Code

NASA Technical Reports Server (NTRS)

Silva, Walter A.; Vatsa, Veer N.; Biedron, Robert T.

2009-01-01

Recent significant improvements to the development of CFD-based unsteady aerodynamic reduced-order models (ROMs) are implemented into the FUN3D unstructured flow solver. These improvements include the simultaneous excitation of the structural modes of the CFD-based unsteady aerodynamic system via a single CFD solution, minimization of the error between the full CFD and the ROM unsteady aero- dynamic solution, and computation of a root locus plot of the aeroelastic ROM. Results are presented for a viscous version of the two-dimensional Benchmark Active Controls Technology (BACT) model and an inviscid version of the AGARD 445.6 aeroelastic wing using the FUN3D code.

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy.

PubMed

Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students' views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy.

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy

PubMed Central

Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Objective: Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. Materials and Methods: We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. Results: The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students’ views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Conclusion: Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy. PMID:25013843

Dark Skies, Bright Kids Year 6

NASA Astrophysics Data System (ADS)

Liss, Sandra; Troup, Nicholas William; Johnson, Kelsey E.; Barcos-Munoz, Loreto D.; Beaton, Rachael; Bittle, Lauren; Borish, Henry J.; Burkhardt, Andrew; Corby, Joanna; Dean, Janice; Hancock, Danielle; King, Jennie; Prager, Brian; Romero, Charles; Sokal, Kimberly R.; Stierwalt, Sabrina; Wenger, Trey; Zucker, Catherine

2015-01-01

Now entering our sixth year of operation, Dark Skies, Bright Kids (DSBK) is an entirely volunteer-run outreach organization based out of the Department of Astronomy at the University of Virginia. Our core mission is to enhance elementary science education and literacy in central Virginia through fun, hands-on activities that introduce basic Astronomy concepts beyond Virginia's Standards of Learning. Our primary focus is hosting an 8-10 week after-school astronomy club at underserved elementary and middle schools. Each week, DSBK volunteers take the role of coaches to introduce astronomy-related concepts ranging from the Solar System to galaxies to astrobiology, and to lead students in interactive learning activities. Another hallmark of DSBK is hosting our Annual Central Virginia Star Party, a free event open to the community featuring star-gazing and planetarium shows.DSBK has amassed over 15,000 contact hours since 2009 and we continue to broaden our impact. One important step we have taken in the past year is to establish a graduate student led assessment program to identify and implement directed learning goals for DSBK outreach. The collection of student workbooks, observations, and volunteer surveys indicates broad scale success for the program both in terms of student learning and their perception of science. The data also reveal opportunities to improve our organizational and educational practices to maximize student achievement and overall volunteer satisfaction for DSBK's future clubs and outreach endeavors.

WRITING LIGHT VERSE.

ERIC Educational Resources Information Center

ARMOUR, RICHARD

VARIOUS ASPECTS OF WRITING LIGHT VERSE, EITHER FOR FUN OR FOR PUBLICATION, ARE DISCUSSED IN THIS BOOK--(1) THE NATURE AND APPEAL OF LIGHT VERSE AND ITS MANY VARIETIES, (2) SUBJECTS WHICH LEND THEMSELVES BEST TO THE LIGHT-VERSE TREATMENT, (3) THE APPLICATION OF WHAT ONE HAS LEARNED FROM READING, THINKING, AND CLOSELY OBSERVING HUMAN FOIBLES, (4)…

Multimedia in the Foreign Language Classroom.

ERIC Educational Resources Information Center

Andrews, Barbara S.

Second language teachers are encouraged to assign multimedia projects to their students. They are challenging for the student to create, can effectively reinforce learning, and are a fun way for students to practice language skills. Rather than have students draw a poster or write a paper, the teacher can assign a presentation using a combination…

Too Much Content, Not Enough Thinking, and Too Little FUN!

ERIC Educational Resources Information Center

DiCarlo, Stephen E.

2009-01-01

Teachers often overrate the importance of their content and underrate their influence. However, students forget much of the content that they memorize. Thus, attempts to teach students all that they will need to know is futile. Rather, it is important that students develop an interest and love for lifelong learning. Inspiring and motivating…

Technology, Gender Attitude, and Software, among Middle School Math Instructors

ERIC Educational Resources Information Center

Okeke, Godwin N.

2014-01-01

Technology has gained a firm stronghold in society as well as modern classroom. Students are assumed to have a natural aptitude for computers. Over the past decades, educational websites have appeared to be "interactive" and "to make learning fun". This study employed quantitative method of research using 8th grade instructors…

Collaboration, Engagement & Fun: How Youth Preferences in Video Gaming Can Inform 21st Century Education

ERIC Educational Resources Information Center

Trespalacios, Jesus; Chamberlin, Barbara; Gallagher, Rachel R.

2011-01-01

In this content analysis study, researchers explored middle school students' preference for playing video games and the possible implications for learning environments. During two-week, summer sessions, learners played videos games and answered questions related to their preferences in different settings. Students' preferences and justifications…

There's Rosemary for Remembrance.

ERIC Educational Resources Information Center

Keegan, John

2000-01-01

Presents a portrait of reverent remembrance of the war dead in England, noting that students in the United States need to learn that Memorial Day is more than just a fun 3-day holiday. Explains the importance of gardens, landscaping, and tradition to the English in remembering the soldiers who died fighting for their country and freedom. (SM)

Inventing Toys: Kids Having Fun Learning Science.

ERIC Educational Resources Information Center

Sobey, Ed

This book presents detailed teaching ideas on integrating inventing into grades 4-6 science classrooms. The contents of the book is divided into three sections. Part 1 provides theoretical and pedagogical background information to teachers on the structure of inventing and the structure of experience. Part 2 presents six detailed workshops: (1)…

Remix Literacy: A Picture Is Worth a Thousand Words

ERIC Educational Resources Information Center

Kohnke, Lucas

2017-01-01

This lesson will introduce the website "Photofunia" (http://photofunia.com/) as an excellent tool in terms of incorporating the 4Cc of 21st century learning. By using remix literacy, we are able to help our students become critical thinkers, communicators, collaborators and creators in a fun, engaging and motivating approach.…

Celebrating Multiple Literacies with Harry Potter

ERIC Educational Resources Information Center

Arter, Lisa

2009-01-01

The secret to a good celebration is to involve as many students as possible and to give them genuine responsibilities and encouragement to be creative. Literacy celebrations offer students, and teachers, the opportunity to have fun and show off what they have learned during their deeper exploration of various literacy studies. The author conjures…

The Fun of Learning Starts in Kindergarten: Preschool Education in the Federal Republic of Germany.

ERIC Educational Resources Information Center

Bildung und Wissenschaft, 1989

1989-01-01

In our modern industrial society, kindergartens are an indispensable, independent educational facility for children. Priority is given to the all-round, comprehensive promotion of children's natural resources rather than to subject-tied programs. German educator Friedrich Frobel (1782-1852) developed the concept of kindergarten, attaching great…

Motivation for Reading Improvement. Final Project Report.

ERIC Educational Resources Information Center

Kit Carson Union Elementary School District, Hanford, CA.

This document reports on a project aimed at motivating students to develop attitudes that learning can be fun and that it can benefit them, and at discouraging students from working just to please the teacher. The project involved the use of a "News Laboratory," which included a United Press International wire service, various…

Disorientating, Fun or Meaningful? Disadvantaged Families' Experiences of a Science Museum Visit

ERIC Educational Resources Information Center

Archer, Louise; Dawson, Emily; Seakins, Amy; Wong, Billy

2016-01-01

It is widely agreed that there is a need to increase and widen science participation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors--yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially…

Programming for Fun: MUDs as a Context for Collaborative Learning.

ERIC Educational Resources Information Center

Bruckman, Amy

Multi-User Dungeons (MUDs), are text-based virtual reality environments in which participants separated by great physical distances can communicate and collaborate in programming. Most MUDs started out as adventure games but are quickly being adapted for more "serious" endeavors. This paper presents a case study of the experiences of a…

Tips on Creating Complex Geometry Using Solid Modeling Software

ERIC Educational Resources Information Center

Gow, George

2008-01-01

Three-dimensional computer-aided drafting (CAD) software, sometimes referred to as "solid modeling" software, is easy to learn, fun to use, and becoming the standard in industry. However, many users have difficulty creating complex geometry with the solid modeling software. And the problem is not entirely a student problem. Even some teachers and…

Welcome to Fermilab Butterflies!!

Science.gov Websites

, fascinating insects, and there's a lot to learn about them! Join our expert, Tom Peterson, and explore the Meet Tom Peterson, Fermilab's Butterfly Expert Go to our Butterfly Links Have fun! Graphics and Page Design: Rory Parilac, Content: Tom Peterson and Rory Parilac Database and Lasso Code: Liz Quigg Web

Design Your Own Opera!... Online!

ERIC Educational Resources Information Center

Nardo, Rachel

2010-01-01

This article discusses how to design an opera on the internet and introduces a site that offers the educational keys to the musical kingdom when it comes to unlocking a child's interest in opera. The combination of attractive, animated artwork, fun interactivity, and sound musical learning make this site very useful in a general music classroom.…

Selling Physics to Unwilling Buyers: Using Hollywood to Recruit for Physics

NASA Astrophysics Data System (ADS)

Krauss, Lawrence

2003-03-01

If confronting misconceptions is one way to learn, as many researchers have suggested, then Hollywood primes many young people to learn physics. At the same time, it is important to demonstrate to the public that the real world is actually more interesting than the world of science fiction. I will use examples from TV and movies, in particular Star Trek and the X-Files, to have some fun and to explore some interesting physics at the same time.

Understanding children: a qualitative study on health assets of the Internet in Spain.

PubMed

Hernán-García, Mariano; Botello-Díaz, Blanca; Marcos-Marcos, Jorge; Toro-Cárdenas, Silvia; Gil-García, Eugenia

2015-02-01

This research was designed to explore the opinions held by primary school pupils about the Internet as a source of assets for health and well-being. A qualitative study was carried out based on 8 focus groups comprising 64 pupils from 8 primary schools in Spain. Our findings describe the Internet as a tool for learning, communication, fun and health care. In addition, they reveal how children understand influences on health and well-being in relation to their view of the Internet. The results are discussed in terms of the public-health implications of digital literacy, as well as its connection to well-being, especially in relation to health assets. The Internet is an important resource for children's health and well-being, which, through learning, communication, fun and health care, encourages them to make use of it. Digital and health literacy constitutes the foundation required for browsing the Internet in a positive way, as identified by the children interviewed in this study, and especially in relation to the health assets that the Internet can contain.

Improving health-related fitness in children: the Fit-4-Fun randomized controlled trial study protocol.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2011-12-05

Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987.

Feasibility and Preliminary Efficacy of the Fit4Fun Intervention for Improving Physical Fitness in a Sample of Primary School Children: A Pilot Study

ERIC Educational Resources Information Center

Eather, Narelle; Morgan, Philip J.; Lubans, David R.

2013-01-01

Objective: The primary objective of this study was to evaluate the feasibility and preliminary efficacy of a school-based physical fitness intervention (Fit4Fun) on the physical fitness and physical activity (PA) levels of primary school children. Methods: A group-randomized controlled trial with a 3-month wait-list control group was conducted in…

The impact of specially designed digital games-based learning in undergraduate pathology and medical education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn

2011-01-01

The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.

Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

PubMed

Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

2016-05-01

Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

The Search for Hot Jupiters using Red Buttes Observatory

NASA Astrophysics Data System (ADS)

Sorber, Rebecca L.; Kar, Aman; Hancock, Daniel A.; Leuquire, Jacob D.; Suhaimi, Afiq; Kasper, David; Jang-Condell, Hannah

2018-01-01

The goal of this research is to use the University of Wyoming’s Red Buttes Observatory (RBO) to perform manual, remote, or automated observations of transiting exoplanet candidates. The data contributes to discovery of star systems that include never before identified exoplanets. RBO houses a 0.6-meter telescope and is located approximately 10 miles south of the University of Wyoming’s campus. Our targets are catalogued by the KELT (Kilodegree Extremely Little Telescope) Survey, a photometric search for transiting exoplanets around bright main sequence stars. The KELT Follow-up Network (KELT-FUN), a collaboration of small-aperture telescope users located all over the world, confirms new exoplanet candidates. As part of KELT-FUN, students use the RBO to monitor candidates identified by the KELT team. RBO typically detects transits around stars that are 8-12 in V magnitude, with transit durations of ~1-4 hours and full depth relative changes in brightness above 2 mmags. Using AstroImageJ, we process the data and we look for any indication of a transit occurrence in the processed lightcurve which might confirm the presence of the potential exoplanet. Our team has contributed over 50 light curves to KELT-FUN to date. We are able to compare our data with simultaneous observations by other members of KELT-FUN to maximize the utility of our observations. This project gives undergraduates an authentic scientific research experience, learning how to operate an observatory, process data, and participate in a scientific collaboration.

ARC-2011-ACD11-0172-069

NASA Image and Video Library

2011-10-01

Space Farm 7Space Farm 7 Program; NASA Day at the Dell'osso Family Farm, Lathrop,CA for the opening of the Kepler Corn Maze. Lots of fun activities were available and Kepler scientists gave talks and hands on demos to the audience of kids and adults alike to better understand Kepler and it's mission. Program; NASA Day at the Dell'osso Family Farm, Lathrop,CA for the opening of the Kepler Corn Maze. Lots of fun activities were available and Kepler scientists gave talks and hands on demos to the audience of kids and adults alike to better understand Kepler and it's mission.

New strategies to strengthen the soil science knowledge of student during field activities

NASA Astrophysics Data System (ADS)

Benito, Marta; Hontoria, Chiquinquirá; Masaguer, Alberto; Diéguez, Carmen; Almorox, Javier; Pérez, Juana; Santano, Jesús; Mariscal, Ignacio; Gutiérrez, Jesús; Moliner, Ana

2013-04-01

Soil Science can be considered a discipline that serves as a fundamental base for other disciplines such as ecology, agronomy, plant production, etc. In order to demonstrate the relevance and connection to real world it is important to develop field and practical activities. Field activities help student to comprehend soil as part of the landscape and the natural ecosystems. These activities also help them to realize the importance of historical soil use on the quality of todaýs soil and landscapes. It is well known that fieldwork practices are essential to strengthen the soil science knowledge of students and their learning process. These fieldwork practices involve doing a physical activity rather than passively attending lectures or watching demonstrations. The simple visual and tactile observations in the field could be used to predict soil behavior and these direct observations are best made in the field. Students who learned in the field using an active work are more motivated, have more positive attitudes, and place more value in their work than those that learn passively. Therefore, when scheduling the coursework an important time is assigned to field work, which sometimes is not sufficiently profited from the standpoint of student learning taking into consideration the economic effort involved. We are aware that part of the students are simple spectators in the field so we encourage their participation by making them responsible for obtaining part of the information about the place and the types of soils that will be visited. On the other hand, we will invite the students to do some game based exercises, which are fun and force them to work in groups and to pay attention to explanations. Our objective is to present the information in a more attractive way, making the learning of soil profile description and easier task. The exercises that we propose are both field and problem-based learning to make sure that the knowledge is more memorable (non-stop learning). Fieldwork is amenable to different strategies for enhancing feedback and for providing assessments and this work presents several of them.

Learning by playing: how to create the perfect learning game for and with optics

NASA Astrophysics Data System (ADS)

Haist, Tobias; Burla, Avinash

2010-08-01

For children, playing and learning is often one thing. They learn while playing and by playing the right games they learn a lot. It is therefore obvious that we should use (among other things) games in order to fascinate children for optics and to teach them the basic laws of optics. In this contribution we will introduce different optical games for children in preschool and elementary school. The majority of commercial learning games on the market do not achieve the ambitious goal of leading to fun and knowledge since very often there are serious design flaws within these games. We introduce ten design rules for learning games that will enable you to create your own successful learning game for a special topic. Exemplary, we will show games based on and for color mixing and polarization.

Learning while having fun: the use of video gaming to teach geriatric house calls to medical students.

PubMed

Duque, Gustavo; Fung, Shek; Mallet, Louise; Posel, Nancy; Fleiszer, David

2008-07-01

Although most health professionals perform home visits, there is not a structured method for performing them. In addition, in-training health professionals' exposure to home visits is limited for logistical reasons. A new method for medical students to learn how to perform an effective home visit was developed using an instructional video game. It was expected that students would learn the principles of a home visit using a video game while identifying the usefulness of video gaming (edutainment) in geriatrics education. A video game was created simulating a patient's house that the students were able to explore. Students played against time and distracters while being expected to click on those elements that they considered to be risk factors for falls or harmful for the patient. At the end of the game, the students received feedback on the chosen elements that were right or wrong. Finally, evaluation of the tool was obtained using pre- and posttests and pre- and postexposure feedback surveys. Fifty-six fourth-year medical students used the video game and completed the tests and the feedback surveys. This method showed a high level of engagement that is associated with improvement in knowledge. Additionally, users' feedback indicated that it was an innovative approach to the teaching of health sciences. In summary, this method provides medical students with a fun and structured experience that has an effect not only on their learning, but also on their understanding of the particular needs of the elderly population.

"Risky Fun" or "Authentic Science"? How Teachers' Beliefs Influence Their Practice during a Professional Development Programme on Outdoor Learning

ERIC Educational Resources Information Center

Glackin, Melissa

2016-01-01

Teaching outdoors has been established as an important pedagogical strategy; however, science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities into their teaching repertoire; yet little is understood as to why teachers make these different pedagogical…

The "Fun with Languages" Project: Making Learning Another Language an Early Priority

ERIC Educational Resources Information Center

Saint-Paul, Thérèse; Hendley, Valérie

2016-01-01

There is no denying the importance of multilingualism in the 21st century; increased travels, student exchanges, global business, diplomacy, and security are mediated by communication. Education is the key to building a strong multilingual world community that will work for peace and stability. However, it may be often overlooked that a successful…

An Effective Educational Tool: Construction Kits for Fun and Meaningful Learning

ERIC Educational Resources Information Center

Somyürek, Sibel

2015-01-01

The integration of robotics in education is still relatively new and represents an important advance in education practices. So, this paper aims to share the results from the perspectives of both students and trainers in an experimental case research in which LEGO Mindstorms construction kits were used. Sixty-two students between the ages of 8 and…

The Case for Conflict in Our Classrooms

ERIC Educational Resources Information Center

Dakin, Mary Ellen

2008-01-01

There should be joy in teaching and learning, there should be games and wonder and fun. But if conflict in classrooms remain little more than a literary term for the force that moves plot forward, then educators have sidestepped the mission of public education, which is to prepare young people for the rough-and-tumble of democracy. In this…

First-Day Strategies for Millennial Students in Introductory Accounting Courses: It's All Fun and Games until Something Gets Learned

ERIC Educational Resources Information Center

Mastilak, Christian

2012-01-01

Millennial students often possess characteristics at odds with typical lecture-based approaches to introductory accounting courses. The author introduces an approach for reaching millennial students early in introductory accounting courses in ways that fit millennials' characteristics. This article describes the use of the board game Monopoly[R]…

Big Science and Big Big Science

ERIC Educational Resources Information Center

Marshall, Steve

2012-01-01

In his introduction to the science shows feature in "Primary Science" 115, Ian B. Dunne asks the question "Why have science shows?" He lists a host of very sound reasons, starting with because "science is fun" so why not engage and entertain, inspire, grab attention and encourage them to learn? He goes onto to state that: "Even in today's…

Fun While Showing, Not Telling: Crafting Vivid Detail in Writing

ERIC Educational Resources Information Center

Del Nero, Jennifer Renner

2017-01-01

This teaching tip highlights three writing minilessons that help students construct vivid sensory detail (textual detail related to the five senses) in their fiction and creative nonfiction writing. Learning to show, not tell, is a difficult task for novice writers. The author explores reasons why this is the case and provides directions for the…

Stickybear's Math Splash: Adventures in Math Fun for Ages 5-10! School Version with Lesson Plans. [CD-ROM].

ERIC Educational Resources Information Center

Highsmith, Joni Bitman

Stickybear's Math Splash is a CD-ROM-based software tool for teaching mathematics skills beyond simple number recognition to elementary students. The accompanying printed lesson plans are designed to complement mathematics skills with other methods and areas of emphasis including kinesthetic learning, listening skills, decision making skills, and…

Fun Microbiology: Using a Plant Pathogenic Fungus To Demonstrate Koch's Postulates.

ERIC Educational Resources Information Center

Mitchell, James K.; Orsted, Kathy M.; Warnes, Carl E.

1997-01-01

Describes an experiment using a plant pathogenic fungus in which students learn to follow aseptic techniques, grow and produce spores of a fungus, use a hemacytometer for enumerating spores, prepare serial dilutions, grow and inoculate plants, isolate a pure culture using agar streak plates, and demonstrate the four steps of Koch's postulates.…

Fun While Learning and Earning. A Look Into Chattanooga Public Schools' Token Reinforcement Program.

ERIC Educational Resources Information Center

Smith, William F.; Sanders, Frank J.

A token reinforcement program was used by the Piney Woods Research and Demonstration Center in Chattanooga, Tennessee. Children who were from economically deprived homes received tokens for positive behavior. The tokens were redeemable for recess privileges, ice cream, candy, and other such reinforcers. All tokens were spent on the day earned so…

Boys and Girls: Join the Club

ERIC Educational Resources Information Center

D'Allesandro, Lou; Wool, Michael; McKenzie, Mary Alice

2012-01-01

Boys & Girls Clubs of America count 4,000 community-based clubs serving more than 4 million young people through membership and community outreach. They provide a safe place to spend time during non-school hours and the summer as an alternative to the streets or being home alone--a place to play, have fun and learn. Boys & Girls Clubs…

Not Just Fun, But Serious Strategies: Using Meta-Cognitive Strategies in Game-Based Learning

ERIC Educational Resources Information Center

Kim, Bokyeong; Park, Hyungsung; Baek, Youngkyun

2009-01-01

The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG [Massively Multiple Online Role Playing Game] "Gersang" was used. The…

Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments

ERIC Educational Resources Information Center

Schultz, Leah

2011-01-01

This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this…

Characteristics of Waves. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Waves are disturbances that transfer energy from place to place. All waves have amplitude, wavelength and frequency regardless of whether they are mechanical waves, electromagnetic waves or waves in the ocean! Students will learn more about the role waves play in everyday life and why understanding them is so important. With fun demonstrations and…

Learning to Laugh at Ourselves: Humor, Self-Transcendence, and the Cultivation of Moral Virtues

ERIC Educational Resources Information Center

Gordon, Mordechai

2010-01-01

In this essay Mordechai Gordon begins to address the neglect of humor among philosophers of education by focusing on some interesting connections between humor, self-transcendence, and the development of moral virtues. More specifically, he explores the kind of humor that makes fun of oneself and how it can affect educational encounters. Gordon…

Birds of a Feather... and Clay, Wire, Tissue and Paint!

ERIC Educational Resources Information Center

Feiner, Lois

2011-01-01

What began as a review lesson in clay construction quickly became a fun learning experience filled with inspiring conversations and creatively painted birds. This lesson was successful from beginning to end, with a final reward when the artwork was displayed. The author describes the process of working on this project and shares how the students…

Swept Away: Exploring the Physics of Curling

ERIC Educational Resources Information Center

Esser, Liza

2011-01-01

Studying the Olympic sport of curling is a fun and engaging way to learn about the concepts of friction, forces, momentum, and Newton's laws. Each winter, the author takes her eighth-grade physical science class on a field trip to experience curling firsthand. This field trip has become a favorite of the eighth graders at Capitol Hill Day School…

Making Sense of Germ Control to Stay Healthy

ERIC Educational Resources Information Center

Aronson, Susan S.

2005-01-01

Infectious diseases can cost many days of fun and learning for children and adults. Some, but not all illness, is inevitable. It is important to have an arrangement with a health professional to observe practices from time to time, and advise about how to prevent and manage infectious disease. Start by practicing easy routines to keep everyone…

Using "Flatland 2: Sphereland" to Help Teach Motion and Multiple Dimensions

ERIC Educational Resources Information Center

Caplan, Seth; Johnson, Dano; Vondracek, Mark

2015-01-01

The 1884 book "Flatland: A Romance of Many Dimensions," written by Edwin Abbott, has captured the interest of numerous generations, and has also been used in schools to help students learn and think about the concept of dimension in a creative, fun way. In 2007, a film was released called "Flatland: The Movie," and over one…

Edutainment: Using Technology to Enhance the Management Learner Experience

ERIC Educational Resources Information Center

Makarius, Erin E.

2017-01-01

Edutainment, while seemingly a new and trending idea, is quite simply the combination of education and entertainment, or improving learning by making it more engaging. What began as a way to teach children concepts in a fun way (e.g., School House Rock) has evolved into an integration of technology, design, and academics (e.g., TED talks).…

Relationships between trip motivations and selected variables among Allegheny National forest visitors

Treesearch

Alan R. Graefe; Brijesh Thapa; John J. Confer; James D. Absher

2000-01-01

To meet visitors’ needs, managers must understand the motivations driving visitors to wilderness areas. This paper compares the motivations of different segments of Allegheny National Forest users. Factor analysis identified 5 motivation factors (social, escape, fun, nature and learning), with two items retained as single item dimensions (close to home and challenge)....

Why Should We Have All the Fun? Encouraging Colleagues to Read YA Novels across the Curriculum

ERIC Educational Resources Information Center

Roberts, Mike

2012-01-01

Recently, the National Council of Teachers of English (NCTE) helped create the National Center for Literacy Education (NCLE) to help support literacy across all disciplines. NCLE Director Kent Williamson notes, "Schools that sustain progress in literacy learning pay attention to the little things and the big things. They create organizational…

Getting Serious with iPads: The Intersection of Game Design and Teaching Principals

ERIC Educational Resources Information Center

Masek, Martin; Murcia, Karen; Morrison, Jason

2012-01-01

Mobile devices, such as tablets and smart phones, are increasingly being utilised as tools for education, with tablets such as the Apple iPad being introduced into many classrooms. These devices are seen as enablers of learning through a fun, interactive interface; however the process of producing a pedagogically valid, yet entertaining…

A Theoretical Framework for Serious Game Design: Exploring Pedagogy, Play and Fidelity and Their Implications for the Design Process

ERIC Educational Resources Information Center

Rooney, Pauline

2012-01-01

It is widely acknowledged that digital games can provide an engaging, motivating and "fun" experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which…

Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.

PubMed

Schlegel, Elisabeth F M; Selfridge, Nancy J

2014-05-01

Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.

ClueConnect: a word array game to promote student comprehension of key terminology in an introductory anatomy and physiology course.

PubMed

Burleson, Kathryn M; Olimpo, Jeffrey T

2016-06-01

The sheer amount of terminology and conceptual knowledge required for anatomy and physiology can be overwhelming for students. Educational games are one approach to reinforce such knowledge. In this activity, students worked collaboratively to review anatomy and physiology concepts by creating arrays of descriptive tiles to define a term. Once guessed, students located the structure or process within diagrams of the body. The game challenged students to think about course vocabulary in novel ways and to use their collective knowledge to get their classmates to guess the terms. Comparison of pretest/posttest/delayed posttest data revealed that students achieved statistically significant learning gains for each unit after playing the game, and a survey of student perceptions demonstrated that the game was helpful for learning vocabulary as well as fun to play. The game is easily adaptable for a variety of lower- and upper-division courses. Copyright © 2016 The American Physiological Society.

Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.

PubMed

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction.

Game-Based E-Learning Is More Effective than a Conventional Instructional Method: A Randomized Controlled Trial with Third-Year Medical Students

PubMed Central

Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

2013-01-01

Background When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. Objectives To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. Methods A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. Results The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Conclusions Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching method for self-instruction. PMID:24349257

Physical activity promotion among underserved adolescents: "make it fun, easy, and popular".

PubMed

Louise Bush, Paula; Laberge, Suzanne; Laforest, Sophie

2010-05-01

There is a paucity of studies regarding noncurricular physical activity promotion interventions among adolescents, and even less such research pertaining to underserved youth. This article describes the development and implementation of a noncurricular, school-based physical activity promotion program designed for a multiethnic, underserved population of adolescents. The program's impact on leisure-time physical activity (LTPA) and on physical activity enjoyment (PAE) is also presented. The 16-week program, named FunAction, utilizes social marketing principles. Control (n = 90) and intervention (n = 131) students are assessed pre- and postintervention for levels of LTPA and PAE. Results indicate that although the program did not contribute to an increase in LTPA or PAE among intervention group students, participation in the program was elevated. This study offers preliminary evidence that noncurricular physical activity promotion programs that apply social marketing principles can be effective in engaging multiethnic, underserved adolescents in physical activity.

"It's fun, but …" Children with cerebral palsy and their experiences of participation in physical activities.

PubMed

Lauruschkus, Katarina; Nordmark, Eva; Hallström, Inger

2015-01-01

To explore the experiences of children with cerebral palsy (CP) regarding participation in physical activities, and to describe facilitators and barriers. Sixteen children with CP 8-11 years old who varied in gross motor, cognitive and communicative function participated in either an individual interview or a focus group. Two categories and 10 sub-categories emerged from the content analysis. The category "Being physically active, because …" describes facilitators for being physically active divided into the sub-categories "Enjoying the feeling", "Being capable", "Feeling of togetherness", "Being aware it is good for me", and "Using available opportunities". The second category "Being physically active, but …" describes barriers to being physically active, divided into the sub-categories "Getting tired and experiencing pain", "Something being wrong with my body", "Being dependent on others", "Not being good enough" and "Missing available opportunities". Asking children with CP about the physical activities they enjoy, and giving them the opportunity of trying self-selected activities with the right support is important for facilitating an increased participation in physical activities. Having fun with family and friends when being physically active, and enjoying the sensation of speed should be taken into consideration when designing interventions. When supporting children to become and remain physically active, attention should be paid to pain, fatigue and the accessibility of activities and locations. Implications for Rehabilitation Children want to be physically active together with friends or others. Children want to have fun and enjoy the sensation of speed when being physically active. Self-selected physical activities and the opportunity of trying new activities with the right support is essential for facilitating an increased participation in physical activities. Service planning and design may be facilitated by asking children about the physical activities they enjoy.

Defining Fun and Seeking Flow in English Language Arts

ERIC Educational Resources Information Center

Romano, Tom

2009-01-01

Students have fun with Facebook, MySpace, YouTube, and video games. They have fun text messaging, talking on cell phones, listening to iPods. They have fun at theme parks and hanging out with friends. As their teacher the author wants to introduce students to another kind of fun. This fun can be time consuming, rigorous, and fulfilling. It's the…

Is fun for everyone? Personality differences in healthcare providers' attitudes toward fun.

PubMed

Karl, Katherine A; Peluchette, Joy V; Harland, Lynn

2007-01-01

This study examines the role of personality (the Big Five dimensions) in attitudes towards fun and levels of experienced fun in the healthcare environment. Our results show that extraversion and agreeableness were positively related to attitudes toward fun. Extraversion and emotional stability (low neuroticism) were positively related to the level of experienced fun. In general, our sample expressed positive attitudes regarding the appropriateness, salience, and consequences of having fun at work. Additionally, those who reported experiencing greater levels of workplace fun had significantly lower emotional exhaustion and emotional dissonance, as well as higher job satisfaction. Implications for healthcare institutions are discussed.

Improving learning performance with happiness by interactive scenarios.

PubMed

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance.

Improving Learning Performance with Happiness by Interactive Scenarios

PubMed Central

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance. PMID:24558331

Designing serious video games for health behavior change: current status and future directions.

PubMed

Thompson, Debbe

2012-07-01

Serious video games for health are designed to entertain while changing a specific health behavior. This article identifies behavioral principles that can guide the development of serious video games focused on changing a variety of health behaviors, including those attempting to decrease risk of obesity and type 2 diabetes. Guidelines discussed include how to develop video games that provide a solid foundation for behavior change by enhancing a player's knowledge and skill, ways in which personal mastery experiences can be incorporated into a video game environment, using game characters and avatars to promote observational learning, creating personalized experiences through tailoring, and the importance of achieving a balance between "fun-ness" and "seriousness." The article concludes with suggestions for future research needed to inform this rapidly growing field. © 2012 Diabetes Technology Society.

Focus groups for developing a peer mentoring program to improve self-management in pediatric inflammatory bowel disease.

PubMed

Mackner, Laura M; Ruff, Jessica M; Vannatta, Kathryn

2014-10-01

Inflammatory bowel disease (IBD) presents challenges for self-management in many areas. A peer mentoring program may offer advantages over other forms of self-management interventions because youth may be more receptive to learning self-management skills from a peer than from a parent or professional. The purpose of the present study was to identify themes from focus groups to inform development of a peer mentoring program for improving self-management in pediatric IBD. Focus groups were conducted for youth ages 12 to 17, stratified by age (3 groups; n = 14), young adults ages 18 to 20 (1 group; n = 5), and parents of the youth (3 groups; n = 17). Broad questions covered program goals, general program characteristics, mentor/mentee characteristics, and family involvement, and transcriptions were analyzed via directed content analysis, with the a priori codes specified as the broad questions above. Participants identified the primary goals of a program as support, role model, information/education, and fun. They described a program that would include a year-long, 1-on-1 mentor relationship with a peer who has had IBD for at least a year, educational group activities, fun activities that are not focused on IBD, expectations for in-person contact 1 to 2 times per month, and mentor-to-mentor and parent support. Many of the suggestions from the focus groups correspond with research findings associated with successful mentoring programs. Using participants' suggestions and empirically based best practices for mentoring may result in an effective peer mentoring program for improving self-management in youth with IBD.

Efficacy of Cognitive-Functional (Cog-Fun) Occupational Therapy Intervention Among Children With ADHD: An RCT.

PubMed

Hahn-Markowitz, Jeri; Berger, Itai; Manor, Iris; Maeir, Adina

2016-09-16

To examine the efficacy of a Cognitive-Functional (Cog-Fun) intervention for children with ADHD. Random allocation of 107 children to study or control groups preceded 10 parent-child weekly Cog-Fun sessions emphasizing executive strategy training in games and daily activities. Controls received treatment after crossover. Study participants were followed up 3 months post-treatment. Outcomes included parent/teacher ratings of executive functions, ADHD symptoms, and parent ratings of quality of life. Eight children withdrew prior to treatment. All children in both groups who began treatment completed it. Mixed effects ANOVA revealed significant Time × Group interaction effects on all parent-reported outcomes. Treatment effects were moderate to large, replicated after crossover in the control group and not moderated by medication. Parent-reported treatment gains in the study group were maintained at follow-up. No significant Time × Group interaction effects were found on teacher outcomes. Cog-Fun occupational therapy (OT) intervention shows positive context-specific effects on parent, but not teacher, ratings. © The Author(s) 2016.

Using Family Science Day Events to Inspire Future Scientists

NASA Astrophysics Data System (ADS)

Brevik, Corinne

2015-04-01

Dickinson State University organizes four Family Science Day events each fall to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large-variety of hands-on activities which center around the event's theme. Previous themes include The Amazing Telescope, Night of the Titanic, Dinosaur Prophecy, and Space Exploration. These events are amazing opportunities to show young children how much fun science can be. Many of the kids come from schools where science is neither interactive nor engaging. The activities help the children learn that science is a process of discovery that helps us better understand the world around us. University students staff all of the activity booths at these events, and this has proven to be a very valuable experience for them as well. Some of the students who help are majoring in a science field, and for them, the experience teaches public communication. They learn to break complicated concepts down into simpler terms that young kids can understand. Other students who help with these events are not science majors but may be taking a science course as part of their college curriculum. For these students, the experience reinforces various concepts that they are learning in their science class. For many of them, it also opens their eyes to the idea that science can be engaging. Some of them even discover that they have a true gift for teaching.

Fun Science: The Use of Variable Manipulation to Avoid Content Instruction

NASA Astrophysics Data System (ADS)

Peters-Burton, Erin E.; Hiller, Suzanne E.

2013-02-01

This study examined the beliefs and rationale pre-service elementary teachers used to choose activities for upper-elementary students in a 1-week intensive science camp. Six undergraduate elementary pre-service teachers were observed as they took a semester-long science methods class that culminated in a 1-week science camp. This qualitative, phenomenological study found that counselors chose activities with the possibility of fun being a priority rather than teaching content, even after they were confronted with campers who demanded more content. Additionally, all six of the counselors agreed that activities involving variable manipulation were the most successful, even though content knowledge was not required to complete the activities. The counselors felt the variable manipulation activities were successful because students were constructing products and therefore getting to the end of the activity. Implications include building an awareness of the complexity of self-efficacy of science teaching and outcome expectancy to improve teacher education programs.

LORS. Learning Oriented Reality Structure...Or How to Keep Your Sanity and Have Fun Besides in All Those Crazy Meetings!

ERIC Educational Resources Information Center

Hollis, Joseph W.; And Others

The LORS technique is a combination of several techniques such as role projection, simulation, psychodrama, feedback, value clarification, role reversal, dramatization, decision making, process analysis, and others. The significant difference is that, when the techniques are used together, each often undergoes changes to the point that the effect…

Preschool Pathways to Science (PrePS[TM]): Facilitating Scientific Ways of Thinking, Talking, Doing, and Understanding

ERIC Educational Resources Information Center

Gelman, Rochel; Brenneman, Kimberly; Macdonald, Gay; Roman, Moises

2009-01-01

To ensure they're meeting state early learning guidelines for science, preschool educators need fun, age-appropriate, and research-based ways to teach young children about scientific concepts. The basis for the PBS KIDS show "Sid the Science Kid," this teaching resource helps children ages 3-5 investigate their everyday world and develop the…

Name that Contraceptive! A Game for the Human Sexuality Classroom

ERIC Educational Resources Information Center

Rosenthal, Martha S.

2010-01-01

There are many contraceptive choices available to people today. Learning about them can be dry, but the game "Name that Contraceptive!" can be a fun and interactive way to review, remember, and retain the details about contraceptive options. Name that Contraceptive is a card game in which students "bid" on the number of clues it will take them to…

Independent Living Skills Can Be Fun! How One Mom Took Matters into Her Own Hands

ERIC Educational Resources Information Center

Schoenfeld, Jane

2006-01-01

Jane Schoenfeld's eighteen-year-old daughter and five of her daughter's friends have major learning differences. After searching fruitlessly for a summer class in independent living skills, Shoenfeld relates how she and the parents of her daughter's friends decided to set up their own summer program. They found a facilitator and invited two…

All about Properties of Matter. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Most children know how to describe an object--by color, size, and shape. Here they'll learn that all objects are made of matter and that all matter can be described with basic scientific properties--mass, weight, volume and density. Each of these properties is described using fun, real-life examples. With clear illustrations and hands-on…

Being "Fun" at Work: Emotional Labour, Class, Gender and Childcare

ERIC Educational Resources Information Center

Vincent, Carol; Braun, Annette

2013-01-01

This paper reports on data drawn from an "Economic and Social Research Council"-funded project investigating the experiences of UK-based students training on level-2 and level-3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students'…

Children's Use of the Unique Features of Interactive Videodiscs. Technical Report No. 42.

ERIC Educational Resources Information Center

Tally, William J.; Char, Cynthia

This study examined the way children learn about and use the novel features of videodiscs. Nine 9- and 10-year-old students in a progressive private school in New York City participated in the study. None had prior experience with videodisc technology. The two videodiscs which served as test materials--"The First National Kidisc" and "Fun and…

It's a Mad, Mad Wordle: For a New Take on Text, Try This Fun Word Cloud Generator

ERIC Educational Resources Information Center

Foote, Carolyn

2009-01-01

Nation. New. Common. Generation. These are among the most frequently used words spoken by President Barack Obama in his January 2009 inauguration speech as seen in a fascinating visual display called a Wordle. Educators, too, can harness the power of Wordle to enhance learning. Imagine providing students with a whole new perspective on…

Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase Mágica Site

ERIC Educational Resources Information Center

Arreguín-Anderson, María G.

2015-01-01

In this article, the author suggests that children's natural inclination to explore nature, or biophilia, can be explored as a factor that encourages both cognitive engagement and language development. The author summarizes the types of scientific inquiries that bilingual elementary students and their university partners engaged in when guided to…

Chances Are...Making Probability and Statistics Fun To Learn and Easy To Teach.

ERIC Educational Resources Information Center

Pfenning, Nancy

Probability and statistics may be the horror of many college students, but if these subjects are trimmed to include only the essential symbols, they are easily within the grasp of interested middle school or even elementary school students. This book can serve as an introduction for any beginner, from gifted students who would like to broaden…

Historic Election and New Tech Tools Yield Promising Vistas for Learning

ERIC Educational Resources Information Center

Manzo, Kathleen Kennedy

2008-01-01

This article describes how some teachers such as Gamal Sherif are turning to electronic resources to capture students' interest in the election. Sherif, who teaches history and science at the Science Leadership Academy, a public school in Philadelphia, said "the technology is fun and helpful, but it's also a tool one can use to get a better…

Atoms and Molecules. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

There are more than 20 million known substances in the universe, and they are all made of the same basic ingredients--atoms and molecules. In this fun and engaging program, kids will learn about the three main subatomic particles--protons, neutrons and electrons--as well as the forces that keep atoms and molecules together. They'll discover how…

Using WhatsApp to Enhance Students' Learning of English Language "Experience to Share"

ERIC Educational Resources Information Center

Hamad, Mona M.

2017-01-01

Education system has developed rapidly, technology has invaded our life, everyone has smart phone these days, using WhatsApp, Facebook, Twitter, Instagram, Telegram, etc. No one can deny that the generation we teach these days, has become addicted to these applications, for social relationship and fun. In 2012 when I started teaching in KSA,…

More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

ERIC Educational Resources Information Center

Adachi, Paul J. C.; Willoughby, Teena

2013-01-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem…

Finding the Right Camp: Tips Based on Over 70 Years of Experience

ERIC Educational Resources Information Center

Morgan, Bill

2011-01-01

Camp provides an opportunity for a child to have fun, learn and grow in a safe, nurturing, and enriching environment. Tucked away in the picturesque Catoctin Mountain Park in Western Maryland, The League for People with Disabilities has run a summer camp program for over 70 years. Camp Greentop, the campground, is part of the national park, built…

A Preschool with Promise: How One District Provides Early Education for All

ERIC Educational Resources Information Center

Dubin, Jennifer

2010-01-01

This article features a school district in Perth Amboy, New Jersey, that has created a full-day preschool program that helps prepare all children socially and academically for school. For students ages 3 and 4 in Perth Amboy, the two ideas--learning and fun--are one and the same. Through the district's full-day preschool program, teachers…

The Lion and the Lamb: Learning about Tolerance and Compassion

ERIC Educational Resources Information Center

Johnson, Judith C.

2009-01-01

As the holidays approached this year, the author was looking for something new and different from poinsettias, Christmas trees and snowy landscapes for third-graders. This is a special class who is up for new ideas and art adventures. They had not yet used the changeable markers, which are great fun for pattern and design work. This article…

Getting into the Game

ERIC Educational Resources Information Center

Galuszka, Peter

2009-01-01

Malcolm Perdue faces a dilemma as challenging as the computer games he loves to play. The 19-year-old student at Atlanta Metropolitan College wants to learn how to become a game designer. Not only would doing so be a lot of fun, designers can make $80,000 a year early in their careers. But his school has limited options in the field. Nearby…

Improving health-related fitness in children: the fit-4-Fun randomized controlled trial study protocol

PubMed Central

2011-01-01

Background Declining levels of physical fitness in children are linked to an increased risk of developing poor physical and mental health. Physical activity programs for children that involve regular high intensity physical activity, along with muscle and bone strengthening activities, have been identified by the World Health Organisation as a key strategy to reduce the escalating burden of ill health caused by non-communicable diseases. This paper reports the rationale and methods for a school-based intervention designed to improve physical fitness and physical activity levels of Grades 5 and 6 primary school children. Methods/Design Fit-4-Fun is an 8-week multi-component school-based health-related fitness education intervention and will be evaluated using a group randomized controlled trial. Primary schools from the Hunter Region in NSW, Australia, will be invited to participate in the program in 2011 with a target sample size of 128 primary schools children (age 10-13). The Fit-4-Fun program is theoretically grounded and will be implemented applying the Health Promoting Schools framework. Students will participate in weekly curriculum-based health and physical education lessons, daily break-time physical activities during recess and lunch, and will complete an 8-week (3 × per week) home activity program with their parents and/or family members. A battery of six health-related fitness assessments, four days of pedometery-assessed physical activity and a questionnaire, will be administered at baseline, immediate post-intervention (2-months) and at 6-months (from baseline) to determine intervention effects. Details of the methodological aspects of recruitment, inclusion criteria, randomization, intervention program, assessments, process evaluation and statistical analyses are described. Discussion The Fit-4-Fun program is an innovative school-based intervention targeting fitness improvements in primary school children. The program will involve a range of evidence-based behaviour change strategies to promote and support physical activity of adequate intensity, duration and type, needed to improve health-related fitness. Trial Registration No Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN12611000976987 PMID:22142435

Seeds and Sparks: Cultivating Children's Interest in Physics through Public Outreach

NASA Astrophysics Data System (ADS)

Clark, Jessica

2006-11-01

The National Academies' ``Rising above the Gathering Storm'' report names the improvement of K-12 science and mathematics education as its highest priority recommendation. This recommendation includes enlarging the pipeline of students preparing to study STEM subjects at university by increasing the number of students who take (and pass) advanced high school level science courses. To this end, the American Physical Society's Public Outreach department offers PhysicsQuest, a free program designed to engage middle school science students in a learning adventure. The core idea of the program is to provide a fun and exciting way for students to encounter physics, thereby eliminating some of the fear often associated with the subject and making them more likely to take high school physics courses. In the end, the students do learn some physics, but, more importantly, they have a fun experience with physics. This talk further describes the PhysicsQuest program, including feedback and results from the 2005 project, and also gives an overview of other K-12 programs offered by APS Public Outreach. The report can be read online at http://www.nap.edu/catalog/11463.html#toc. STEM = Science, Technology, Engineering, Mathematics

Hydromania: Summer Science Camp Curriculum.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Moura, Joan

1995-07-01

In 1992, Bonneville Power Administration (BPA) and the US Department of Energy (DOE) began a collaborative pilot project with the Portland Parks and Recreation Community Schools Program and others to provide summer science camps to children in Grades 4--6. Camps run two weeks in duration between late June and mid-August. Sessions are five days per week, from 9 a.m. to 3 p.m. In addition to hands-on science and math curriculum, at least three field trips are incorporated into the educational learning experience. The purpose of the BPA/DOE summer camps is to make available opportunities for fun, motivating experiences in sciencemore » to students who otherwise would have difficulty accessing them. This includes inner city, minority, rural and low income students. Public law 101-510, which Congress passed in 1990, authorizes DOE facilities to establish collaborative inner-city and rural partnership programs in science and math. A primary goal of the BPA summer hands on science camps is to bring affordable science camp experiences to students where they live. It uses everyday materials to engage students` minds and to give them a sense that they have succeeded through a fun hands-on learning environment.« less

How psychological science informs the teaching of reading.

PubMed

Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S

2001-11-01

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Diabetes - keeping active

MedlinePlus

... quickly. This can result in muscle and joint injury. Involve friends or family. Activity in a group or with partners is usually more fun and motivating. Shopping, Running Errands, and Working When you run errands: Walk ...

The role of domain-general cognitive resources in children's construction of a vitalist theory of biology.

PubMed

Bascandziev, Igor; Tardiff, Nathan; Zaitchik, Deborah; Carey, Susan

2018-08-01

Some episodes of learning are easier than others. Preschoolers can learn certain facts, such as "my grandmother gave me this purse," only after one or two exposures (easy to learn; fast mapping), but they require several years to learn that plants are alive or that the sun is not alive (hard to learn). One difference between the two kinds of knowledge acquisition is that hard cases often require conceptual construction, such as the construction of the biological concept alive, whereas easy cases merely involve forming new beliefs formulated over concepts the child already has (belief revision, a form of knowledge enrichment). We asked whether different domain-general cognitive resources support these two types of knowledge acquisition (conceptual construction and knowledge enrichment that supports fast mapping) by testing 82 6-year-olds in a pre-training/training/post-training study. We measured children's improvement in an episode involving theory construction (the beginning steps of acquisition of the framework theory of vitalist biology, which requires conceptual change) and in an episode involving knowledge enrichment alone (acquisition of little known facts about animals, such as the location of crickets' ears and the color of octopus blood). In addition, we measured children's executive functions and receptive vocabulary to directly compare the resources drawn upon in the two episodes of learning. We replicated and extended previous findings highlighting the differences between conceptual construction and knowledge enrichment, and we found that Executive Functions predict improvement on the Vitalism battery but not on the Fun Facts battery and that Receptive Vocabulary predicts improvement the Fun Facts battery but not on the Vitalism battery. This double dissociation provides new evidence for the distinction between the two types of knowledge acquisition, and bears on the nature of the learning mechanisms involved in each. Copyright © 2018 Elsevier Inc. All rights reserved.

Recruiting future neuroscientists: what asking the recruits can teach us.

PubMed

Willcockson, Irmgard U; Phelps, Cynthia L

2004-12-01

Many different strategies are used to recruit students into scientific research careers, including neuroscience research. These strategies are rarely based on knowledge about students; instead, activities are selected based on their ease of implementation. The goal of the LEARN Project is to encourage high school students into mental health science research using the theme of learning and memory. One intervention the authors developed is five Web-based biographies introducing students to contemporary neuroscientist role models studying learning and memory. To guide the design of this intervention, the authors created a survey to determine where students obtain career information and who and what influences their career selection. In a convenience sample of 124 students, the authors found that almost all students use the Internet for information about careers, in addition to consulting family members and teachers. Students' career selections are influenced most by family members, teachers, and people already in the field. The most important factors students look for in their future career are money, fun, and a good match between current interests and future careers. The data affirm the value of outreach efforts that go beyond students to include a broader audience of parents and teachers who play a critical role in career selection.

Enhancement of Self Efficacy of Vocational School Students in Buffer Solution Topics through Guided Inquiry Learning

NASA Astrophysics Data System (ADS)

M, Ardiany; W, Wahyu; A, Supriatna

2017-09-01

The more students who feel less confident in learning, so doing things that are less responsible, such as brawl, drunkenness and others. So researchers need to do research related to student self efficacy in learning, in order to reduce unwanted things. This study aims to determine the effect of guided inquiry learning on improving self-efficacy of learners in the buffer solution topics. The method used is the mixed method which is the two group pretest postest design. The subjects of the study are 60 students of class XI AK in one of the SMKN in Bandung, consisting of 30 experimental class students and 30 control class students. The instruments used in this study mix method consist of self-efficacy questionnaire of pretest and posttest learners, interview guides, and observation sheet. Data analysis using t test with significant α = 0,05. Based on the result of inquiry of guided inquiry study, there is a significant improvement in self efficacy aspect of students in the topic of buffer solution. Data of pretest and posttest interview, observation, questionnaire showed significant result, that is improvement of experimental class with conventionally guided inquiry learning. The mean of self-efficacy of student learning there is significant difference of experiment class than control class equal to 0,047. There is a significant relationship between guided inquiry learning with self efficacy and guided inquiry learning. Each correlation value is 0.737. The learning process with guided inquiry is fun and challenging so that students can expose their ideas and opinions without being forced. From the results of questionnaires students showed an attitude of interest, sincerity and a good response of learning. While the results of questionnaires teachers showed that guided inquiry learning can make students learn actively, increased self-efficacy.

Social support from teachers mediates physical activity behavior change in children participating in the Fit-4-Fun intervention.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2013-05-28

Few studies have examined the mediators of behavior change in successful school-based physical activity interventions. The aim of this study was to explore potential mediators of physical activity in the Fit-4-Fun program for primary school children. Group randomized controlled trial. Four primary schools were recruited in April, 2011 and randomized by school into intervention or control conditions. Participants included 213 children (mean age = 10.7 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week multi-component Fit-4-Fun program. Participants were assessed at baseline, 3- and 6-months. Physical activity was measured using Yamax SW700 pedometers (mean steps/day) and questionnaires were used to assess constructs from Social Cognitive Theory and Competence Motivation Theory. Hypothesized mediators measured included social support from peers, parents and teachers; physical activity self-efficacy (barrier and task); enjoyment; and perceived school physical environment. Mediation was assessed using Preacher and Hayes' multiple mediation regression SPSS macro. Action theory (A), conceptual theory (B) and the significance of the product of coefficients (AB) are reported. The intervention had a significant effect on physical activity (p<0.001). The action theory test results revealed significant treatment effects at 3-months for perceived school environment (A=0.28, p<0.001); and at 6-month follow-up for perceived school environment (A=0.058, p<0.001), teacher social support (A=0.54, p<0.05) and enjoyment (A=-0.23, p<0.05). The conceptual theory test revealed a significant relationship between changes in teacher social support and changes in physical activity at 6-month follow-up (B=828, P<0.05). Teacher social support was shown to have a significant mediating effect on physical activity (AB = 445, CI = 77-1068 steps, proportion= 13%), and perceived school environment approached significance (AB = 434, CI= -415 to 1507 steps, proportion= 13%). The Fit-4-Fun program successfully targeted social support for physical activity provided by classroom teachers which contributed to improved physical activity in children. These results demonstrate that classroom teachers play a key role in influencing physical activity behavior outcomes in children.Trial Registration No: ACTRN12611000976987.

Social support from teachers mediates physical activity behavior change in children participating in the Fit-4-Fun intervention

PubMed Central

2013-01-01

Background Few studies have examined the mediators of behavior change in successful school-based physical activity interventions. The aim of this study was to explore potential mediators of physical activity in the Fit-4-Fun program for primary school children. Design Group randomized controlled trial. Methods Four primary schools were recruited in April, 2011 and randomized by school into intervention or control conditions. Participants included 213 children (mean age = 10.7 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week multi-component Fit-4-Fun program. Participants were assessed at baseline, 3- and 6-months. Physical activity was measured using Yamax SW700 pedometers (mean steps/day) and questionnaires were used to assess constructs from Social Cognitive Theory and Competence Motivation Theory. Hypothesized mediators measured included social support from peers, parents and teachers; physical activity self-efficacy (barrier and task); enjoyment; and perceived school physical environment. Mediation was assessed using Preacher and Hayes’ multiple mediation regression SPSS macro. Action theory (A), conceptual theory (B) and the significance of the product of coefficients (AB) are reported. Results The intervention had a significant effect on physical activity (p<0.001). The action theory test results revealed significant treatment effects at 3-months for perceived school environment (A=0.28, p<0.001); and at 6-month follow-up for perceived school environment (A=0.058, p<0.001), teacher social support (A=0.54, p<0.05) and enjoyment (A=-0.23, p<0.05). The conceptual theory test revealed a significant relationship between changes in teacher social support and changes in physical activity at 6-month follow-up (B=828, P<0.05). Teacher social support was shown to have a significant mediating effect on physical activity (AB = 445, CI = 77-1068 steps, proportion= 13%), and perceived school environment approached significance (AB = 434, CI= -415 to 1507 steps, proportion= 13%). Conclusions The Fit-4-Fun program successfully targeted social support for physical activity provided by classroom teachers which contributed to improved physical activity in children. These results demonstrate that classroom teachers play a key role in influencing physical activity behavior outcomes in children. Trial Registration No: ACTRN12611000976987 PMID:23714651

Raising a Fit Preschooler

MedlinePlus

... mathematical experience as you emphasize numbers and counting: How many windows are on the garage door? What numbers are on the houses? These kinds of activities are fun and also help to prepare kids for school. How Much Activity Is Enough? Physical activity guidelines for ...

The Future of Reading: Don't Worry. It Might Be Better than You Think

ERIC Educational Resources Information Center

Green, John

2010-01-01

It is a fun parlor game to speculate about what the future of books will look like. The author wonders whether stories will be read on screens and supplemented with gaming, illustration, video, and multimedia riddles. In this essay, the author shares his vision of the future of reading and describes what he learned from writing a story based on…

"I Guess It Was Pretty Fun": Using WebQuests in the Middle School Classroom.

ERIC Educational Resources Information Center

Lipscomb, George

2003-01-01

Notes that the WebQuest helps students harness the vast amount of on-line resources available. Presents a list of 10 suggestions that may help teachers unfamiliar with WebQuests, especially those in the history classroom, to use them more effectively. Concludes that students learned a great deal about the Civil War by doing the WebQuest, and the…

Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education

ERIC Educational Resources Information Center

Siller, Hans-Stefan; MaaB, Jurgen

2012-01-01

No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge…

Lessons Learned in Cyberspace Security

DTIC Science & Technology

2014-06-01

software; something undesirable is packaged together with something desirable. A classic example was Elf Bowling attachment, which ran rampant through...the authors’ former school. It combined a fun program featuring elves as bowling pins, however it was packaged with SubSeven (Sub7) malware that...allowed remote access to the infected machine. IExpress, which is delivered in the Windows OS, is one of the legitimate tools for packaging multiple

Coaching Kids for the Internet: A Guide for Librarians, Teachers, and Parents. Internet Workshop Series Number 9.

ERIC Educational Resources Information Center

Junion-Metz, Gail

This book provides guidance in how to help children use the Internet for learning and fun. The book is divided into three sections. The first section, "Get Ready: The Internet and Its Tools," includes basic information and practice exercises related to the Internet's many tools. Also included is a large subsection on the World Wide Web, which…

"Ground Control to Deaf and Hard of Hearing Students...": Space Camp Provides Lessons in Science, Math, Teamwork, and Fun

ERIC Educational Resources Information Center

Perkins, Becky

2007-01-01

In this article, the author describes the Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama, where deaf and hard of hearing students can pilot spaceships, conduct experiments, and dodge meteorites. Each year in the spring, students from schools all over the United States attend a one-week, hands-on learning experience in…

Using Population Data to Create Fun in the 9th-Grade Geography Classroom

ERIC Educational Resources Information Center

Smalley, Elizabeth

2010-01-01

How can teachers encourage their geography students to make sense of big numbers? The key math skills geography students need to apply are ones they learned long ago in fifth grade: estimation and place value. However, in order to recognize the size of a city, or strength of a country's per capita income, or value of a birth rate, they need…

Analysis of Local and Foreign Edutainment Products--An Effort to Implement the Design Framework for an Edutainment Environment in Malaysia

ERIC Educational Resources Information Center

Embi, Zarina Che; Hussain, Hanafizan

2005-01-01

In the world of "edutainment" where multimedia is the ultimate content provider, educational electronic games are a new and fun way for young children to learn concepts and processes that have usually been delivered via books within the traditional classroom. In an effort to implement a design framework for developing educational games…

Space Operations Learning Center

NASA Technical Reports Server (NTRS)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Viewing equitable practices through the lens of intersecting identities

NASA Astrophysics Data System (ADS)

Lyons, Renée; Dsouza, Nikeetha; Quigley, Cassie

2016-12-01

This review explores Archer, Dawson, Seakins, and Wong's "Disorienting, fun or meaningful? Disadvantaged families' experiences of a science museum visit" by examining the analytic frameworks guiding this study. To expand on Archer et al.'s use of feminist post-structuralist theories of identity we draw from the theory of intersectionality to provide a more robust framework for analyzing barriers to engagement within an informal learning space. Our response to this work ends by exploring the types of solutions generated from an intersectionality framework—solutions aimed at transforming institutional programs and practices to create more equitable spaces for learning.

Engaging Youth in Climate Change Issues with Family Science Day Activities

NASA Astrophysics Data System (ADS)

Brevik, Corinne E.; Brevik, Eric C.; Steffan, Joshua J.

2016-04-01

Dickinson State University organizes four Family Science Day events each fall during the months of September, October, November, and December. Activities are geared toward elementary-aged children to increase student engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities that center around the event's theme. This year, the November event focused on climate change, including an emphasis on the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change in a fun, interactive environment. Climate changes in the past, present, and future were emphasized. Activities including the Farming Game, painting with soils, taking Jello "cores", creating a cloud in a jar, and making a glacier in a bag helped children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focused on climate change was also offered during the event, surrounding the kids and their parents in a fully immersive, 360-degree show that allowed them to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids could understand. Education students who participated learned how to communicate science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Rationale, design and methods of the HEALTHY study behavior intervention component

PubMed Central

Venditti, EM; Elliot, DL; Faith, MS; Firrell, LS; Giles, CM; Goldberg, L; Marcus, MD; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-01-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States. PMID:19623189

Using Recreational Drones to Promote STEM Learning

NASA Astrophysics Data System (ADS)

Olds, S. E.; Dahlman, L. E.; Mooney, M. E.; Russell, R. M.

2017-12-01

The popularity of unmanned aerial vehicles (UAVs or drones) as a fun, inexpensive (<$100), and easy to fly "toy" continues to grow yearly. Flying drones can also serve as a great entry point to stimulate curiosity and encourage students to engage in science, technology, engineering, and math (STEM) investigations. Leveraging the popularity of recreational drones, the Education Committee at the Earth System Information Partners (ESIP) has worked with educators, researchers, and data scientists to develop a Drones for STEM initiative to inspire learners to use drones as a platform to collect and analyze local-scale data using lightweight cameras and/or sensors. In 2016, the initiative developed learning activity outlines and piloted the materials at an ESIP-sponsored teacher workshop and National Science Teacher Association sessions. After incorporating feedback from those sessions, ESIP collaborated with the UCAR Center for Science Education to publish finalized activities. Available on the UCAR SciEd website (SciEd.ucar.edu/engineering-activities), the activities encompass skills to measure drone payload, flight height, and velocity. Investigations also encourage the use of repeat photography, comparing images from drones and satellites, and creating 3D structure from motion (SfM) models from overlapping photographs. The site also offers general guidance to develop science projects or science fair investigations using Next Generation Science Standards science and engineering practices. To encourage the use of drones in STEM, UNAVCO and NOAA staff, sponsored by ESIP, led two hands-on workshops this summer; a three half-day workshop at the Earth Educator Rendezvous (EER) and a half-day session during the ESIP Educator Workshop. Participants practiced UAV flying skills, experimented with lightweight sensors, and learned about current drone-enhanced research projects. In small groups, they tested existing activities and designed student-focused investigations. Examples of projects include measuring aeromagnetics, developing 3D topographic models, creating vertical profiles over various land-surfaces at different temporal intervals, and developing a multi-semester drone-focused curriculum. This presentation will elaborate upon the workshops, learning materials, and insights.

Rationale, design and methods of the HEALTHY study behavior intervention component.

PubMed

Venditti, E M; Elliot, D L; Faith, M S; Firrell, L S; Giles, C M; Goldberg, L; Marcus, M D; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-08-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States.

Preliminary Computational Analysis of the (HIRENASD) Configuration in Preparation for the Aeroelastic Prediction Workshop

NASA Technical Reports Server (NTRS)

Chwalowski, Pawel; Florance, Jennifer P.; Heeg, Jennifer; Wieseman, Carol D.; Perry, Boyd P.

2011-01-01

This paper presents preliminary computational aeroelastic analysis results generated in preparation for the first Aeroelastic Prediction Workshop (AePW). These results were produced using FUN3D software developed at NASA Langley and are compared against the experimental data generated during the HIgh REynolds Number Aero- Structural Dynamics (HIRENASD) Project. The HIRENASD wind-tunnel model was tested in the European Transonic Windtunnel in 2006 by Aachen University0s Department of Mechanics with funding from the German Research Foundation. The computational effort discussed here was performed (1) to obtain a preliminary assessment of the ability of the FUN3D code to accurately compute physical quantities experimentally measured on the HIRENASD model and (2) to translate the lessons learned from the FUN3D analysis of HIRENASD into a set of initial guidelines for the first AePW, which includes test cases for the HIRENASD model and its experimental data set. This paper compares the computational and experimental results obtained at Mach 0.8 for a Reynolds number of 7 million based on chord, corresponding to the HIRENASD test conditions No. 132 and No. 159. Aerodynamic loads and static aeroelastic displacements are compared at two levels of the grid resolution. Harmonic perturbation numerical results are compared with the experimental data using the magnitude and phase relationship between pressure coefficients and displacement. A dynamic aeroelastic numerical calculation is presented at one wind-tunnel condition in the form of the time history of the generalized displacements. Additional FUN3D validation results are also presented for the AGARD 445.6 wing data set. This wing was tested in the Transonic Dynamics Tunnel and is commonly used in the preliminary benchmarking of computational aeroelastic software.

Feast! On Stories, Food, and Fun!

ERIC Educational Resources Information Center

Dingwall, Cindy

2000-01-01

Offers ideas for children's activities to celebrate National Children's Book Week in elementary school libraries. Highlights include activities focused on food; Internet sites; puppet shows; songs; baking; craft projects; guest storytellers; and booktalks by public children's librarians. (LRW)

Creativity of Biology Students in Online Learning: Case Study of Universitas Terbuka, Indonesia

NASA Astrophysics Data System (ADS)

Diki, Diki

This is a study about the effect of students' attitudes of creativity toward their learning achievement and persistence in an online learning program. The study also investigated if there was an effect of indirect effect of attitudes of creativity toward learning achievement and persistence through learning strategies. There are three learning strategies, which are deep-learning, strategic-learning, and surface-learning. The participants were students of the department of biology and the department of biology teacher training in Universitas Terbuka (UT -- Indonesia Open University), a distance learning university in Indonesia. The researcher sent the questionnaire through email to students who lived throughout Indonesia. There were 102 students participated in the survey. The instruments were rCAB test for value and attitudes toward creativity (Runco, 2012) and approaches and Study Skills Inventory for Students (ASSIST) test (Speth, 2013). There were four research questions (RQ) in this study. The first was if there was a relationship between attitudes of creativity and persistence. The researcher used independent samples t test technique for RQ 1. The second was if there is a relationship between attitudes of creativity and learning outcome. The researcher used multiple regressions for RQ2. The third was if there was an indirect relationship between attitudes of creativity and persistence through learning strategy. The fourth question was if there is an indirect relationship between attitudes of creativity and learning outcome through learning strategy. The researcher used multiple regression for RQ3 and path analysis for RQ 4. Controlling variables were age, income, departments, gender, high school GPA, and daily online activities. The result showed that fun, and being unconventional negatively predicted learning outcomes while high school GPA positively predicted learning outcome. Age and high school GPA negatively predicted persistence while being unconventional positively predicted persistence. Two variables of deep-learning strategy predicted learning outcome. There were indirect relationships between attitudes of creativity and learning outcomes through deep-learning strategy.

Land Paddling: Making Fitness Fun

ERIC Educational Resources Information Center

Bretzing, Robyn; Barney, David

2015-01-01

Research has shown that secondary physical education (6-12) is full of team sport activities (football, basketball, volleyball, etc.). These activities are not bad, yet secondary-age students want a greater variety of activities to participate in. One activity that secondary physical educators can implement is Land paddling. Land paddling is…

Class Acts: Activities and Games for the Business Classroom.

ERIC Educational Resources Information Center

Villee, Pat A. Gallo; Kaser, Kenneth J.

This collection of 30 business classroom activities is designed to help students become active thinkers and doers. It provides a variety of ways for reinforcing concepts, practicing problem-solving and critical-thinking skills, and having fun. This manual provides an objective, instructions, and a material list for each activity. Several…

Roller Skating and Interdisciplinary Physical Education

ERIC Educational Resources Information Center

Howard-Shaughnessy, Candice; Sluder, J. Brandon

2015-01-01

Today, more than 23 million children and adolescents are obese or overweight in the United States. Physical educators strive to find appropriate, yet fun activities to encourage and increase physical activity. Introducing students to a variety of activities can promote family involvement in physical activity and create lifelong physical activity…

Improving the fitness and physical activity levels of primary school children: results of the Fit-4-Fun group randomized controlled trial.

PubMed

Eather, Narelle; Morgan, Philip J; Lubans, David R

2013-01-01

To evaluate the impact of a multi-component school-based physical activity intervention (Fit-4-Fun) on health-related fitness and objectively measured physical activity in primary school children. Four Hunter primary schools were recruited in April, 2011 and randomized by school into treatment or control conditions. Participants included 213 children (mean age = 10.72 years ± 0.6; 52.2% female) with the treatment group (n = 118) completing the 8-week Fit-4-Fun Program. Participants were assessed at baseline and 6-month follow-up, with a 91% retention rate. Cardio-respiratory fitness (CRF) (20 m shuttle run) was the primary outcome, and secondary outcomes included body composition (BMI, BMI(Z)), muscular fitness (7-stage sit-up test, push-up test, basketball throw test, Standing Jump), flexibility (sit and reach) and physical activity (7 days pedometry). After 6-months, significant treatment effects were found for CRF (adjusted mean difference, 1.14 levels, p < 0.001), body composition (BMI mean, -0.96 kg/m(2), p < 0.001 and BMI z-score mean -0.47 z-scores, p < 0.001), flexibility (sit and reach mean, 1.52 cm, p = 0.0013), muscular fitness (sit-ups) (mean 0.62 stages, p = 0.003) and physical activity (mean, 3253 steps/day, p < 0.001). There were no group by time effects for the other muscular fitness measures. A primary school-based intervention focusing on fitness education significantly improved health-related fitness and physical activity levels in children. Copyright © 2012 Elsevier Inc. All rights reserved.

Fun with Fungi.

ERIC Educational Resources Information Center

McLure, John W.

1993-01-01

Describes hands-on activities with fungi that may provoke the curiosity of early adolescents and increase their enjoyment and understanding of a vast, important portion of botany. Some of the activities may be conducted during the winter months when most fieldwork ceases. (PR)

Exercise for Seniors: MedlinePlus Health Topic

MedlinePlus

... Aging) Fitness Shoes and Clothes (National Institute on Aging) Fun Ideas for Being Active All Year (National Institute on Aging) Give Me ... Getting over That Exercise Plateau (National Institute on Aging) - PDF ... (National Institute on Aging) Indoor Activities (National Institute ...

After-School Spaces: Looking for Learning in All the Right Places

NASA Astrophysics Data System (ADS)

Schnittka, Christine G.; Evans, Michael A.; Won, Samantha G. L.; Drape, Tiffany A.

2016-06-01

After-school settings provide youth with homework support, social outlets and fun activities, and help build self-confidence. They are safe places for forming relationships with caring adults. More after-school settings are starting to integrate Science, Technology, Engineering, and Mathematics (STEM) topics. What science skills and concepts might youth learn in engineering design-based after-school settings? Traditional assessments often fail to capture the ways youth learn in informal settings, and deep science understandings are notoriously difficult to measure. In this study, we examined three after-school settings where 65 youth were learning science through engineering design challenges. In this informal setting, we examined storyboards, social networking forum (SNF) chat logs, videos of whole-class interactions, interviews with groups and single participants, and traditional multiple-choice pre- and posttest results. As we looked for evidence of learning, we found that the social networking forum was rich with data. Interviews were even more informative, much more so than traditional pencil and paper multiple-choice tests. We found that different kinds of elicitation strategies adopted by site leaders and facilitators played an important role in the ways youth constructed knowledge. These elicitation strategies also helped us find evidence of learning. Based on findings, future iterations of the curricula will involve tighter integration of social networking forums, continued use of videotaped interviews for data collection, an increased focus on training site leaders and facilitators in elicitation strategies, and more open-ended pencil and paper assessments in order to facilitate the process of looking for learning.

Sports Coaching through the Ages with an Empirical Study of Predictors of Rowing Coaching Effectiveness

ERIC Educational Resources Information Center

Kiosoglous, Cameron Michael

2013-01-01

Coaching effectiveness is a result of a coach getting the best out of the people and resources in their environment. For coaches, learning from experience is vital in a role that is a complex, dynamic and multifaceted process of balancing fun and winning where one cannot be sure if results will go according to plan. At the Olympic level, due to…

"It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App

ERIC Educational Resources Information Center

Grimes, Ka Rene

2014-01-01

The purpose of this paper is to provide a narrative of work in progress to validate a math app designed for number sense. To date I have conducted classroom research and pilot studies across ten early childhood classrooms in two schools and will begin an empirical study at the beginning of the 2014-2015 school year. Through my work I believe the…

User Assessment of "InsuOnLine," a Game to Fight Clinical Inertia in Diabetes: A Pilot Study.

PubMed

Diehl, Leandro Arthur; de Souza, Rodrigo Martins; Gordan, Pedro Alejandro; Esteves, Roberto Zonato; Coelho, Izabel Cristina Meister

2015-10-01

We performed a pilot study to assess usability and playability of "InsuOnLine," a serious game for education of primary care physicians on insulin therapy for diabetes mellitus. A multidisciplinary team has designed and developed "InsuOnLine," using Andragogy and Problem-Based Learning principles, with game elements to improve players' motivation. The prototype was tested by four medical doctors and two medical students, using the System Usability Scale (SUS) and a questionnaire to assess playability. These results were used to guide corrections, after which the beta version was retested by 14 medical students and 6 residents. Out of a maximum score of 100 on the SUS, the "InsuOnLine" prototype was rated 88, and some areas for improvement were identified (game instructions, controls). After corrections, the beta version was rated 92.5 on the SUS. Users have found the beta version to be fun, engaging, challenging, relevant, and realistic. Users said that the game has increased their knowledge on diabetes and insulin, that it has made them feel more confident for prescribing insulin, and that it would have impact on how they treated patients with diabetes. Most users said they have learned more from the game than they would have from a lecture. Lessons learned were the need of early piloting, preferably by users with very little or very much gaming experience, on their own computers and free patterns of use. "InsuOnLine" was rated by users as easy to play, fun, and useful for learning. Further studies will assess its educational effectiveness. "InsuOnLine" is a promising tool for large-scale continuing medical education on insulin, helping to fight clinical inertia in diabetes.

'How To' Clean Room Video

NASA Technical Reports Server (NTRS)

McCarty, Kaley Corinne

2013-01-01

One of the projects that I am completing this summer is a Launch Services Program intern 'How to' set up a clean room informational video. The purpose of this video is to go along with a clean room kit that can be checked out by employees at the Kennedy Space Center and to be taken to classrooms to help educate students and intrigue them about NASA. The video will include 'how to' set up and operate a clean room at NASA. This is a group project so we will be acting as a team and contributing our own input and ideas. We will include various activities for children in classrooms to complete, while learning and having fun. Activities that we will explain and film include: helping children understand the proper way to wear a bunny suit, a brief background on cleanrooms, and the importance of maintaining the cleanliness of a space craft. This project will be shown to LSP management and co-workers; we will be presenting the video once it is completed.

May/June Activity Notebook.

ERIC Educational Resources Information Center

Clarke, Jacqueline, Ed.

1999-01-01

Presents hand-on, standards-based activities in language arts, math, science, and social studies, including a daily almanac; bookmark buddies; word palettes; bowling for numbers; math thought teasers; plant puzzles; fingerprint fun; a travel bureau; and an end-of-the-year bulletin board of people involved in interesting activities. Reproducible…

"Survivor" torches "Who Wants to Be a Physician?" in the educational games ratings war.

PubMed

Howard, Mary G; Collins, Heidi L; DiCarlo, Stephen E

2002-12-01

We recently developed an educational game for reviewing respiratory physiology in a large classroom. The "Who Wants to be a Physician?" game encouraged medical students to be active participants in the learning process. An evaluation of the game documented that students enjoyed the active format, and the students reported that the game enhanced their ability to understand and retain information. However, the evaluation also revealed that the game had limitations. Specifically, the students recommended the use of multiple-choice questions to match the Medical Board Examination format and to speed up the game (i.e., cover more topics). The students also wanted to increase their level of participation and interaction. Finally, we wanted to emphasize the benefits of peer instruction as a collaborative learning tool. To address these limitations, we designed a new game, "Survivor." Survivor incorporated multiple-choice questions and emphasized peer instruction and a capacity to gather information and solve novel problems. In addition, participation was increased by including the student audience in the game. Finally, an evaluation instrument was utilized to assess the effectiveness of this instructional tool in an academic setting. As a result of these improvements, the evaluation documents that the newly developed tool is a more effective educational game that couples fun and creative excitement with proven and effective educational concepts.

Bronco Junction Proves Asthmatic Kids Can Live Active Lives.

ERIC Educational Resources Information Center

Foster, Scarlett Lee

1980-01-01

Camp Bronco Junction combines physical development, medical self-care knowledge, and fun in its eight-week program for asthmatic youngsters. In this environment, children are able to undertake activities that were formerly thought beyond their physical or emotional capabilities. (CJ)

Acting Atoms.

ERIC Educational Resources Information Center

Farin, Susan Archie

1997-01-01

Describes a fun game in which students act as electrons, protons, and neutrons. This activity is designed to help students develop a concrete understanding of the abstract concept of atomic structure. (DKM)

Project WET: Curriculum & Activity Guide. K-12.

ERIC Educational Resources Information Center

Nelson, Dennis; And Others

Project WET (Water Education for Teachers) is a nonprofit water education program for educators and young people. This curriculum and activity guide for kindergarten through twelfth grades is a collection of innovative, water-related activities that are hands-on, easy to use, and fun. The activities incorporate a variety of formats such as large…

Using a socioecological approach to examine participation in sport and physical activity among rural adolescent girls.

PubMed

Casey, Meghan M; Eime, Rochelle M; Payne, Warren R; Harvey, Jack T

2009-07-01

Adolescence is a critical time for developing lifelong healthy behaviors, including active lifestyles. Participation in sport and physical activity, however, declines during adolescence, and few studies have comprehensively identified why, particularly among rural girls. This article identifies a range of independent and interacting factors that influence sport and physical activity participation of rural adolescent girls. The socioecological model of health was used to guide four focus group discussions with Grade 7 girls (n = 34). The results showed that adolescent girls were positively influenced when sports or physical activities were fun, when they involved being with friends, and when they were supported by families and teachers through role modeling and positive feedback. A range of intrapersonal and organizational factors affected perceived self-competence, particularly the coeducational nature of school physical education classes and peer teasing, which supported social comparisons of skill level. In promoting sport and physical activity to rural adolescent girls, focus must be directed on developmentally appropriate activities that are fun, offering opportunities for single-sex classes, and generating cultural changes that encourage noncompetitive and self-referencing activities.

25 Years of FUN!

PubMed

Ramirez, Julio J

2017-01-01

Dr. Julio J. Ramirez, the founding president of the Faculty for Undergraduate Neuroscience (FUN), shared the comments below on November 13, 2016 at the 25 th Anniversary of FUN's founding, when Drs. Sally Frutiger, Stephen George, Julio Ramirez, and Dennison Smith were recognized with the Founders Award for their efforts in launching FUN in 1991.

Using a Family Science Day Event to Engage Youth in Climate Change Issues

NASA Astrophysics Data System (ADS)

Brevik, C.; Brevik, E. C.

2015-12-01

Each fall, Dickinson State University organizes four Family Science Day events for elementary-aged children to increase their engagement in the sciences. Offered on Saturday afternoons, each event focuses on a different science-related theme. Families can attend these events free of charge, and the kids participate in a large variety of hands-on activities which center around the event's theme. This year, the November event focused on climate change and the roles soil plays in the climate system. The timing of this topic was carefully chosen. 2015 has been declared the International Year of Soil by the United Nations, and the Soil Science Society of America theme for the month of November was Soils and Climate. This public outreach event was an amazing opportunity to help the youth in our community learn about climate change and soil in a fun, interactive environment. The activities also helped the children learn how science is a process of discovery that allows them to better understand the world they live in. In addition to the hands-on activities, a planetarium show focusing on climate change was also offered during the event. The fully immersive, 360-degree show allowed the kids and their parents to personally observe phenomena that are otherwise difficult to visualize. All of the activities at the Family Science Day event were staffed by university students, and this proved to be a very valuable experience for them as well. Some of the students who helped are majoring in a science field, and for them, the experience taught public communication. They learned to break complicated concepts down into simpler terms that young kids can understand. Education majors who participated practiced communicating science concepts to children, and students in other majors who helped with this event gained experiences that reinforced various concepts they had learned in their general education science courses.

Kinesthetic Activities for the Classroom

ERIC Educational Resources Information Center

Mylott, Elliot; Dunlap, Justin; Lampert, Lester; Widenhorn, Ralf

2014-01-01

Educators have found that kinesthetic involvement in an experiment or demonstration can engage students in a powerful way. With that as our goal, we developed three activities that allow students to connect with and quantitatively explore key physics principles from mechanics with three fun physical challenges. By presenting these activities as…

Math in Action. Number-Sense Fun: Solving Riddles, Making Change.

ERIC Educational Resources Information Center

Bresser, Rusty; Sheffield, Stephanie; Burns, Marilyn, Ed.

1997-01-01

Presents two activities for teaching elementary level mathematics by immersing students in worthwhile literature (the Hello Math Reader series) while introducing them to real-life mathematics. The primary level activity teaches students to use number relationships to solve math riddles. The intermediate level activity has students explore…

Joint-Specific Play Controller for Upper Extremity Therapy: Feasibility Study in Children With Wrist Impairment

PubMed Central

Wilkins, Megan M.; Basseches, Benjamin; Schwartz, Joel B.; Kerman, Karen; Trask, Christine; Brideau, Holly; Crisco, Joseph J.

2016-01-01

Background Challenges with any therapeutic program for children include the level of the child's engagement or adherence. Capitalizing on one of the primary learning avenues of children, play, the approach described in this article is to develop therapeutic toy and game controllers that require specific and repetitive joint movements to trigger toy/game activation. Objective The goal of this study was to evaluate a specially designed wrist flexion and extension play controller in a cohort of children with upper extremity motor impairments (UEMIs). The aim was to understand the relationship among controller play activity, measures of wrist and forearm range of motion (ROM) and spasticity, and ratings of fun and difficulty. Design This was a cross-sectional study of 21 children (12 male, 9 female; 4–12 years of age) with UEMIs. Methods All children participated in a structured in-clinic play session during which measurements of spasticity and ROM were collected. The children were fitted with the controller and played with 2 toys and 2 computer games for 5 minutes each. Wrist flexion and extension motion during play was recorded and analyzed. In addition, children rated the fun and difficulty of play. Results Flexion and extension goal movements were repeatedly achieved by children during the play session at an average frequency of 0.27 Hz. At this frequency, 15 minutes of play per day would result in approximately 1,700 targeted joint motions per week. Play activity was associated with ROM measures, specifically supination, but toy perception ratings of enjoyment and difficulty were not correlated with clinical measures. Limitations The reported results may not be representative of children with more severe UEMIs. Conclusions These outcomes indicate that the therapeutic controllers elicited repetitive goal movements and were adaptable, enjoyable, and challenging for children of varying ages and UEMIs. PMID:27197824

Joint-Specific Play Controller for Upper Extremity Therapy: Feasibility Study in Children With Wrist Impairment.

PubMed

Wilcox, Bethany J; Wilkins, Megan M; Basseches, Benjamin; Schwartz, Joel B; Kerman, Karen; Trask, Christine; Brideau, Holly; Crisco, Joseph J

2016-11-01

Challenges with any therapeutic program for children include the level of the child's engagement or adherence. Capitalizing on one of the primary learning avenues of children, play, the approach described in this article is to develop therapeutic toy and game controllers that require specific and repetitive joint movements to trigger toy/game activation. The goal of this study was to evaluate a specially designed wrist flexion and extension play controller in a cohort of children with upper extremity motor impairments (UEMIs). The aim was to understand the relationship among controller play activity, measures of wrist and forearm range of motion (ROM) and spasticity, and ratings of fun and difficulty. This was a cross-sectional study of 21 children (12 male, 9 female; 4-12 years of age) with UEMIs. All children participated in a structured in-clinic play session during which measurements of spasticity and ROM were collected. The children were fitted with the controller and played with 2 toys and 2 computer games for 5 minutes each. Wrist flexion and extension motion during play was recorded and analyzed. In addition, children rated the fun and difficulty of play. Flexion and extension goal movements were repeatedly achieved by children during the play session at an average frequency of 0.27 Hz. At this frequency, 15 minutes of play per day would result in approximately 1,700 targeted joint motions per week. Play activity was associated with ROM measures, specifically supination, but toy perception ratings of enjoyment and difficulty were not correlated with clinical measures. The reported results may not be representative of children with more severe UEMIs. These outcomes indicate that the therapeutic controllers elicited repetitive goal movements and were adaptable, enjoyable, and challenging for children of varying ages and UEMIs. © 2016 American Physical Therapy Association.

FunChIP: an R/Bioconductor package for functional classification of ChIP-seq shapes.

PubMed

Parodi, Alice C L; Sangalli, Laura M; Vantini, Simone; Amati, Bruno; Secchi, Piercesare; Morelli, Marco J

2017-08-15

Chromatin Immunoprecipitation followed by sequencing (ChIP-seq) generates local accumulations of sequencing reads on the genome ("peaks"), which correspond to specific protein-DNA interactions or chromatin modifications. Peaks are detected by considering their total area above a background signal, usually neglecting their shapes, which instead may convey additional biological information. We present FunChIP, an R/Bioconductor package for clustering peaks according to a functional representation of their shapes: after approximating their profiles with cubic B-splines, FunChIP minimizes their functional distance and classifies the peaks applying a k-mean alignment and clustering algorithm. The whole pipeline is user-friendly and provides visualization functions for a quick inspection of the results. An application to the transcription factor Myc in 3T9 murine fibroblasts shows that clusters of peaks with different shapes are associated with different genomic locations and different transcriptional regulatory activity. The package is implemented in R and is available under Artistic Licence 2.0 from the Bioconductor website (http://bioconductor.org/packages/FunChIP). marco.morelli@iit.it. Supplementary data are available at Bioinformatics online. © The Author (2017). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com

The fun culture in seniors' online communities.

PubMed

Nimrod, Galit

2011-04-01

Previous research found that "fun on line" is the most dominant content in seniors' online communities. The present study aimed to further explore the fun culture in these communities and to discover its unique qualities. The study applied an online ethnography (netnography) approach, utilizing a full year's data from 6 leading seniors' online communities. The final database included about 50,000 posts. The majority of posts were part of online social games, including cognitive, associative, and creative games. The main subjects in all contents were sex, gender differences, aging, grandparenting, politics, faith, and alcohol. Main participatory behaviors were selective timing, using expressive style, and personalization of the online character. Although most participants were "lurkers," the active participants nurtured community norms and relationships, as reflected in the written dialogues. In a reality of limited alternatives for digital games that meet older adults' needs and interests, seniors found an independent system to satisfy their need for play. Seniors' online communities provided a unique form of casual leisure, whose nature varied among different groups of participants. The fun culture seemed to offer participants many desired benefits, including meaningful play, liminality and communitas, opportunity to practice and demonstrate their abilities, and means for coping with aging. Therefore, it may have positive impact on seniors' well-being and successful aging.

From Scientist to Educator: Oceanography in the Formal and Informal Classroom

NASA Astrophysics Data System (ADS)

Richardson, A. H.; Jasnow, M.; Srinivasan, M. S.; Rosmorduc, V.; Blanc, F.

2002-12-01

The TOPEX/Poseidon and Jason-1 ocean altimeter missions offer the educator in the middle school or informal education venue a unique opportunity for reinforcing ocean science studies. Two new educational posters from the United States' NASA/Jet Propulsion Laboratory and France's Centre National d'Etudes Spatiales provide teachers and students a tool to examine topics such as the dynamics of ocean circulation, ocean research, and the oceans role in climate. "Voyage on the High Seas; A Jason-1 Oceanic Adventure" is a poster/board game that offers learning opportunities through a non-textbook activity designed to stimulate interest in ocean science in a fun and instructive environment. The object of the game is to be the first to sail your research vessel from the Mediterranean Sea to Seattle, Washington while gaining Discovery Points. The starting point in the Mediterranean is where the mythological adventurers Jason and the Argonauts set out on their epic voyage to find the golden fleece. Discovery and Quiz Cards are used to challenge players to gain knowledge and points by correctly answering questions using clues from the board. Teachers can directly photocopy additional activities from the reverse side of the board game for use in a middle school Earth science curriculum. The game is also a stand-alone poster that is an engaging world map depicting the world's oceans and continents, major ocean currents, and other important geographic features. A second poster has been developed as a joint JPL/CNES effort. "Oceans' Music: Climate's Dance" highlights the ocean/climate link and provides educational activities that can be used directly in the classroom. The eye-catching poster is appropriate for display in both the formal and informal education setting. In both venues it should stimulate conversation about the ocean and provide a point of entry into inquiry-based learning about the connections between ocean circulation and global climate. It also seeks to emphasize the role of the ocean in sustaining life on Earth. Activities on the back of the poster can be used as supplemental material in a middle school Earth science curriculum, and are suitable for individual instruction and for classroom or group exercises. This poster will be published in both English and French. Educational research indicates that an inquiry-based method of student engagement is an appropriate and effective teaching tool. These posters offer a fun and instructive environment to promote student interest in Earth Science in general and particularly in oceanography.

United role of radon decay products and nano-aerosols in radon dosimetry

NASA Astrophysics Data System (ADS)

Smerajec, M.; Vaupotič, J.

2012-04-01

The major part of human exposure to natural radiation originates from inhalation of radon (Rn) and radon short-lived decay products (RnDP: 218Po, 214Pb, 214Bi and 214Po). RnDP are formed as a result of α-transformation of radon. In the beginning they are positive ions which neutralize and form clusters with air molecules, and later partly attach to background aerosol particles in indoor air. Eventually, they appear as radioactive nano-aerosols with a bimodal size distribution in ranges of 1-10 nm (unattached RnDP) and of 200-800 nm (attached RnDP). When inhaled, they are deposited in the respiratory tract. Deposition is more efficient for smaller particles. Therefore, the fraction (fun) of the unattached RnDP, which appears to be influenced by the number concentration and size distribution of general (background) aerosols in the ambient air, has a crucial role in radon dosimetry. Radon, radon decay products and general aerosols have been monitored simultaneously in the kitchen of a typical rural house under real living conditions, also comprising four human activities generating particular matter: cooking and baking, as two typical activities in kitchen, and cigarette smoking and candle burning. In periods without any human activity, the total number concentration of general aerosol ranged from 1000 to 3000 cm-3,with the geometric mean of particle diameter in the range of 60-68 nm and with 0.1-1 % of particles smaller than 10 nm. Preparation of coffee changed the concentration to 193,000 cm-3, the geometric mean of diameter to 20 nm and fraction of particles smaller than 10 nm to 11 %. The respective changes were for baking cake: 503,000 cm-3, 17 nm and 19 %, for smoking:423,000 cm-3, 83 nm and 0.4 %, and forcandle burning: 945,000 cm-3, 8 nm and 85 %. While, as expected, a reduction of fun was observed during cooking, baking and smoking, when larger particles were emitted, fun did not increase during candle burning with mostly particles smaller than 10 nm produced. Because the processes of RnDP creation by radioactive transformation, their neutralization, clustering and association with aerosol particles need time, the response of fun on the changes in general aerosol is delayed in time and therefore fun response on the fast changes, such as those caused by short human activities, may be obscured and even not observed.

Physical and psychosocial function in residential aged-care elders: effect of Nintendo Wii Sports games.

PubMed

Keogh, Justin W L; Power, Nicola; Wooller, Leslie; Lucas, Patricia; Whatman, Chris

2014-04-01

This mixed-methods, quasi-experimental pilot study examined whether the Nintendo Wii Sports (NWS) active video game (exergame) system could significantly improve the functional ability, physical activity levels, and quality of life of 34 older adults (4 men and 30 women, 83 ± 8 yr) living in 2 residential aged-care (RAC) centers. Change score analyses indicated the intervention group had significantly greater increases in bicep curl muscular endurance, physical activity levels, and psychological quality of life than the control group (p < .05). Analysis of the quotes underlying the 3 themes (feeling silly, feeling good; having fun; and something to look forward to) suggested that intervention group participants developed a sense of empowerment and achievement after some initial reluctance and anxiousness. They felt that the games were fun and provided an avenue for greater socialization. These results add some further support to the utilization of NWS exergames in the RAC context.

Using PPI network autocorrelation in hierarchical multi-label classification trees for gene function prediction.

PubMed

Stojanova, Daniela; Ceci, Michelangelo; Malerba, Donato; Dzeroski, Saso

2013-09-26

Ontologies and catalogs of gene functions, such as the Gene Ontology (GO) and MIPS-FUN, assume that functional classes are organized hierarchically, that is, general functions include more specific ones. This has recently motivated the development of several machine learning algorithms for gene function prediction that leverages on this hierarchical organization where instances may belong to multiple classes. In addition, it is possible to exploit relationships among examples, since it is plausible that related genes tend to share functional annotations. Although these relationships have been identified and extensively studied in the area of protein-protein interaction (PPI) networks, they have not received much attention in hierarchical and multi-class gene function prediction. Relations between genes introduce autocorrelation in functional annotations and violate the assumption that instances are independently and identically distributed (i.i.d.), which underlines most machine learning algorithms. Although the explicit consideration of these relations brings additional complexity to the learning process, we expect substantial benefits in predictive accuracy of learned classifiers. This article demonstrates the benefits (in terms of predictive accuracy) of considering autocorrelation in multi-class gene function prediction. We develop a tree-based algorithm for considering network autocorrelation in the setting of Hierarchical Multi-label Classification (HMC). We empirically evaluate the proposed algorithm, called NHMC (Network Hierarchical Multi-label Classification), on 12 yeast datasets using each of the MIPS-FUN and GO annotation schemes and exploiting 2 different PPI networks. The results clearly show that taking autocorrelation into account improves the predictive performance of the learned models for predicting gene function. Our newly developed method for HMC takes into account network information in the learning phase: When used for gene function prediction in the context of PPI networks, the explicit consideration of network autocorrelation increases the predictive performance of the learned models. Overall, we found that this holds for different gene features/ descriptions, functional annotation schemes, and PPI networks: Best results are achieved when the PPI network is dense and contains a large proportion of function-relevant interactions.

Aquatics and Persons with Disabilities.

ERIC Educational Resources Information Center

Schilling, Mary Lou

1993-01-01

This bulletin shares information regarding adaptive equipment, recommended interventions, precautions, and fun activities related to aquatic activities and exercise for persons with handicapping conditions. The bulletin begins with a list of 13 safety precautions and then describes instructional aids, adaptive aids, fitness-oriented devices, and…

Chemistry at a Science Museum

ERIC Educational Resources Information Center

Silberman, Robert G.; Trautmann, Charles; Merkel, Susan M.

2004-01-01

The Sciencenter Museum in Ithaca, New York, materialized from the idea of providing children and museum visitors with hands-on experience of simple chemical activities and puzzles. A brief description and evaluation of the ten fun-filled chemical activities, precautionary measures and management details, are presented.

Fitness Fun with a Nutritional Twist!

ERIC Educational Resources Information Center

Lynch, Kristie

2018-01-01

The purpose of this article is to describe how to integrate nutrition concepts into physical education activities that include aspects of health- and/or skill-related fitness and relevant nutritional information. Three activities, which are applicable to K-12 physical education classes, are showcased.

The Elderly Perceived Meanings and Values of Virtual Reality Leisure Activities: A Means-End Chain Approach.

PubMed

Lin, Cheng-Shih; Jeng, Mei-Yuan; Yeh, Tsu-Ming

2018-04-03

This study uses means-end chain (MEC) techniques to examine the awareness, decision-making procedure, and personal values of the elderly with regard to virtual reality leisure activities. The results of the study show that elderly respondents value virtual reality leisure activities that are fun, safe, and easy. In terms of outcome benefits, elderly respondents value feeling physically and mentally healthy, firsthand experience, and satisfied curiosity. In value terms, elderly respondents hope that their chosen virtual reality leisure activities improve not only their relationships with others, but also their enjoyment, quality of life, and sense of belonging. The results show that, while consumers with different awarenesses of virtual reality leisure activities have different decision-making processes, they share creating "good memories" as the terminal value with the most significant effect. This presents a potential opportunity to promote virtual reality leisure activities. Relevant bodies or enterprises can seek to create good memories in consumers by developing activities that are safe and fun, promote good health, and provide good service, thereby attracting the interest of elderly consumers.

The Elderly Perceived Meanings and Values of Virtual Reality Leisure Activities: A Means-End Chain Approach

PubMed Central

Lin, Cheng-Shih; Jeng, Mei-Yuan

2018-01-01

This study uses means-end chain (MEC) techniques to examine the awareness, decision-making procedure, and personal values of the elderly with regard to virtual reality leisure activities. The results of the study show that elderly respondents value virtual reality leisure activities that are fun, safe, and easy. In terms of outcome benefits, elderly respondents value feeling physically and mentally healthy, firsthand experience, and satisfied curiosity. In value terms, elderly respondents hope that their chosen virtual reality leisure activities improve not only their relationships with others, but also their enjoyment, quality of life, and sense of belonging. The results show that, while consumers with different awarenesses of virtual reality leisure activities have different decision-making processes, they share creating “good memories” as the terminal value with the most significant effect. This presents a potential opportunity to promote virtual reality leisure activities. Relevant bodies or enterprises can seek to create good memories in consumers by developing activities that are safe and fun, promote good health, and provide good service, thereby attracting the interest of elderly consumers. PMID:29614012

Identifying Chronic Conditions and Other Selected Factors That Motivate Physical Activity in World Senior Games Participants and the General Population

PubMed Central

Bowen, Elise; Hager, Ron L.

2015-01-01

This study assesses chronic disease or disease-related conditions as motivators of physical activity. It also compares these and other motivators of physical activity between Senior Games participants (SGPs) and the general population. Analyses are based on an anonymous cross-sectional survey conducted among 666 SGPs and 177 individuals from the general population. SGPs experienced better general health and less obesity, diabetes, and depression, as well as an average of 14.7 more years of regular physical activity (p < .0001), 130.8 more minutes per week of aerobic activity (p < .0001), and 42.7 more minutes of anaerobic activity per week (p < .0001). Among those previously told they had diabetes, high blood pressure, high cholesterol, or depression, 74.2%, 72.2%, 70.4%, and 60.6%, respectively, said that it motivated them to increase their physical activity. Percentages were similar between SGPs and the general population. SGPs were more likely motivated to be physically active to improve physical and mental health in the present, to prevent physical and cognitive decline in the future, and to increase social opportunities. The Senior Games reinforces extrinsic motivators to positively influence intrinsic promoters such as skill development, satisfaction of learning, enjoyment, and fun. PMID:28138459

Identifying Chronic Conditions and Other Selected Factors That Motivate Physical Activity in World Senior Games Participants and the General Population.

PubMed

Merrill, Ray M; Bowen, Elise; Hager, Ron L

2015-01-01

This study assesses chronic disease or disease-related conditions as motivators of physical activity. It also compares these and other motivators of physical activity between Senior Games participants (SGPs) and the general population. Analyses are based on an anonymous cross-sectional survey conducted among 666 SGPs and 177 individuals from the general population. SGPs experienced better general health and less obesity, diabetes, and depression, as well as an average of 14.7 more years of regular physical activity ( p < .0001), 130.8 more minutes per week of aerobic activity ( p < .0001), and 42.7 more minutes of anaerobic activity per week ( p < .0001). Among those previously told they had diabetes, high blood pressure, high cholesterol, or depression, 74.2%, 72.2%, 70.4%, and 60.6%, respectively, said that it motivated them to increase their physical activity. Percentages were similar between SGPs and the general population. SGPs were more likely motivated to be physically active to improve physical and mental health in the present, to prevent physical and cognitive decline in the future, and to increase social opportunities. The Senior Games reinforces extrinsic motivators to positively influence intrinsic promoters such as skill development, satisfaction of learning, enjoyment, and fun.

Drugs and the Brain: Learning the Impact of Methamphetamine Abuse on the Brain through a Virtual Brain Exhibit in the Museum

ERIC Educational Resources Information Center

Cheng, Meng-Tzu; Annetta, Leonard; Folta, Elizabeth; Holmes, Shawn Y.

2011-01-01

"Drugs and the Brain: A Serious Game," a prototype museum exhibit, was designed to employ virtual models of the brain into a video game format. It was done to create a fun and engaging way of conveying knowledge and concepts about neuroscience, as well as the impact of methamphetamine abuse on the brain. The purpose of this study is to…

Making Marble Tracks Can Involve Lots of Fun as Well as STEM Learning

ERIC Educational Resources Information Center

Nagel, Bert

2015-01-01

Marble tracks are a very popular toy and big ones can be found in science centres in many countries. If children want to make a marble track themselves it is quite a job. It takes a long time, they can take up a lot of space and most structures are quite fragile, as the materials used can very quickly prove unfit for the task and do not last very…

The Teacher's Book of Lists for Learning: Hundreds of Great Lists That Add Fascinating Facts and Fun to Every Curriculum Area.

ERIC Educational Resources Information Center

Senn, J. A.

This book presents hundreds of lists of facts about social studies, geography, language arts, mathematics, and science for grades 4-8 to be read for enjoyment or as a source of ideas for school reports or projects, as a basic reference book of general information, or as the basis for a classroom "Jeopardy" game. Topics of lists in the book include…

76 FR 77175 - New York Fun Factory Fireworks Display, Western Long Island Sound; Mamaroneck, NY

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-12

...-AA00 New York Fun Factory Fireworks Display, Western Long Island Sound; Mamaroneck, NY AGENCY: Coast... in support of the New York Fun Factory Fireworks display. This action is necessary to provide for the... the Coast Guard to define regulatory safety zones. On May 10, 2012 New York Fun Factory Events is...

It's fun to transcribe with Fun30: A model for nucleosome dynamics during RNA polymerase II-mediated elongation.

PubMed

Lee, Junwoo; Choi, Eun Shik; Lee, Daeyoup

2018-01-01

The ability of elongating RNA polymerase II (RNAPII) to regulate the nucleosome barrier is poorly understood because we do not know enough about the involved factors and we lack a conceptual framework to model this process. Our group recently identified the conserved Fun30/SMARCAD1 family chromatin-remodeling factor, Fun30 Fft3 , as being critical for relieving the nucleosome barrier during RNAPII-mediated elongation, and proposed a model illustrating how Fun30 Fft3 may contribute to nucleosome disassembly during RNAPII-mediated elongation. Here, we present a model that describes nucleosome dynamics during RNAPII-mediated elongation in mathematical terms and addresses the involvement of Fun30 Fft3 in this process.

Are all hands-on activities equally effective? Effect of using plastic models, organ dissections, and virtual dissections on student learning and perceptions.

PubMed

Lombardi, Sara A; Hicks, Reimi E; Thompson, Katerina V; Marbach-Ad, Gili

2014-03-01

This study investigated the impact of three commonly used cardiovascular model-assisted activities on student learning and student attitudes and perspectives about science. College students enrolled in a Human Anatomy and Physiology course were randomly assigned to one of three experimental groups (organ dissections, virtual dissections, or plastic models). Each group received a 15-min lecture followed by a 45-min activity with one of the treatments. Immediately after the lesson and then 2 mo later, students were tested on anatomy and physiology knowledge and completed an attitude survey. Students who used plastic models achieved significantly higher overall scores on both the initial and followup exams than students who performed organ or virtual dissections. On the initial exam, students in the plastic model and organ dissection treatments scored higher on anatomy questions than students who performed virtual dissections. Students in the plastic model group scored higher than students who performed organ dissections on physiology questions. On the followup exam, when asked anatomy questions, students in the plastic model group scored higher than dissection students and virtual dissection students. On attitude surveys, organ dissections had higher perceived value and were requested for inclusion in curricula twice as often as any other activity. Students who performed organ dissections were more likely than the other treatment groups to agree with the statement that "science is fun," suggesting that organ dissections may promote positive attitudes toward science. The findings of this study provide evidence for the importance of multiple types of hands-on activities in anatomy laboratory courses.

Fitness, Fun and Friends through Participation in Preferred Physical Activities: Achievable for Children with Disabilities?

ERIC Educational Resources Information Center

Nyquist, Astrid; Moser, Thomas; Jahnsen, Reidun

2016-01-01

This study investigates the preferences for actual participation in and enjoyment of physical out-of-school activities in children with physical disabilities, including what particular activities they are actually participating in, how often, with whom, where, and how enjoyable they find these activities. The data are based on structured…

Kick, Glide, Pole! Cross-Country Skiing Fun (Part I)

ERIC Educational Resources Information Center

Duoos, Bridget A.

2011-01-01

Cross-country skiing is a great activity for taking a physical education class outside during the cold winter months. It is also a diverse activity that appeals to students of all ages, and is an excellent cardio-respiratory activity to keep students active. This article has provided the first steps in preparing a cross-country skiing lesson in…

Let the Games Begin: New Opportunities to Address Climate Change Communication, Education, and Decision Support

NASA Astrophysics Data System (ADS)

Rooney-varga, J. N.; Sterman, J.; Jones, A.; Johnston, E.; Rath, K.; Nease, J.

2014-12-01

A rapid transition to a low-carbon, climate-resilient society is not only possible, but could also bring many co-benefits for public health, economic wellbeing, social equity, and more. The science supporting an urgent need for such a transition has never been clearer. Yet, social science data are also clear: the public in the US (and many other similar developed economies) does not, on average, share this sense of urgency, nor have policymakers shown a willingness to put scientific evidence above the perceptions of their constituents. The gulf between scientific and public understanding of climate change has spurred research on climate change communication, learning, and decision-making, identifying barriers such as misconceptions and faulty mental models of the climate and energy systems; poor understanding of complex, dynamic systems generally; and affective and social barriers to learning and action. There is also a growing opportunity to address these barriers, through tools that rely on active learning, that are social, engaging (and even fun), and that are grounded in rigorous science. An increasing number of decision-support computer simulations are being developed, intended to make complex technical problems accessible to non-experts in an interactive format. At the same time, the use of scenario planning, role-playing games, and active learning approaches are gaining ground in policy and education spheres. Simulation-based role-playing games bring these approaches together and can provide powerful learning experiences: they offer the potential to compress time and reality; create experiences without requiring the 'real thing;' explore the consequences of our decisions that often unfold over decades; and open affective and social learning pathways. Here, we offer a perspective on the potential of these tools in climate change education, communication, and decision-support, and a brief demonstration of one tool we have developed, World Energy.

Adapting Physical Activities to Promote Overall Health and Development: Suggestions for Interventionists and Families

ERIC Educational Resources Information Center

Menear, Kristi Sayers; Davis, Laura

2007-01-01

Early movement successes for young children are related to performing activities of daily living without assistance or with minimum assistance, recreational opportunities, and overall health wellness, growth, and development. As children are provided with frequent opportunities to participate in everyday fun and engaging physical activities, they…

Sports Splash: A Handbook of Reading Activities for Use with Children. A Fun with Reading Book.

ERIC Educational Resources Information Center

Thomas, Carol H.

Intended for individuals involved in teaching children to read--parents, teachers, librarians, and reading specialists--this handbook provides activities and resources to supplement programs designed to encourage children's enjoyment of books. The reading activities presented in this handbook have been developed around a sports theme. The…

Good Planets Are Hard To Find! Ecology Action Workbook and Dictionary.

ERIC Educational Resources Information Center

Bazar, Ronald M.; Dehr, Roma

Even though the condition of the planet is a serious subject, becoming ecologically aware and active can be fun. This workbook provides ecologically conscious-raising activities that children can do at home or with others. A series of worksheets guides students through eight activities including: (1) assessing community resources and environmental…

No, You Do Not Have to Run Today, You Get to Run

ERIC Educational Resources Information Center

Gilbert, Jennie A.

2004-01-01

Children's natural play patterns provide opportunity for fitness development. Children typically do not care about the benefits of physical activity or the physiology behind the activities they perform, but they are very interested in participating in fun activities. Often curricula focus on how to feed children values that are important to…

Fun with Phase Changes

ERIC Educational Resources Information Center

Purvis, David

2006-01-01

A lot of good elementary science involves studying solids, liquids, and gases, and some inquiry-based activities that are easy to set up and do. In this article, the author presents activities pertaining to simple phase change. Using water as the example, these activities introduce upper-grade students to the idea of the arrangement of molecules…

Active Gaming to Promote Physical Activity: Questions to Consider for Your School

ERIC Educational Resources Information Center

Meyler, Tim; Banks, Sarah; Wilson, Sandy

2014-01-01

The physical activity potential and physiological and motivational benefits of active gaming have been a hot topic in the past few years. It is easy to see why active games are popular among certain populations, particularly those with prior or current video game experience. Video games are fun to play and challenging, give a player total control,…

Functions of Fun30 Chromatin Remodeler in Regulating Cellular Resistance to Genotoxic Stress

PubMed Central

Bi, Xin; Yu, Qun; Siler, Jasmine; Li, Chong; Khan, Ali

2015-01-01

The Saccharomyces cerevisiae Fun30 chromatin remodeler has recently been shown to facilitate long-range resection of DNA double strand break (DSB) ends, which proceeds homologous recombination (HR). This is believed to underlie the role of Fun30 in promoting cellular resistance to DSB inducing agent camptothecin. We show here that Fun30 also contributes to cellular resistance to genotoxins methyl methanesulfonate (MMS) and hydroxyurea (HU) that can stall the progression of DNA replication. We present evidence implicating DNA end resection in Fun30-dependent MMS-resistance. On the other hand, we show that Fun30 deletion suppresses the MMS- and HU-sensitivity of cells lacking the Rad5/Mms2/Ubc13-dependent error-free DNA damage tolerance mechanism. This suppression is not the result of a reduction in DNA end resection, and is dependent on the key HR component Rad51. We further show that Fun30 negatively regulates the recovery of rad5Δ mutant from MMS induced G2/M arrest. Therefore, Fun30 has two functions in DNA damage repair: one is the promotion of cellular resistance to genotoxic stress by aiding in DNA end resection, and the other is the negative regulation of a Rad51-dependent, DNA end resection-independent mechanism for countering replicative stress. The latter becomes manifest when Rad5 dependent DNA damage tolerance is impaired. In addition, we find that the putative ubiquitin-binding CUE domain of Fun30 serves to restrict the ability of Fun30 to hinder MMS- and HU-tolerance in the absence of Rad5. PMID:25806814

Learning from the coffee shop: increasing junior high school students’ self-confidence through contextual learning based on local culture of Aceh

NASA Astrophysics Data System (ADS)

Sarmini; Supriono, A.; Ridwan

2018-01-01

Teachers should be able to provide meaningful learning, create a fun learning, and encourage the self-confidence of students. The reality is learning in Junior High School still teacher-centered learning that results the level of self-confidence of students is low. Pre-action showed 30% of students do not have self-confidence. The research aims to improve the self-confidence of students through contextual learning in the course from the social studies of Aceh based on the local culture. This type of research is classroom action research that conducted in two cycles. The research focus is the students’ responses. The coffee shop is a source of learning social studies. Students Involved in the coffee shop interact with villagers who have made the coffee shop as social media. Students participate meetings to address issues of rural villagers. The coffee shop as a public share with characteristics of particularly subject as a gathering place for many people regardless of social strata, convey information, chat, and informal atmosphere that stimulates self-confidence.

Homeless children: Experiences and meanings of the environments they construct.

PubMed

Forero Pulido, Constanza; Giraldo Pineda, Álvaro; Martínez Hernández, Johana Victoria

2016-04-01

This work sought to learn of the experiences of homeless children and understand the meanings they give to environments they construct within these spaces. The study took place in Medellín, Colombia in 2015. Ours was a qualitative research with ethnographic approach. Non-structured interviews and observations were conducted; a field diary was kept. The street, although a space of public use, is converted by children into their private space; they carry in it almost all their activities and construct two big environments: that of the street that attracts and educates and that of the work that is transitory because it is performed to survive. These children dream with an ideal environment that allows them to live quietly. Children convert the street into a private place where they carry out their daily practices: socializing, working, sleeping, having fun, and relaxing, that is, a place of social construction.

"My math and me": Nursing students' previous experiences in learning mathematics.

PubMed

Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

A serious gaming/immersion environment to teach clinical cancer genetics.

PubMed

Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

2007-01-01

We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

"Dark Skies, Bright Kids" -- Astronomy Education and Outreach in Rural Virginia

NASA Astrophysics Data System (ADS)

Zasowski, Gail; Johnson, K.; Beaton, R.; Carlberg, J.; Czekala, I.; de Messieres, G.; Drosback, M.; Filipetti, C.; Gugliucci, N.; Hoeft, A.; Jackson, L.; Lynch, R.; Romero, C.; Sivakoff, G.; Whelan, D.; Wong, A.

2010-01-01

In the hills of central Virginia, the extraordinarily dark nighttime skies of southern Albemarle County provide a natural outdoor classroom for local science education. Until recently, this rural area lacked the financial and educational support to take full advantage of this rare and valuable natural resource. With funds provided by the NSF, a team of volunteers from the University of Virginia introduced a new program this fall called "Dark Skies - Bright Kids," which promotes science education at the elementary school level through a wide range of activities. The program volunteers (comprising undergraduate and graduate students, postdocs, and faculty) have sought to develop a coherent schedule of fun and educational activities throughout the semester, with emphases on hands-on learning and critical thinking. For example, students learn about the constellations by making star-wheels, about rocketry by building and launching rockets, and about comets by assembling miniature analogs. Additional activities include stories about the scientific and cultural history of astronomy, visits by professional astronomers and popular book authors, and astronomy-themed exercises in art, music, and physical education. These projects are designed to make astronomy, and by extension all science, accessible and appealing to each student. Family involvement is important in any educational environment, particularly at the elementary school level. To include the students' families and the larger community in "Dark Skies," we hold weekly telescope observing sessions at the school. Here, all interested parties can come together to hear what the students are learning and view astronomical objects through a small telescope. We hope that this well-received program will soon expand to other disadvantaged schools in the area. The "Dark Skies" team is proud and excited to have an impact on the scientific literacy of the students in these starry-skied communities!

Exercise for Children

MedlinePlus

... time running and playing. Parents should limit TV, video game and computer time. Parents can set a good example by being active themselves. Exercising together can be fun for everyone. Competitive sports can help kids stay ...

Constructing a Waterwheel

ERIC Educational Resources Information Center

Teaching Science, 2015

2015-01-01

EngQuest, an initiative of Engineers Australia, provides an exciting, non-competitive way for students to participate in free, fun and educational engineering activities involving mathematics, science and technology. This article provides a sample of one of the middle school activities in the program. The history of water wheels, and their use…

Low Budget Biology: Genetics Unit.

ERIC Educational Resources Information Center

Wartski, Bert; Wartski, Lynn Marie

Some concepts in genetics are difficult for many students to understand. This document provides hands-on, cost efficient, fun activities for students to help them better understand abstract concepts in genetics. Each activity includes: purpose, introduction, materials, procedures, results and conclusion. Some of the topics explored are: (1)…

Motivational Factors That Influence Students' Participation in Outdoor Activities.

ERIC Educational Resources Information Center

Festeu, Dorin

2002-01-01

A study examined why students participate in outdoor activities. Questionnaires completed by 108 college freshmen aged 18-26 at the University of Transylvania (Romania) were supplemented with participant observation and conversations. Five motivational themes were identified: enjoyment and fun, meeting new friends, enjoying nature, escaping from…

Make Celebrations Fun, Healthy, and Active: 10 Tips to Creating Healthy, Active Events

MedlinePlus

United States Department of Agriculture 10 tips Nutrition Education Series MyPlate MyWins Based on the Dietary Guidelines for Americans Make celebrations ... out some of the recipes on WhatsCooking.fns.usda.gov. 8 Keep it simple Have others participate ...

funRNA: a fungi-centered genomics platform for genes encoding key components of RNAi.

PubMed

Choi, Jaeyoung; Kim, Ki-Tae; Jeon, Jongbum; Wu, Jiayao; Song, Hyeunjeong; Asiegbu, Fred O; Lee, Yong-Hwan

2014-01-01

RNA interference (RNAi) is involved in genome defense as well as diverse cellular, developmental, and physiological processes. Key components of RNAi are Argonaute, Dicer, and RNA-dependent RNA polymerase (RdRP), which have been functionally characterized mainly in model organisms. The key components are believed to exist throughout eukaryotes; however, there is no systematic platform for archiving and dissecting these important gene families. In addition, few fungi have been studied to date, limiting our understanding of RNAi in fungi. Here we present funRNA http://funrna.riceblast.snu.ac.kr/, a fungal kingdom-wide comparative genomics platform for putative genes encoding Argonaute, Dicer, and RdRP. To identify and archive genes encoding the abovementioned key components, protein domain profiles were determined from reference sequences obtained from UniProtKB/SwissProt. The domain profiles were searched using fungal, metazoan, and plant genomes, as well as bacterial and archaeal genomes. 1,163, 442, and 678 genes encoding Argonaute, Dicer, and RdRP, respectively, were predicted. Based on the identification results, active site variation of Argonaute, diversification of Dicer, and sequence analysis of RdRP were discussed in a fungus-oriented manner. funRNA provides results from diverse bioinformatics programs and job submission forms for BLAST, BLASTMatrix, and ClustalW. Furthermore, sequence collections created in funRNA are synced with several gene family analysis portals and databases, offering further analysis opportunities. funRNA provides identification results from a broad taxonomic range and diverse analysis functions, and could be used in diverse comparative and evolutionary studies. It could serve as a versatile genomics workbench for key components of RNAi.

The yeast Fun30 and human SMARCAD1 chromatin remodelers promote DNA end resection

PubMed Central

Costelloe, Thomas; Louge, Raphaël; Tomimatsu, Nozomi; Mukherjee, Bipasha; Martini, Emmanuelle; Khadaroo, Basheer; Dubois, Kenny; Wiegant, Wouter W.; Thierry, Agnès; Burma, Sandeep; van Attikum, Haico; Llorente, Bertrand

2012-01-01

Several homology-dependent pathways can repair potentially lethal DNA double-strand breaks (DSBs). The first step common to all homologous recombination reactions is the 5′-3′ degradation of DSB ends that yields 3′ single-stranded DNA (ssDNA) required for loading of checkpoint and recombination proteins. The Mre11-Rad50-Xrs2/NBS1 complex and Sae2/CtIP initiate end resection while long-range resection depends on the exonuclease Exo1 or the helicase-topoisomerase complex Sgs1-Top3-Rmi1 with the endonuclease Dna21-6. DSBs occur in the context of chromatin, but how the resection machinery navigates through nucleosomal DNA is a process that is not well understood7. Here, we show that the yeast S. cerevisiae Fun30 protein and its human counterpart SMARCAD18, two poorly characterized ATP-dependent chromatin remodelers of the Snf2 ATPase family, are novel factors that are directly involved in the DSB response. Fun30 physically associates with DSB ends and directly promotes both Exo1- and Sgs1-dependent end resection through a mechanism involving its ATPase activity. The function of Fun30 in resection facilitates repair of camptothecin (CPT)-induced DNA lesions, and it becomes dispensable when Exo1 is ectopically overexpressed. Interestingly, SMARCAD1 is also recruited to DSBs and the kinetics of recruitment is similar to that of Exo1. Loss of SMARCAD1 impairs end resection, recombinational DNA repair and renders cells hypersensitive to DNA damage resulting from CPT or PARP inhibitor treatments. These findings unveil an evolutionarily conserved role for the Fun30 and SMARCAD1 chromatin remodelers in controlling end resection, homologous recombination and genome stability in the context of chromatin. PMID:22960744

Quantum Computing since Democritus

NASA Astrophysics Data System (ADS)

Aaronson, Scott

2013-03-01

1. Atoms and the void; 2. Sets; 3. Gödel, Turing, and friends; 4. Minds and machines; 5. Paleocomplexity; 6. P, NP, and friends; 7. Randomness; 8. Crypto; 9. Quantum; 10. Quantum computing; 11. Penrose; 12. Decoherence and hidden variables; 13. Proofs; 14. How big are quantum states?; 15. Skepticism of quantum computing; 16. Learning; 17. Interactive proofs and more; 18. Fun with the Anthropic Principle; 19. Free will; 20. Time travel; 21. Cosmology and complexity; 22. Ask me anything.

"A Place Where Nobody Makes Fun of Me Because I Love Science"--An In-School Mini Science Museum as a Meaningful Learning Environment to Its Student Trustees

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Aloni, Oshra; Zion, Michal

2016-01-01

The novelty of this study is rooted in the uniqueness of its setting: Informal, in school, Mini Science Museum that is managed by high school students who also develop teaching materials and guide the visitors. The phenomenological study presented here followed, over a period of 9 months, a group of 11 students that served as the museum's…