laboratory learning environments: Topics by Science.gov

Sample records for laboratory learning environments

Conceptualization, Development and Validation of an Instrument for Investigating Elements of Undergraduate Physics Laboratory Learning Environments: The UPLLES (Undergraduate Physics Laboratory Learning Environment Survey)

ERIC Educational Resources Information Center

Thomas, Gregory P; Meldrum, Al; Beamish, John

2013-01-01

First-year undergraduate physics laboratories are important physics learning environments. However, there is a lack of empirically informed literature regarding how students perceive their overall laboratory learning experiences. Recipe formats persist as the dominant form of instructional design in these sites, and these formats do not adequately…
Physical and Psychosocial Aspects of the Learning Environment in the Science Laboratory and Their Relationship to Teacher Satisfaction

ERIC Educational Resources Information Center

Che Ahmad, Che Nidzam; Osman, Kamisah; Halim, Lilia

2013-01-01

This paper is a report of a survey conducted to determine teachers' perception of the science laboratory learning environment and the relationship between different aspects of this environment and satisfaction from teaching and learning. Teachers' perceptions of psychosocial aspects were measured by use of the Science Laboratory Environment…
The Interest of the Diversity of Perspectives and Methodologies in Evaluating the Science Laboratory Learning Environment

ERIC Educational Resources Information Center

Membiela, Pedro; Vidal, Manuel

2017-01-01

The importance of researching the opinions of students and teachers has been pointed out concerning the improvement of teaching and learning in laboratory environments. In this regard, a study of the laboratory environment was carried out from a diversity of perspectives and methodologies. By means of a questionnaire it was learned that the…
Medical laboratory science and nursing students' perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM).

PubMed

Barcelo, Jonathan M

2016-01-01

This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains 'perception of learning' and 'perception of teaching.' Male medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning' among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain 'perception of learning.' Nursing students identified 7 problem areas, most of which were related to their instructors. Medical laboratory science and nursing students viewed their academic learning environment as 'more positive than negative.' However, the relationship of the nursing instructors to their students needs improvement.
Science Laboratory Learning Environments in Junior Secondary Schools

ERIC Educational Resources Information Center

Kwok, Ping Wai

2015-01-01

A Chinese version of the Science Laboratory Environment Inventory (SLEI) was used to study the students' perceptions of the actual and preferred laboratory learning environments in Hong Kong junior secondary science lessons. Valid responses of the SLEI from 1932 students of grade 7 to grade 9 indicated that an open-ended inquiry approach seldom…
Effectiveness of Virtual Laboratories in Terms of Learning Environment, Attitudes and Achievement among High-School Genetics Students

ERIC Educational Resources Information Center

Oser, Rachel; Fraser, Barry J.

2015-01-01

As society becomes increasingly global and experiential, research suggests that students can benefit from alternative learning environments that extend beyond the classroom. In providing students with laboratory experiences that otherwise would not be possible in high-school settings, virtual laboratories can simulate real laboratories and…
Learning Environment, Attitudes and Achievement among Middle-School Science Students Using Inquiry-Based Laboratory Activities

ERIC Educational Resources Information Center

Wolf, Stephen J.; Fraser, Barry J.

2008-01-01

This study compared inquiry and non-inquiry laboratory teaching in terms of students' perceptions of the classroom learning environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment and attitude scales were found to be valid and related to each other for a sample of 1,434 students in…
Web Geometry Laboratory: Case Studies in Portugal and Serbia

ERIC Educational Resources Information Center

Santos, Vanda; Quaresma, Pedro; Maric, Milena; Campos, Helena

2018-01-01

The role of information and communication technologies (ICT) in education is well recognised--learning environments where the ICT features included are being proposed for many years now. The Web Geometry Laboratory (WGL) innovates in proposing a blended learning, collaborative and adaptive learning Web-environment for geometry. It integrates a…
Utilizing an Artificial Outcrop to Scaffold Learning Between Laboratory and Field Experiences in a College-Level Introductory Geology Course

NASA Astrophysics Data System (ADS)

Wilson, Meredith

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting. This exploratory study employed a mixed-methods action research design. The action research design allowed for systematic inquiry by the teacher/researcher into how the students learned. The mixed-methods approach garnered several types of qualitative and quantitative data to explore phenomena and support conclusions. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how. Students enrolled in two different sections of the same laboratory course, sharing a common lecture, participated in laboratory exercises implementing experiential learning and constructivist pedagogies that focused on learning the basic geological skills necessary for work in a field environment. These laboratory activities were followed by an approximate 15 minute intervention at the GeoScene for a treatment group of students (n=13) to attempt to mitigate potential barriers, such as: self-efficacy, novelty space, and spatial skills, which hinder student performance in an authentic field environment. Comparisons were made to a control group (n=12), who did not participate in GeoScene activities, but completed additional exercises and applications in the laboratory setting. Qualitative data sources suggested that the GeoScene treatment was a positive addition to the laboratory studies and improved the student transition to the field environment by: (1) reducing anxiety and decreasing heightened stimulus associated with the novelty of the authentic field environment, (2) allowing a physical transition between the laboratory and field that shifted concepts learned in the lab to the field environment, and (3) improving critical analysis of geologic phenomena. This was corroborated by the quantitative data that suggested the treatment group may have outperformed the control group in geology content related skills taught in the laboratory, and supported by the GeoScene, while in an authentic field environment (p≤0.01, delta=0.507).
Development and Evaluation of Mechatronics Learning System in a Web-Based Environment

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2011-01-01

The development of remote laboratory suitable for the reinforcement of undergraduate level teaching of mechatronics is important. For the reason, a Web-based mechatronics learning system, called the RECOLAB (REmote COntrol LABoratory), for remote learning in engineering education has been developed in this study. The web-based environment is an…
Assessment of the Laboratory Learning Environment in an Inquiry-Oriented Chemistry Laboratory in Arab and Jewish High Schools in Israel

ERIC Educational Resources Information Center

Dkeidek, Iyad; Mamlok-Naaman, Rachel; Hofstein, Avi

2012-01-01

An inquiry-oriented laboratory in chemistry was integrated into the chemistry curriculum in Jewish high schools in Israel, and after a short period was also implemented in Arab sector. In this study, we investigated the effect of culture on the perceptions of laboratory classroom learning environments by comparing the perceptions of Arab and…
Investigating Student Perceptions of the Chemistry Laboratory and Their Approaches to Learning in the Laboratory

NASA Astrophysics Data System (ADS)

Berger, Spencer Granett

This dissertation explores student perceptions of the instructional chemistry laboratory and the approaches students take when learning in the laboratory environment. To measure student perceptions of the chemistry laboratory, a survey instrument was developed. 413 students responded to the survey during the Fall 2011 semester. Students' perception of the usefulness of the laboratory in helping them learn chemistry in high school was related to several factors regarding their experiences in high school chemistry. Students' perception of the usefulness of the laboratory in helping them learn chemistry in college was also measured. Reasons students provided for the usefulness of the laboratory were categorized. To characterize approaches to learning in the laboratory, students were interviewed midway through semester (N=18). The interviews were used to create a framework describing learning approaches that students use in the laboratory environment. Students were categorized into three levels: students who view the laboratory as a requirement, students who believe that the laboratory augments their understanding, and students who view the laboratory as an important part of science. These categories describe the types of strategies students used when conducting experiments. To further explore the relationship between students' perception of the laboratory and their approaches to learning, two case studies are described. These case studies involve interviews in the beginning and end of the semester. In the interviews, students reflect on what they have learned in the laboratory and describe their perceptions of the laboratory environment. In order to encourage students to adopt higher-level approaches to learning in the laboratory, a metacognitive intervention was created. The intervention involved supplementary questions that students would answer while completing laboratory experiments. The questions were designed to encourage students to think critically about the laboratory procedures. In order to test the effects of the intervention, an experimental group (N=87) completed these supplementary questions during two laboratory experiments while a control group (N=84) performed the same experiments without these additional questions. The effects of the intervention on laboratory exam performance were measured. Students in the experimental group had a higher average on the laboratory exam than students in the control group.
Student Perceptions of the Cell Biology Laboratory Learning Environment in Four Undergraduate Science Courses in Spain

ERIC Educational Resources Information Center

De Juan, Joaquin; Pérez-Cañaveras, Rosa M.; Segovia, Yolanda; Girela, Jose Luis; Martínez-Ruiz, Noemi; Romero-Rameta, Alejandro; Gómez-Torres, Maria José; Vizcaya-Moreno, M. Flores

2016-01-01

Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The…
Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.
Medical laboratory science and nursing students’ perception of academic learning environment in a Philippine university using Dundee Ready Educational Environment Measure (DREEM)

PubMed Central

2016-01-01

Purpose This study aimed to compare the perception of the academic learning environment between medical laboratory science students and nursing students at Saint Louis University, Baguio City, Philippines. Methods A cross-sectional survey research design was used to measure the perceptions of the participants. A total of 341 students from the Department of Medical Laboratory Science, School of Natural Sciences, and the School of Nursing answered the Dundee Ready Education Environment Measure (DREEM) instrument from April to May 2016. Responses were compared according to course of study, gender, and year level. Results The total mean DREEM scores of the medical laboratory science students and nursing students did not differ significantly when grouped according to course of study, gender, or year level. Medical laboratory science students had significantly lower mean scores in the sub-domains ‘perception of learning’ and ‘perception of teaching.’ Male medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning’ among second year students. Medical laboratory science students had significantly lower mean scores in the sub-domain ‘perception of learning.’ Nursing students identified 7 problem areas, most of which were related to their instructors. Conclusion Medical laboratory science and nursing students viewed their academic learning environment as ‘more positive than negative.’ However, the relationship of the nursing instructors to their students needs improvement. PMID:27649901
Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…
Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

NASA Astrophysics Data System (ADS)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.
Learning Environment and Attitudes Associated with an Innovative Science Course Designed for Prospective Elementary Teachers

ERIC Educational Resources Information Center

Martin-Dunlop, Catherine; Fraser, Barry J.

2008-01-01

This study assessed the effectiveness of an innovative science course for improving prospective elementary teachers' perceptions of laboratory learning environments and attitudes towards science. The sample consisted of 27 classes with 525 female students in a large urban university. Changing students' ideas about science laboratory teaching and…
Science Laboratory Environment and Academic Performance

ERIC Educational Resources Information Center

Aladejana, Francisca; Aderibigbe, Oluyemisi

2007-01-01

The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry…
Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates’ Attitudes toward Science in Inquiry-Based Biology Laboratory Classes

PubMed Central

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students’ attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students’ characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. PMID:28188279

News | Argonne National Laboratory

Science.gov Websites

Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning solvers Home Learning Center Undergraduates Graduates Faculty Partners News & Events News & Events -4114 Contact Us Argonne Educational Programs is committed to providing a learning environment that
Implementing a lessons learned process at Sandia National Laboratories

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

Fosshage, Erik D.; Drewien, Celeste A.; Eras, Kenneth

2016-01-01

The Lessons Learned Process Improvement Team was tasked to gain an understanding of the existing lessons learned environment within the major programs at Sandia National Laboratories, identify opportunities for improvement in that environment as compared to desired attributes, propose alternative implementations to address existing inefficiencies, perform qualitative evaluations of alternative implementations, and recommend one or more near-term activities for prototyping and/or implementation. This report documents the work and findings of the team.
Increase Workshop | Argonne National Laboratory

Science.gov Websites

Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning solvers Home Learning Center Undergraduates Graduates Faculty Partners News & Events Faculty Visiting Us Argonne Educational Programs is committed to providing a learning environment that emphasizes the
E-Learning in Engineering Education: Design of a Collaborative Advanced Remote Access Laboratory

ERIC Educational Resources Information Center

Chandra A. P., Jagadeesh; Samuel, R. D. Sudhaker

2010-01-01

Attaining excellence in technical education is a worthy challenge to any life goal. Distance learning opportunities make these goals easier to reach with added quality. Distance learning in engineering education is possible only through successful implementations of remote laboratories in a learning-by-doing environment. This paper presents one…
Internship Opportunities | Argonne National Laboratory

Science.gov Websites

Skip to main content Argonne National Laboratory Toggle Navigation Toggle Search Home Learning -class research to tomorrow's STEM problem solvers Home Learning Center Undergraduates Graduates Faculty ) 252-4114 Contact Us Argonne Educational Programs is committed to providing a learning environment that
Students' Collective Knowledge Construction in the Virtual Learning Environment ""ToLigado"--Your School Interactive Newspaper"

ERIC Educational Resources Information Center

Passarelli, Brasilina

2008-01-01

Introduction: The ToLigado Project--Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method: This virtual learning environment aims to motivate trans-disciplinary…
Using the Universal Design for Learning Approach in Science Laboratories to Minimize Student Stress

ERIC Educational Resources Information Center

Miller, Daniel K.; Lang, Patricia L.

2016-01-01

This commentary discusses how the principles of universal design for learning (UDL) can be applied in the science laboratory with an emphasis on assisting students who experience stress in the laboratory environment. The UDL approach in the laboratory is based on three elements: open-mindedness, supportive communication, and analysis and…
Choices of Pre-Service Science Teachers Laboratory Environments: Hands-on or Hands-off?

ERIC Educational Resources Information Center

Kapici, Hasan Ozgur; Akcay, Hakan

2018-01-01

Learning in laboratories for students is not only crucial for conceptual understanding, but also contributes to gaining scientific reasoning skills. Following fast developments in technology, online laboratory environments have been improved considerably and nowadays form an attractive alternative for hands-on laboratories. The study was done in…
Laboratory Control System's Effects on Student Achievement and Attitudes

ERIC Educational Resources Information Center

Cicek, Fatma Gozalan; Taspinar, Mehmet

2016-01-01

Problem Statement: The current study investigates whether the learning environment designed based on the laboratory control system affects the academic achievement, the attitude toward the learning-teaching process and the retention of the students in computer education. Purpose of Study: The study aims to identify the laboratory control system…
Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: the gap between ideal and reality and gender differences.

PubMed

Chuang, Shih-Chyueh; Hwang, Fu-Kwun; Tsai, Chin-Chung

2008-04-01

The purpose of this study was to investigate the perceptions of Internet users of a physics virtual laboratory, Demolab, in Taiwan. Learners' perceptions of Internet-based learning environments were explored and the role of gender was examined by using preferred and actual forms of a revised Constructivist Internet-based Learning Environment Survey (CILES). The students expressed a clear gap between ideal and reality, and they showed higher preferences for many features of constructivist Internet-based learning environments than for features they had actually learned in Demolab. The results further suggested that male users prefer to be involved in the process of discussion and to show critical judgments. In addition, male users indicated they enjoyed the process of negotiation and discussion with others and were able to engage in reflective thoughts while learning in Demolab. In light of these findings, male users seemed to demonstrate better adaptability to the constructivist Internet-based learning approach than female users did. Although this study indicated certain differences between males and females in their responses to Internet-based learning environments, they also shared numerous similarities. A well-established constructivist Internet-based learning environment may encourage more female learners to participate in the science community.
Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…
Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

ERIC Educational Resources Information Center

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-01-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed…
Use and Acceptance of Information and Communication Technology among Laboratory Science Students

ERIC Educational Resources Information Center

Barnes, Brenda C.

2013-01-01

Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population.…
Assessing Student Learning in a Virtual Laboratory Environment

ERIC Educational Resources Information Center

Wolf, T.

2010-01-01

Laboratory experience is a key factor in technical and scientific education. Virtual laboratories have been proposed to reduce cost and simplify maintenance of lab facilities while still providing students with access to real systems. It is important to determine if such virtual labs are still effective for student learning. In the assessment of a…
Fundamental Research in Engineering Education. Student Learning in Industrially Situated Virtual Laboratories

ERIC Educational Resources Information Center

Koretsky, Milo D.; Kelly, Christine; Gummer, Edith

2011-01-01

The instructional design and the corresponding research on student learning of two virtual laboratories that provide an engineering task situated in an industrial context are described. In this problem-based learning environment, data are generated dynamically based on each student team's distinct choices of reactor parameters and measurements.…
Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

ERIC Educational Resources Information Center

Sjöblom, Kirsi; Mälkki, Kaisu; Sandström, Niclas; Lonka, Kirsti

2016-01-01

The role of motivation and emotions in learning has been extensively studied in recent years; however, research on the role of the physical environment still remains scarce. This study examined the role of the physical environment in the learning process from the perspective of basic psychological needs. Although self-determination theory stresses…
The World as Functional Learning Environment: An Intercultural Learning Network. Interactive Technology Laboratory Report #7.

ERIC Educational Resources Information Center

Cohen, Moshe; And Others

Electronic networks provide new opportunities to create functional learning environments which allow students in many different locations to carry out joint educational activities. A set of participant observation studies was conducted in the context of a cross-cultural, cross-language network called the Intercultural Learning Network in order to…
Does the Lack of Hands-On Experience in a Remotely Delivered Laboratory Course Affect Student Learning?

ERIC Educational Resources Information Center

Abdel-Salam, Tarek; Kauffman, Paul J.; Crossman, Gary

2006-01-01

Educators question whether performing a laboratory experiment as an observer (non-hands-on), such as conducted in a distance education context, can be as effective a learning tool as personally performing the experiment in a laboratory environment. The present paper investigates this issue by comparing the performance of distance education…
LOGO Progress Report 1973-1975. Artificial Intelligence Memo Number 356. Revised.

ERIC Educational Resources Information Center

Abelson, H.; And Others

This report outlines the accomplishments of the LOGO project of the Massachusetts Institute of Technology's Artificial Intelligence Laboratory during the period 1973-1975. Three major areas of work are listed: (1) building learning environments, (2) the theory behind the environments, and (3) experimenting with learning environments. Advances in…
Designing Science Laboratories: Learning Environments, School Architecture and Teaching and Learning Models

ERIC Educational Resources Information Center

Veloso, Luísa; Marques, Joana S.

2017-01-01

This article on secondary schools science laboratories in Portugal focuses on how school space functions as a pedagogical and political instrument by contributing to shape the conditions for teaching and learning dynamics. The article places the impact of changes to school layouts within the larger context of a public school renovation programme,…

The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory

ERIC Educational Resources Information Center

Garner, Nicole; Eilks, Ingo

2015-01-01

Non-formal student laboratory environments for primary and secondary school science education have become a major trend in the German educational arena in recent years. These non-formal student laboratory environments are thought to offer unique experimental learning experiences that often cannot be realized in daily school routines. The biggest…
Web-Based Testing Tools for Electrical Engineering Courses

DTIC Science & Technology

2001-09-01

ideas of distance learning are based on forming “ virtual teams” [2]. Each team is equipped with the same software packages and share information via...using virtual laboratories where they can simulate a laboratory experience in a web-based environment. They can also control laboratory devices over...possible to create a set of virtual laboratories that allow students to interact with the learning material at the same time that the student is
Comparative Study of the Effectiveness of Three Learning Environments: Hyper-Realistic Virtual Simulations, Traditional Schematic Simulations and Traditional Laboratory

ERIC Educational Resources Information Center

Martinez, Guadalupe; Naranjo, Francisco L.; Perez, Angel L.; Suero, Maria Isabel; Pardo, Pedro J.

2011-01-01

This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output.…
On the potential for using immersive virtual environments to support laboratory experiment contextualisation

NASA Astrophysics Data System (ADS)

Machet, Tania; Lowe, David; Gütl, Christian

2012-12-01

This paper explores the hypothesis that embedding a laboratory activity into a virtual environment can provide a richer experimental context and hence improve the understanding of the relationship between a theoretical model and the real world, particularly in terms of the model's strengths and weaknesses. While an identified learning objective of laboratories is to support the understanding of the relationship between models and reality, the paper illustrates that this understanding is hindered by inherently limited experiments and that there is scope for improvement. Despite the contextualisation of learning activities having been shown to support learning objectives in many fields, there is traditionally little contextual information presented during laboratory experimentation. The paper argues that the enhancing laboratory activity with contextual information affords an opportunity to improve students' understanding of the relationship between the theoretical model and the experiment (which is effectively a proxy for the complex real world), thereby improving their understanding of the relationship between the model and reality. The authors propose that these improvements can be achieved by setting remote laboratories within context-rich virtual worlds.
Deaf, Hard-of-Hearing, and Hearing Signing Undergraduates' Attitudes toward Science in Inquiry-Based Biology Laboratory Classes.

PubMed

Gormally, Cara

2017-01-01

For science learning to be successful, students must develop attitudes toward support future engagement with challenging social issues related to science. This is especially important for increasing participation of students from underrepresented populations. This study investigated how participation in inquiry-based biology laboratory classes affected students' attitudes toward science, focusing on deaf, hard-of-hearing, and hearing signing students in bilingual learning environments (i.e., taught in American Sign Language and English). Analysis of reflection assignments and interviews revealed that the majority of students developed positive attitudes toward science and scientific attitudes after participating in inquiry-based biology laboratory classes. Attitudinal growth appears to be driven by student value of laboratory activities, repeated direct engagement with scientific inquiry, and peer collaboration. Students perceived that hands-on experimentation involving peer collaboration and a positive, welcoming learning environment were key features of inquiry-based laboratories, affording attitudinal growth. Students who did not perceive biology as useful for their majors, careers, or lives did not develop positive attitudes. Students highlighted the importance of the climate of the learning environment for encouraging student contribution and noted both the benefits and pitfalls of teamwork. Informed by students' characterizations of their learning experiences, recommendations are made for inquiry-based learning in college biology. © 2017 C. Gormally. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Student Perceptions of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

NASA Astrophysics Data System (ADS)

Lang, Quek Choon; Wong, Angela F. L.; Fraser, Barry J.

2005-09-01

This study investigated the chemistry laboratory classroom environment, teacher-student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher-student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher-student interactions for gifted students are provided.
Science Laboratory Environment and Academic Performance

NASA Astrophysics Data System (ADS)

Aladejana, Francisca; Aderibigbe, Oluyemisi

2007-12-01

The study determined how students assess the various components of their science laboratory environment. It also identified how the laboratory environment affects students' learning outcomes. The modified ex-post facto design was used. A sample of 328 randomly selected students was taken from a population of all Senior Secondary School chemistry students in a state in Nigeria. The research instrument, Science Laboratory Environment Inventory (SLEI) designed and validated by Fraser et al. (Sci Educ 77:1-24, 1993) was administered on the selected students. Data analysis was done using descriptive statistics and Product Moment Correlation. Findings revealed that students could assess the five components (Student cohesiveness, Open-endedness, Integration, Rule clarity, and Material Environment) of the laboratory environment. Student cohesiveness has the highest assessment while material environment has the least. The results also showed that the five components of the science laboratory environment are positively correlated with students' academic performance. The findings are discussed with a view to improving the quality of the laboratory environment, subsequent academic performance in science and ultimately the enrolment and retaining of learners in science.
A Comparison of Students' Conceptual Understanding of Electric Circuits in Simulation Only and Simulation-Laboratory Contexts

ERIC Educational Resources Information Center

Jaakkola, Tomi; Nurmi, Sami; Veermans, Koen

2011-01-01

The aim of this experimental study was to compare learning outcomes of students using a simulation alone (simulation environment) with outcomes of those using a simulation in parallel with real circuits (combination environment) in the domain of electricity, and to explore how learning outcomes in these environments are mediated by implicit (only…
Reducing cognitive load in the chemistry laboratory by using technology-driven guided inquiry experiments

NASA Astrophysics Data System (ADS)

Hubacz, Frank, Jr.

The chemistry laboratory is an integral component of the learning experience for students enrolled in college-level general chemistry courses. Science education research has shown that guided inquiry investigations provide students with an optimum learning environment within the laboratory. These investigations reflect the basic tenets of constructivism by engaging students in a learning environment that allows them to experience what they learn and to then construct, in their own minds, a meaningful understanding of the ideas and concepts investigated. However, educational research also indicates that the physical plant of the laboratory environment combined with the procedural requirements of the investigation itself often produces a great demand upon a student's working memory. This demand, which is often superfluous to the chemical concept under investigation, creates a sensory overload or extraneous cognitive load within the working memory and becomes a significant obstacle to student learning. Extraneous cognitive load inhibits necessary schema formation within the learner's working memory thereby impeding the transfer of ideas to the learner's long-term memory. Cognitive Load Theory suggests that instructional material developed to reduce extraneous cognitive load leads to an improved learning environment for the student which better allows for schema formation. This study first compared the cognitive load demand, as measured by mental effort, experienced by 33 participants enrolled in a first-year general chemistry course in which the treatment group, using technology based investigations, and the non-treatment group, using traditional labware, investigated identical chemical concepts on five different exercises. Mental effort was measured via a mental effort survey, a statistical comparison of individual survey results to a procedural step count, and an analysis of fourteen post-treatment interviews. Next, a statistical analysis of achievement was completed by comparing lab grade averages, final exam averages, and final course grade averages between the two groups. Participant mental effort survey results showed significant positive effects of technology in reducing cognitive load for two laboratory investigations. One investigation revealed a significant difference in achievement measured by lab grade average comparisons. Although results of this study are inconclusive as to the usefulness of technology-driven investigations to affect learning, recommendations for further study are discussed.
Intelligent Performance Assessment of Students' Laboratory Work in a Virtual Electronic Laboratory Environment

ERIC Educational Resources Information Center

Achumba, I. E.; Azzi, D.; Dunn, V. L.; Chukwudebe, G. A.

2013-01-01

Laboratory work is critical in undergraduate engineering courses. It is used to integrate theory and practice. This demands that laboratory activities are synchronized with lectures to maximize their derivable learning outcomes, which are measurable through assessment. The typical high costs of the traditional engineering laboratory, which often…
Back to the future with hands-on science: students' perceptions of learning anatomy and physiology.

PubMed

Johnston, Amy Nicole Burne; McAllister, Margaret

2008-09-01

This article examines student perceptions of learning related to anatomy and physiology in a bachelor of nursing program. One strategy to teach the sciences is simulated learning, a technology that offers exciting potential. Virtual environments for laboratory learning may offer numerous benefits: teachers can convey information to a larger group of students, reducing the need for small laboratory classes; less equipment is required, thus containing ongoing costs; and students can learn in their own time and place. However, simulated learning may also diminish access to the teacher-student relationship and the opportunity for guided practice and guided linking of theory with practice. Without this hands-on experience, there is a risk that students will not engage as effectively, and thus conceptual learning and the development of critical thinking skills are diminished. However, student perceptions of these learning experiences are largely unknown. Thus, this study examined students' perceptions of anatomy and physiology laboratory experiences and the importance they placed on hands-on experience in laboratory settings.
Through the eyes of the student: Best practices in clinical facilitation.

PubMed

Muthathi, Immaculate S; Thurling, Catherine H; Armstrong, Susan J

2017-08-28

Clinical facilitation is an essential part of the undergraduate nursing curriculum. A number of studies address the issue of clinical facilitation in South Africa, but there remains a lack of knowledge and understanding regarding what students perceive as best practice in clinical facilitation of their learning. To determine what type of clinical facilitation undergraduate students believe should be offered by clinical facilitators (nurse educators, professional nurses and clinical preceptors) in the clinical area in order to best facilitate their learning. A qualitative, exploratory and descriptive study was conducted. Purposive sampling was performed to select nursing students from the second, third and fourth year of studies from a selected nursing education institution in Johannesburg. The sampling resulted in one focus group for each level of nursing, namely second, third and fourth year nursing students. Interviews were digitally recorded and transcribed verbatim, thematic data analysis was used and trustworthiness was ensured by applying credibility, dependability, confirmability and transferability. The data revealed that participants differentiated between best practices in clinical facilitation in the clinical skills laboratory and clinical learning environment. In the clinical skills laboratory, pre-contact preparation, demonstration technique and optimising group learning were identified as best practices. In the clinical learning environment, a need for standardisation of procedures in simulation and practice, the allocation and support for students also emerged. There is a need for all nurses involved in undergraduate nursing education to reflect on how they approach clinical facilitation, in both clinical skills laboratory and clinical learning environment. There is also a need to improve consistency in clinical practices between the nursing education institution and the clinical learning environment so as to support students' adaptation to clinical practice.
The Application of System Dynamics to the Integration of National Laboratory Research and K-12 Education

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

Mills, James Ignatius; Zounar Harbour, Elda D

2001-08-01

The Idaho National Engineering and Environmental Laboratory (INEEL) is dedicated to finding solutions to problems related to the environment, energy, economic competitiveness, and national security. In an effort to attract and retain the expertise needed to accomplish these challenges, the INEEL is developing a program of broad educational opportunities that makes continuing education readily available to all laboratory employees, beginning in the K–12 environment and progressing through post-graduate education and beyond. One of the most innovative educational approaches being implemented at the laboratory is the application of STELLA© dynamic learning environments, which facilitate captivating K–12 introductions to the complex energymore » and environmental challenges faced by global societies. These simulations are integrated into lesson plans developed by teachers in collaboration with INEEL scientists and engineers. This approach results in an enjoyable and involved learning experience, and an especially positive introduction to the application of science to emerging problems of great social and environmental consequence.« less
Integration Head Mounted Display Device and Hand Motion Gesture Device for Virtual Reality Laboratory

NASA Astrophysics Data System (ADS)

Rengganis, Y. A.; Safrodin, M.; Sukaridhoto, S.

2018-01-01

Virtual Reality Laboratory (VR Lab) is an innovation for conventional learning media which show us whole learning process in laboratory. There are many tools and materials are needed by user for doing practical in it, so user could feel new learning atmosphere by using this innovation. Nowadays, technologies more sophisticated than before. So it would carry in education and it will be more effective, efficient. The Supported technologies are needed us for making VR Lab such as head mounted display device and hand motion gesture device. The integration among them will be used us for making this research. Head mounted display device for viewing 3D environment of virtual reality laboratory. Hand motion gesture device for catching user real hand and it will be visualized in virtual reality laboratory. Virtual Reality will show us, if using the newest technologies in learning process it could make more interesting and easy to understand.
Exploring students' perceptions and performance on predict-observe-explain tasks in high school chemistry laboratory

NASA Astrophysics Data System (ADS)

Vadapally, Praveen

This study sought to understand the impact of gender and reasoning level on students' perceptions and performances of Predict-Observe-Explain (POE) laboratory tasks in a high school chemistry laboratory. Several literature reviews have reported that students at all levels have not developed the specific knowledge and skills that were expected from their laboratory work. Studies conducted over the last several decades have found that boys tend to be more successful than girls in science and mathematics courses. However, some recent studies have suggested that girls may be reducing this gender gap. This gender difference is the focal point of this research study, which was conducted at a mid-western, rural high school. The participants were 24 boys and 25 girls enrolled in two physical science classes taught by the same teacher. In this mixed methods study, qualitative and quantitative methods were implemented simultaneously over the entire period of the study. MANOVA statistics revealed significant effects due to gender and level of reasoning on the outcome variables, which were POE performances and perceptions of the chemistry laboratory environment. There were no significant interactions between these effects. For the qualitative method, IRB-approved information was collected, coded, grouped, and analyzed. This method was used to derive themes from students' responses on questionnaires and semi-structured interviews. Students with different levels of reasoning and gender were interviewed, and many of them expressed positive themes, which was a clear indication that they had enjoyed participating in the POE learning tasks and they had developed positive perceptions towards POE inquiry laboratory learning environment. When students are capable of formal reasoning, they can use an abstract scientific concept effectively and then relate it to the ideas they generate in their minds. Thus, instructors should factor the nature of students' thinking abilities into their instructional strategies and strive to create a learning environment where students are engaged in thinking, learning, and acting in meaningful and beneficial ways. POE learning tasks enhance students' laboratory experiences and can help deepen their understanding of the empirical nature of science. Key words: predict observe explain, gender, science laboratory inquiry, reasoning ability, social constructivism, mixed methods.
Characterizing Instructional Practices in the Laboratory: The Laboratory Observation Protocol for Undergraduate STEM

ERIC Educational Resources Information Center

Velasco, Jonathan B.; Knedeisen, Adam; Xue, Dihua; Vickrey, Trisha L.; Abebe, Marytza; Stains, Marilyne

2016-01-01

Chemistry laboratories play an essential role in the education of undergraduate Science, Technology, Engineering, and Mathematics (STEM) and non-STEM students. The extent of student learning in any educational environment depends largely on the effectiveness of the instructors. In chemistry laboratories at large universities, the instructors of…
A formative evaluation of problem-based learning as an instructional strategy in a medical laboratory technician course

NASA Astrophysics Data System (ADS)

Nelson, Diane Patricia

2002-09-01

This study is a formative evaluation of problem-based learning as an effective course delivery strategy in a second year introductory Medical Laboratory Technician discipline-specific hematology course. This strategy can serve two purposes in this type of course: discipline specific content knowledge and process skills learning. A needs study identified that students required additional workplace skills as they entered the clinical internship. Students tested well on the national registry examinations, discipline-specific content knowledge, but group process skills needed improvement in the areas of collaboration, communication, and critical reasoning. Problem-based learning was identified as an change intervention to help provide these skills. A search of the literature revealed that the Baker College cultural and physical environment would support this intervention. Twelve cases were written, situated in a clinical laboratory environment, addressing learning issues identified in a modified Delphi survey of laboratory personnel e.g. fiscal responsibility, turn-around time, invasiveness of laboratory techniques, and holistic view of healthcare environment. A hematology class of 13 students received the intervention. The cases were structured to proceed from instructor-centered (guided) learning issues to learner-centered learning issues. Observations of the in-group collaboration processes were documented, as well as oral presentations and critical reasoning, with students given periodic feedback on these skills. Student surveys provided data about satisfaction, attitude to PBL process, and self-efficacy. Multiple choice discipline-specific content examinations were given and compared with classes from the previous four years. The study found that students receiving the PBL treatment scored as well as or better than students from previous years on traditional multiple choice exams. Recall questions showed positive significance and application/analysis questions showed no significance from previous years. Clinical correlations end-of-case evaluations addressing the issues of thoroughness of investigation, supporting evidence, accuracy of information, order and clarity of thought showed positive improvement across the intervention, as did the PBL processes of in-group collaboration skills, teamwork skills, and presentation skills. By the end of the intervention, students expressed preference for student-centered learning issues.
User Control and Task Authenticity for Spatial Learning in 3D Environments

ERIC Educational Resources Information Center

Dalgarno, Barney; Harper, Barry

2004-01-01

This paper describes two empirical studies which investigated the importance for spatial learning of view control and object manipulation within 3D environments. A 3D virtual chemistry laboratory was used as the research instrument. Subjects, who were university undergraduate students (34 in the first study and 80 in the second study), undertook…
Bringing the Excitement and Motivation of Research to Students; Using Inquiry and Research-Based Learning in a Year-Long Biochemistry Laboratory: Part II--Research-Based Laboratory--A Semester-Long Research Approach Using Malate Dehydrogenase as a Research Model

ERIC Educational Resources Information Center

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A.; Provost, Joseph J.

2010-01-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments…
Extending the Marine Microcosm Laboratory

ERIC Educational Resources Information Center

Ryswyk, Hal Van; Hall, Eric W.; Petesch, Steven J.; Wiedeman, Alice E.

2007-01-01

The traditional range of marine microcosm laboratory experiments is presented as an ideal environment to teach the entire analysis process. The microcosm lab provides student-centered approach with opportunities for collaborative learning and to develop critical communication skills.

"SMALLab": Virtual Geology Studies Using Embodied Learning with Motion, Sound, and Graphics

ERIC Educational Resources Information Center

Johnson-Glenberg, Mina C.; Birchfield, David; Usyal, Sibel

2009-01-01

We present a new and innovative interface that allows the learner's body to move freely in a multimodal learning environment. The Situated Multimedia Arts Learning Laboratory ("SMALLab") uses 3D object tracking, real time graphics, and surround-sound to enhance embodied learning. Our hypothesis is that optimal learning and retention occur when…
Learning in Complex Environments: The Effects of Background Speech on Early Word Learning

ERIC Educational Resources Information Center

McMillan, Brianna T. M.; Saffran, Jenny R.

2016-01-01

Although most studies of language learning take place in quiet laboratory settings, everyday language learning occurs under noisy conditions. The current research investigated the effects of background speech on word learning. Both younger (22- to 24-month-olds; n = 40) and older (28- to 30-month-olds; n = 40) toddlers successfully learned novel…
Cooperative Learning as a Tool To Teach Vertebrate Anatomy.

ERIC Educational Resources Information Center

Koprowski, John L.; Perigo, Nan

2000-01-01

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)
Taking Science Online: Evaluating Presence and Immersion through a Laboratory Experience in a Virtual Learning Environment for Entomology Students

ERIC Educational Resources Information Center

Annetta, Leonard; Klesath, Marta; Meyer, John

2009-01-01

A 3-D virtual field trip was integrated into an online college entomology course and developed as a trial for the possible incorporation of future virtual environments to supplement online higher education laboratories. This article provides an explanation of the rationale behind creating the virtual experience, the Bug Farm; the method and…
Chemical Understanding and Graphing Skills in an Honors Case-Based Computerized Chemistry Laboratory Environment: The Value of Bidirectional Visual and Textual Representations

ERIC Educational Resources Information Center

Dori, Yehudit J.; Sasson, Irit

2008-01-01

The case-based computerized laboratory (CCL) is a chemistry learning environment that integrates computerized experiments with emphasis on scientific inquiry and comprehension of case studies. The research objective was to investigate chemical understanding and graphing skills of high school honors students via bidirectional visual and textual…
STRUCTURED LEARNING AND TRAINING ENVIRONMENTS--A PREPARATION LABORATORY FOR ADVANCED MAMMALIAN PHYSIOLOGY.

ERIC Educational Resources Information Center

FIEL, NICHOLAS J.; JOHNSTON, RAYMOND F.

A PREPARATION LABORATORY WAS DESIGNED TO FAMILIARIZE STUDENTS IN ADVANCED MAMMALIAN PHYSIOLOGY WITH LABORATORY SKILLS AND TECHNIQUES AND THUS SHORTEN THE TIME THEY SPEND IN SETTING UP ACTUAL EXPERIMENTS. THE LABORATORY LASTS 30 MINUTES, IS FLEXIBLE AND SIMPLE OF OPERATION, AND DOES NOT REQUIRE A PROFESSOR'S PRESENCE. THE BASIC TRAINING UNIT IS THE…
[Social learning as an uncertainty-reduction strategy: an adaptationist approach].

PubMed

Nakanishi, Daisuke; Kameda, Tatsuya; Shinada, Mizuho

2003-04-01

Social learning is an effective mechanism to reduce uncertainty about environmental knowledge, helping individuals adopt an adaptive behavior in the environment at small cost. Although this is evident for learning about temporally stable targets (e.g., acquiring avoidance of toxic foods culturally), the functional value of social learning in a temporally unstable environment is less clear; knowledge acquired by social learning may be outdated. This paper addressed adaptive values of social learning in a non-stationary environment empirically. When individual learning about the non-stationary environment is costly, a hawk-dove-game-like equilibrium is expected to emerge in the population, where members who engage in costly individual learning and members who skip the information search and free-ride on other members' search efforts coexist at a stable ratio. Such a "producer-scrounger" structure should qualify effectiveness of social/cultural learning severely, especially "conformity bias" when using social information (Boyd & Richerson, 1985). We tested these predictions by an experiment implementing a non-stationary uncertain environment in a laboratory. The results supported our thesis. Implications of these findings and some future directions were discussed.
Measuring meaningful learning in the undergraduate chemistry laboratory

NASA Astrophysics Data System (ADS)

Galloway, Kelli R.

The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects laboratory learning and attempts to measure the efficacy of reformed laboratory curriculum as well as faculty goals for laboratory learning which found common goals among instructors for students to learn laboratory skills, techniques, experimental design, and to develop critical thinking skills. These findings are important for improving teaching and learning in the undergraduate chemistry laboratory, but research is needed to connect the faculty goals to student perceptions. This study was designed to explore students' ideas about learning in the undergraduate chemistry laboratory. Novak's Theory of Meaningful Learning was used as a guide for the data collection and analysis choices for this research. Novak's theory states that in order for meaningful learning to occur the cognitive, affective, and psychomotor domains must be integrated. The psychomotor domain is inherent in the chemistry laboratory, but the extent to which the cognitive and affective domains are integrated is unknown. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the "doing" of their laboratory work. The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. Evidence for the validity and reliability of the data generated by the MLLI were collected from multiple quantitative studies: a one semester study at one university, a one semester study at 15 colleges and universities across the United States, and a longitudinal study where the MLLI was administered 6 times during two years of general and organic chemistry laboratory courses. Results from these studies revealed students' narrow cognitive expectations for learning that go largely unmet by their experiences and diverse affective expectations and experiences. Concurrently, a qualitative study was carried out to describe and characterize students' cognitive and affective experiences in the undergraduate chemistry laboratory. Students were video recorded while performing one of their regular laboratory experiments and then interviewed about their experiences. The students' descriptions of their learning experiences were characterized by their overreliance on following the experimental procedure correctly rather than developing process-oriented problem solving skills. Future research could use the MLLI to intentionally compare different types of laboratory curricula or environments.
Influences of Learning Environment Characteristics on Student Learning During Authentic Science Inquiry in an Introductory Physical Geology Course

NASA Astrophysics Data System (ADS)

Miller, H. R.; Sell, K. S.; Herbert, B. E.

2004-12-01

Shifts in learning goals in introductory earth science courses to greater emphasis on critical thinking and the nature of science has led to the adoption of new pedagogical techniques, including inquiry-based learning (IBL). IBL is thought to support understanding of the nature of science and foster development of scientific reasoning and critical thinking skills by modeling authentic science inquiry. Implementation of new pedagogical techniques do not occur without influence, instruction and learning occurs in a complex learning environment, referring to the social, physical, mental, and pedagogical contexts. This study characterized the impact of an IBL module verses a traditionally structured laboratory exercise in an introductory physical geology class at Texas A&M University. Student activities in this study included manipulation of large-scale data sets, use of multiple representations, and exposure to ill-constrained problems common to the Texas Gulf Coast system. Formative assessment data collected included an initial survey of self efficacy, student demographics, content knowledge and a pre-mental model expression. Summative data collected included a post-test, post-mental model expression, final laboratory report, and a post-survey on student attitudes toward the module. Mental model expressions and final reports were scored according to a validated rubric instrument (Cronbrach alpha: 0.84-0.98). Nine lab sections were randomized into experimental and control groups. Experimental groups were taught using IBL pedagogical techniques, while the control groups were taught using traditional laboratory "workbook" techniques. Preliminary assessment based on rubric scores for pre-tests using Student's t-test (N ˜ 140) indicated that the experimental and control groups were not significantly different (ρ > 0.05), therefore, the learning environment likely impacted student's ability to succeed. A non-supportive learning environment, including student attitudes, teaching assistant attitudes, the lack of scaffolded learning, limited pedagogical content knowledge, and departmental oversight, which were all encountered during this study, can have an affect on the students' attitudes and achievements during the course. Data collected showed an overall improvement in content knowledge (38% increase); while performance effort clearly declined as seen through post-mental model expressions (a decline in performance by 24.8%) and percentage of assignments turned in (39% of all students turned in the required final report). A non-supportive learning environment was also seen through student comments on the final survey, "I think that all the TA's and the professor have forgotten that we are an intro class". A non-supportive environment clearly does not encourage critical thinking and completion of work. This pilot study showed that the complex learning environment can play a significant role in student learning. It also illustrates the need for future studies in IBL with supportive learning environments in order for students to achieve academic excellence and develop scientific reasoning and critical thinking skills.
Remote Labs and Game-Based Learning for Process Control

ERIC Educational Resources Information Center

Zualkernan, Imran A.; Husseini, Ghaleb A.; Loughlin, Kevin F.; Mohebzada, Jamshaid G.; El Gaml, Moataz

2013-01-01

Social networking platforms and computer games represent a natural informal learning environment for the current generation of learners in higher education. This paper explores the use of game-based learning in the context of an undergraduate chemical engineering remote laboratory. Specifically, students are allowed to manipulate chemical…
Development and evaluation of an electronic health record configuration and customization laboratory course for clinical informatics students.

PubMed

Mohan, Vishnu; Hersh, William R

2013-01-01

There is a need for informatics educational programs to develop laboratory courses that facilitate hands-on access to an EHR, and allow students to learn and evaluate functionality and configuration options. This is particularly relevant given the diversity of backgrounds of informatics students. We implemented an EHR laboratory course that allowed students to explore an EHR in both inpatient and outpatient clinical environments. The course focused on specific elements of the EHR including order set development, customization, clinical decision support, ancillary services, and billing and coding functionality. Students were surveyed at the end of the course for their satisfaction with the learning experience. We detailed challenges as well as lessons learned after analyzing student evaluations of this course. Features that promote the successful offering of an online EHR course, include (1) using more than one EHR to allow students to compare functionalities, (2) ensuring appropriate course calibration, (3) countering issues specific to EHR usability, and (4) fostering a fertile environment for rich online conversations are discussed.
Student Learning and Evaluation in Analytical Chemistry Using a Problem-Oriented Approach and Portfolio Assessment

ERIC Educational Resources Information Center

Boyce, Mary C.; Singh, Kuki

2008-01-01

This paper describes a student-focused activity that promotes effective learning in analytical chemistry. Providing an environment where students were responsible for their own learning allowed them to participate at all levels from designing the problem to be addressed, planning the laboratory work to support their learning, to providing evidence…
The Edison Responsive Environment Learning System, or the Talking Typewriter Developed by Thomas A. Edison Laboratory, a Subsidiary of McGraw Edison Company.

ERIC Educational Resources Information Center

Sanderson, Barbara A.; Kratochvil, Daniel W.

The "Talking Typewriter" is a computerized electric typewriter with visual and audio capabilities. It was designed to create an environment where learning to read would be a successful, enjoyable experience for the student by allowing him to explore, discover relationships, to progress at his own speed, and to receive feedback. This…
Simulation based virtual learning environment in medical genetics counseling: an example of bridging the gap between theory and practice in medical education.

PubMed

Makransky, Guido; Bonde, Mads T; Wulff, Julie S G; Wandall, Jakob; Hood, Michelle; Creed, Peter A; Bache, Iben; Silahtaroglu, Asli; Nørremølle, Anne

2016-03-25

Simulation based learning environments are designed to improve the quality of medical education by allowing students to interact with patients, diagnostic laboratory procedures, and patient data in a virtual environment. However, few studies have evaluated whether simulation based learning environments increase students' knowledge, intrinsic motivation, and self-efficacy, and help them generalize from laboratory analyses to clinical practice and health decision-making. An entire class of 300 University of Copenhagen first-year undergraduate students, most with a major in medicine, received a 2-h training session in a simulation based learning environment. The main outcomes were pre- to post- changes in knowledge, intrinsic motivation, and self-efficacy, together with post-intervention evaluation of the effect of the simulation on student understanding of everyday clinical practice were demonstrated. Knowledge (Cohen's d = 0.73), intrinsic motivation (d = 0.24), and self-efficacy (d = 0.46) significantly increased from the pre- to post-test. Low knowledge students showed the greatest increases in knowledge (d = 3.35) and self-efficacy (d = 0.61), but a non-significant increase in intrinsic motivation (d = 0.22). The medium and high knowledge students showed significant increases in knowledge (d = 1.45 and 0.36, respectively), motivation (d = 0.22 and 0.31), and self-efficacy (d = 0.36 and 0.52, respectively). Additionally, 90 % of students reported a greater understanding of medical genetics, 82 % thought that medical genetics was more interesting, 93 % indicated that they were more interested and motivated, and had gained confidence by having experienced working on a case story that resembled the real working situation of a doctor, and 78 % indicated that they would feel more confident counseling a patient after the simulation. The simulation based learning environment increased students' learning, intrinsic motivation, and self-efficacy (although the strength of these effects differed depending on their pre-test knowledge), and increased the perceived relevance of medical educational activities. The results suggest that simulations can help future generations of doctors transfer new understanding of disease mechanisms gained in virtual laboratory settings into everyday clinical practice.
Development, Evaluation and Use of a Student Experience Survey in Undergraduate Science Laboratories: The Advancing Science by Enhancing Learning in the Laboratory Student Laboratory Learning Experience Survey

NASA Astrophysics Data System (ADS)

Barrie, Simon C.; Bucat, Robert B.; Buntine, Mark A.; Burke da Silva, Karen; Crisp, Geoffrey T.; George, Adrian V.; Jamie, Ian M.; Kable, Scott H.; Lim, Kieran F.; Pyke, Simon M.; Read, Justin R.; Sharma, Manjula D.; Yeung, Alexandra

2015-07-01

Student experience surveys have become increasingly popular to probe various aspects of processes and outcomes in higher education, such as measuring student perceptions of the learning environment and identifying aspects that could be improved. This paper reports on a particular survey for evaluating individual experiments that has been developed over some 15 years as part of a large national Australian study pertaining to the area of undergraduate laboratories-Advancing Science by Enhancing Learning in the Laboratory. This paper reports on the development of the survey instrument and the evaluation of the survey using student responses to experiments from different institutions in Australia, New Zealand and the USA. A total of 3153 student responses have been analysed using factor analysis. Three factors, motivation, assessment and resources, have been identified as contributing to improved student attitudes to laboratory activities. A central focus of the survey is to provide feedback to practitioners to iteratively improve experiments. Implications for practitioners and researchers are also discussed.
Nursing students' experiences of and satisfaction with the clinical learning environment: the role of educational models in the simulation laboratory and in clinical practice.

PubMed

Cremonini, Valeria; Ferri, Paola; Artioli, Giovanna; Sarli, Leopoldo; Piccioni, Enrico; Rubbi, Ivan

2015-01-01

Student satisfaction is an important element of the effectiveness of clinical placement, but there is little consensus in the literature as to the preferred model of clinical experience for undergraduate nursing students. The aim of this study was assess, for each academic year, students' perception of the roles of nurse teachers (NT) and clinical nurse supervisors (CNS) who perform tutoring in both apprenticeship and laboratories and to identify and evaluate students' satisfaction with the environment of clinical learning. This analytic cross-sectional study was conducted in a sample of 173 nursing students in the Northern Italy. The research instrument used is the Clinical learning environment, supervision and nurse teacher (CLES+T) evaluation scale. Data were statistically analysed. 94% of our sample answered questionnaires. Students expressed a higher level of satisfaction with their training experiences. The highest mean value was in the sub-dimension "Pedagogical atmosphere on the ward". Third year students expressed higher satisfaction levels in their relationship with the CNS and lower satisfaction levels in their relationship with the NT. This result may be due to the educational model that is adopted in the course, in which the simulation laboratory didactic activities of the third year are conducted by CNS, who also supervises experiences of clinical learning in the clinical practice. The main finding in this study was that the students' satisfaction with the supervisory relationship and the role of NT depend on how supervision in the clinical practice and in the simulation laboratory is organized.
Perception of approaching and retreating floor-projected shapes in a large, immersive, multimedia learning environment.

PubMed

Dolgov, Igor; Birchfield, David A; McBeath, Michael K; Thornburg, Harvey; Todd, Christopher G

2009-04-01

Perception of floor-projected moving geometric shapes was examined in the context of the Situated Multimedia Arts Learning Laboratory (SMALLab), an immersive, mixed-reality learning environment. As predicted, the projected destinations of shapes which retreated in depth (proximal origin) were judged significantly less accurately than those that approached (distal origin). Participants maintained similar magnitudes of error throughout the session, and no effect of practice was observed. Shape perception in an immersive multimedia environment is comparable to the real world. One may conclude that systematic exploration of basic psychological phenomena in novel mediated environments is integral to an understanding of human behavior in novel human-computer interaction architectures.
Component Exchange Community: A Model of Utilizing Research Components to Foster International Collaboration

ERIC Educational Resources Information Center

Deng, Yi-Chan; Lin, Taiyu; Kinshuk; Chan, Tak-Wai

2006-01-01

"One-to-one" technology enhanced learning research refers to the design and investigation of learning environments and learning activities where every learner is equipped with at least one portable computing device enabled by wireless capability. G1:1 is an international research community coordinated by a network of laboratories conducting…
Virtual to Reality: Teaching Mathematics and Aerospace Concepts to Undergraduates Using Unmanned Aerial Systems and Flight Simulation Software

ERIC Educational Resources Information Center

Aji, Chadia Affane; Khan, M. Javed

2015-01-01

Student engagement is an essential element for learning. Active learning has been consistently shown to increase student engagement and hence learning. Hands-on activities are one of the many active learning approaches. These activities vary from structured laboratory experiments on one end of the spectrum to virtual gaming environments and to for…
Design-Oriented Enhanced Robotics Curriculum

ERIC Educational Resources Information Center

Yilmaz, M.; Ozcelik, S.; Yilmazer, N.; Nekovei, R.

2013-01-01

This paper presents an innovative two-course, laboratory-based, and design-oriented robotics educational model. The robotics curriculum exposed senior-level undergraduate students to major robotics concepts, and enhanced the student learning experience in hybrid learning environments by incorporating the IEEE Region-5 annual robotics competition…

"WGL," a Web Laboratory for Geometry

ERIC Educational Resources Information Center

Quaresma, Pedro; Santos, Vanda; Maric, Milena

2018-01-01

The role of information and communication technologies (ICT) in education is nowadays well recognised. The "Web Geometry Laboratory," is an e-learning, collaborative and adaptive, Web environment for geometry, integrating a well known dynamic geometry system. In a collaborative session, teachers and students, engaged in solving…
Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

NASA Astrophysics Data System (ADS)

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

2016-06-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks.
The Effectiveness of Computer Supported versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers

ERIC Educational Resources Information Center

Baser, Mustafa; Durmus, Soner

2010-01-01

The purpose of this study was to compare the changes in conceptual understanding of Direct Current Electricity (DCE) in virtual (VLE) and real laboratory environment (RLE) among pre-service elementary school teachers. A pre- and post-test experimental design was used with two different groups. One of the groups was randomly assigned to VLE (n =…
The Challenges of Quality Assurance in a Distance Learning Environment. A Report and Recommendations in a Series on Distance Learning Policy Issues.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

The Distance Learning Policy Laboratory of the Southern Regional Education Board (SREB) and many states and regional organizations are coming to a consensus on the principles and goals that should shape distance learning policies. In the case of quality assurance, the SREB believes there are four guiding principles that states should follow.…
Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

ERIC Educational Resources Information Center

Çelik, Harun; Pektas, Hüseyin Miraç

2017-01-01

A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers' (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning…
Introducing New Learning Tools into a Standard Classroom: A Multi-Tool Approach to Integrating Fuel-Cell Concepts into Introductory College Chemistry

ERIC Educational Resources Information Center

D'Amato, Matthew J.; Lux, Kenneth W.; Walz, Kenneth A.; Kerby, Holly Walter; Anderegg, Barbara

2007-01-01

A multi-tool approach incorporating traditional lectures, multimedia learning objects, and a laboratory activity were introduced as the concepts surrounding hydrogen fuel-cell technology in college chemistry courses. The new tools are adaptable, facilitating use in different educational environments and address variety of learning styles to…
From Libraries to Learning "Libratories:" The New ABC's of 21st-Century School Libraries

ERIC Educational Resources Information Center

Trilling, Bernie

2010-01-01

Libraries are evolving into learning laboratories or "libratories"--environments where a wide variety of learning activities and projects can take place. Part project space, part design studio, part community meeting and presentation space, and part research and development lab, libraries of the future will have a new alphabet of services--the new…
Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry

ERIC Educational Resources Information Center

d'Ham, Cedric; de Vries, Erica; Girault, Isabelle; Marzin, Patricia

2004-01-01

This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and…
Maximizing nursing staff development. The learning laboratory.

PubMed

Kleinknecht, M K; Hefferin, E A

1990-01-01

To survive in today's cost-conscious medical-center environment, nursing education must show how it contributes effectively to promoting and maintaining the currency and competency of nursing staff practice, the quality of patient care, and the overall functioning of the medical center. In the face of limited resources, nursing education increasingly must promote staff's self-assessment of their own knowledge and skill deficiencies and use of self-study mechanisms to meet established performance standards. This survey explored the current use of learning laboratory centers used by nursing education for maximizing staff access to and use of needed remedial and practice update learning opportunities.
Empirical grounding of the nature of scientific inquiry: A study of developing researchers

NASA Astrophysics Data System (ADS)

Stucky, Amy Preece

This work uses grounded theory methodology for developing theory about the nature of authentic scientific inquiry that occurs on a day-to-day basis in an academic research laboratory. Symbolic interaction and situated learning provide a theoretical framework. Data were collected from field notes, over 100 hours of videotape of researchers working in a chemical research laboratory, and interviews with participants. The phenomena of a research laboratory suggest that authentic daily work stretches scientists in three learning modalities: cognitive, affective and motivational beliefs and goals, which influence action to promote learning. A laboratory's line of research is divided into individual, thematic projects. Researchers are enabled in a specialized laboratory environment with sets of unique artifacts, substances, people and theoretical concepts to facilitate production of significant research goals. The work itself consists of chemical and mechanical processes facilitated by human actions, appropriate mental states, and theoretical explanations. The cognitive, affective (emotional), and conative (motivational) stretching then leads to explicit learning as well as implicit learning in the gain of experience and tacit knowledge. Implications of these findings about the nature of authentic scientific research on a day-to-day basis are applied to inquiry in science education in undergraduate and graduate education.
Developing a new experimental system for an undergraduate laboratory exercise to teach theories of visuomotor learning.

PubMed

Kasuga, Shoko; Ushiba, Junichi

2014-01-01

Humans have a flexible motor ability to adapt their movements to changes in the internal/external environment. For example, using arm-reaching tasks, a number of studies experimentally showed that participants adapt to a novel visuomotor environment. These results helped develop computational models of motor learning implemented in the central nervous system. Despite the importance of such experimental paradigms for exploring the mechanisms of motor learning, because of the cost and preparation time, most students are unable to participate in such experiments. Therefore, in the current study, to help students better understand motor learning theories, we developed a simple finger-reaching experimental system using commonly used laptop PC components with an open-source programming language (Processing Motor Learning Toolkit: PMLT). We found that compared to a commercially available robotic arm-reaching device, our PMLT accomplished similar learning goals (difference in the error reduction between the devices, P = 0.10). In addition, consistent with previous reports from visuomotor learning studies, the participants showed after-effects indicating an adaptation of the motor learning system. The results suggest that PMLT can serve as a new experimental system for an undergraduate laboratory exercise of motor learning theories with minimal time and cost for instructors.
Graduate Teaching Assistants' Epistemological and Metacognitive Development

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Cooper, Melanie M.; Gatlin, Todd A.

2011-01-01

Research in general chemistry laboratory instruction has rarely focused on the impact of the learning environment on the graduate teaching assistants (GTAs). We decided to investigate the effect that facilitating a well established cooperative problem-based chemistry laboratory has on GTAs' epistemological and metacognitive development, and how…
Genome annotation in a community college cell biology lab.

PubMed

Beagley, C Timothy

2013-01-01

The Biology Department at Salt Lake Community College has used the IMG-ACT toolbox to introduce a genome mapping and annotation exercise into the laboratory portion of its Cell Biology course. This project provides students with an authentic inquiry-based learning experience while introducing them to computational biology and contemporary learning skills. Additionally, the project strengthens student understanding of the scientific method and contributes to student learning gains in curricular objectives centered around basic molecular biology, specifically, the Central Dogma. Importantly, inclusion of this project in the laboratory course provides students with a positive learning environment and allows for the use of cooperative learning strategies to increase overall student success. Copyright © 2012 International Union of Biochemistry and Molecular Biology, Inc.
Adaptive Training and Education Research at the US Army Research Laboratory: Bibliography (2013-2015)

DTIC Science & Technology

2016-03-01

US); 2014. ISBN 978-0-9893923-2-7. Goldberg, B. Chapter 9: Metacognitive supports to drive self -regulated learning experiences. In: Sottilare R...Presented at Metacognition and Self -Regulated Learning: Preparing Individuals through Learning How to Learn Workshop, 11th Annual International Conference... metacognition in the UrbanSim open-ended learning environment. In: Sottilare R, Sinatra A, editors. Proceedings of the 3rd Annual Approved for public release
Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

PubMed Central

Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

2015-01-01

Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (P<0.01). The total scores of the students of operating room nursing, anesthesia, and laboratory sciences, first year students, and females were significantly higher than the other students (P<0.01). Conclusion The results have suggested that the students of medical sciences courses at RUMS generally hold positive perceptions toward their course environment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities and supportive systems for the students. PMID:25848331
Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students.

PubMed

Mulligan, Gregory; Taylor, Nichole; Glen, Mary; Tomlin, Dona; Gaul, Catherine A

2011-06-01

Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually exclusive, respective courses. The effectiveness of this laboratory environment was evaluated qualitatively using written comments collected from all students as well as from formal focus groups conducted after the CD laboratory with a representative cohort from each class (n = 16 CHEM students and 9 EPHE students). An open coding strategy was used to analyze the data from written feedback and focus group transcripts. Coding topics were generated and used to develop five themes found to be consistent for both groups of students. These themes reflected the common student perceptions that the CD experience was valuable and that students enjoyed being able to apply academic concepts to practical situations as well as the opportunity to interact with students from another discipline of study. However, students also reported some challenges throughout this experience that stemmed from the combination of laboratory groups from different disciplines with limited modification to the design of the original, pre-CD, learning environments. The results indicate that this laboratory created an effective learning opportunity that fostered student interest and enthusiasm for learning. The findings also provide information that could inform subsequent design and implementation of similar CD experiences to enhance engagement of all students and improve instructor efficacy.
Using a Thematic Laboratory-Centered Curriculum to Teach General Chemistry

ERIC Educational Resources Information Center

Hopkins, Todd A.; Samide, Michael

2013-01-01

This article describes an approach to general chemistry that involves teaching chemical concepts in the context of two thematic laboratory modules: environmental remediation and the fate of pharmaceuticals in the environment. These modules were designed based on active-learning pedagogies and involve multiple-week projects that dictate what…
More Technology, Better Learning Resources, Better Learning? Lessons from Adopting Virtual Microscopy in Undergraduate Medical Education

ERIC Educational Resources Information Center

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina

2013-01-01

The adoption of virtual microscopy at the University of Turku, Finland, created a unique real-world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology…
An Analysis of Student Hypermedia Navigation and Learning

ERIC Educational Resources Information Center

Epp, Erik Minh

2010-01-01

As society's interactions with web technology mature from novelty to familiarity and finally into transparence for users, it becomes important to reexamine what modern students are taking from their experiences with educational technology. Students in a physical chemistry laboratory course interacted with a hypermedia learning environment as part…
Identifying and Reaching the Hands-On Learner

ERIC Educational Resources Information Center

Brackett, Gary

2006-01-01

The following research is the result of frustrations involving teaching carpentry students who display little interest in learning within a classroom environment; however, often the same students excel in a laboratory (kinesthetic/hands-on) situation. Learning style surveys were given and nearly ninety percent of the students within this program…

Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories

ERIC Educational Resources Information Center

Etkina, Eugenia; Karelina, Anna; Ruibal-Villasenor, Maria; Rosengrant, David; Jordan, Rebecca; Hmelo-Silver, Cindy E.

2010-01-01

Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment ("ISLE"), students construct physics knowledge by…
Understanding Children's Science Identity through Classroom Interactions

ERIC Educational Resources Information Center

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity.…
Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses

PubMed Central

Brame, Cynthia J.; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. PMID:25999314
Building environment analysis based on temperature and humidity for smart energy systems.

PubMed

Yun, Jaeseok; Won, Kwang-Ho

2012-10-01

In this paper, we propose a new HVAC (heating, ventilation, and air conditioning) control strategy as part of the smart energy system that can balance occupant comfort against building energy consumption using ubiquitous sensing and machine learning technology. We have developed ZigBee-based wireless sensor nodes and collected realistic temperature and humidity data during one month from a laboratory environment. With the collected data, we have established a building environment model using machine learning algorithms, which can be used to assess occupant comfort level. We expect the proposed HVAC control strategy will be able to provide occupants with a consistently comfortable working or home environment.
Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Experimenting in a constructivist high school physics laboratory

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

Although laboratory activities have long been recognized for their potential to facilitate the learning of science concepts and skills, this potential has yet to be realized. To remediate this problem, researchers have called for constructivist learning environments in which students can pursue open inquiry and frame their own research problems. The present study was designed to describe and understand students' experimenting and problem solving in such an environment. An interpretive research methodology was adopted for the construction of meaning from the data. The data sources included videotapes, their transcripts, student laboratory reports and reflections, interviews with the students, and the teacher's course outline and reflective notes. Forty-six students from three sections of an introductory physics course taught at a private school for boys participated in the study. This article shows the students' remarkable ability and willingness to generate research questions and to design and develop apparatus for data collection. In their effort to frame research questions, students often used narrative explanations to explore and think about the phenomena to be studied. In some cases, blind alleys, students framed research questions and planned experiments that did not lead to the expected results. We observed a remarkable flexibility to deal with problems that arose during the implementation of their plans in the context of the inquiry. These problems, as well as their solutions and the necessary decision-making processes, were characterized by their situated nature. Finally, students pursued meaningful learning during the interpretation of data and graphs to arrive at reasonable answers of their research questions. We concluded that students should be provided with problem-rich learning environments in which they learn to investigate phenomena of their own interest and in which they can develop complex problem-solving skills.
The Nature of Laboratory Learning Experiences in Secondary Science Online

ERIC Educational Resources Information Center

Crippen, Kent J.; Archambault, Leanna M.; Kern, Cindy L.

2013-01-01

Teaching science to secondary students in an online environment is a growing international trend. Despite this trend, reports of empirical studies of this phenomenon are noticeably missing. With a survey concerning the nature of laboratory activities, this study describes the perspective of 35-secondary teachers from 15-different U.S. states who…
Unlocking the Laboratory: Autonomous Wireless Sensor Authentication in Practice

ERIC Educational Resources Information Center

Huggard, Meriel; McGoldrick, Ciaran

2013-01-01

Purpose: The purpose of this study is to evaluate a practical laboratory task where final year undergraduate students design, implement and validate an inferred security wireless sensor access system. Design/methodology/approach: The quality of the learning and technical environment was evaluated from a number of perspectives using a mixed methods…
Discovery and Broad Relevance May Be Insignificant Components of Course-Based Undergraduate Research Experiences (CUREs) for Non-Biology Majors.

PubMed

Ballen, Cissy J; Thompson, Seth K; Blum, Jessamina E; Newstrom, Nicholas P; Cotner, Sehoya

2018-01-01

Course-based undergraduate research experiences (CUREs) are a type of laboratory learning environment associated with a science course, in which undergraduates participate in novel research. According to Auchincloss et al. (CBE Life Sci Educ 2104; 13:29-40), CUREs are distinct from other laboratory learning environments because they possess five core design components, and while national calls to improve STEM education have led to an increase in CURE programs nationally, less work has specifically focused on which core components are critical to achieving desired student outcomes. Here we use a backward elimination experimental design to test the importance of two CURE components for a population of non-biology majors: the experience of discovery and the production of data broadly relevant to the scientific or local community. We found nonsignificant impacts of either laboratory component on students' academic performance, science self-efficacy, sense of project ownership, and perceived value of the laboratory experience. Our results challenge the assumption that all core components of CUREs are essential to achieve positive student outcomes when applied at scale.
Utilizing an Artificial Outcrop to Scaffold Learning between Laboratory and Field Experiences in a College-Level Introductory Geology Course

ERIC Educational Resources Information Center

Wilson, Meredith

2012-01-01

Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate…
Teaching and Learning in the Mixed-Reality Science Classroom

NASA Astrophysics Data System (ADS)

Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

2009-12-01

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.
People, Places, and Pandas: Engaging Preschoolers with Interactive Whiteboards

ERIC Educational Resources Information Center

Berson, Ilene R.; Cross, Megan D.; Ward, Jennifer; Berson, Michael J.

2014-01-01

In this article, the authors describe a recent project undertaken at the University of South Florida's (USF) Preschool for Creative Learning. To align with the inquiry approach of their laboratory school, the environment at the Preschool is designed so that children can learn through exploration and individual initiative. The administration and…
Classroom Physical Design Influencing Student Learning and Evaluations of College Instructors: A Review of Literature

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

The physical design of classrooms, including studios, laboratories, auditoriums, and other indoor environments, can have a profound impact on student learning and subsequent overall ratings (student evaluations) of college instructors. Many college classrooms have been conventionally designed in the shape of a square or a rectangle, with…
Accommodating a Student with a Disability: Suggestions for Faculty.

ERIC Educational Resources Information Center

Hill, Jennifer Leigh

This handbook provides information for University of Victoria faculty that will assist in the process of accommodating students with disabilities in the classroom or the laboratory. The focus of the handbook is on ways that instructors can modify the learning environment to facilitate learning for these groups, and it is divided into sections…
Effects of Corporal Punishment and Psychological Treatment on Students' Learning and Behavior

ERIC Educational Resources Information Center

Arif, Muhammad Shahbaz; Rafi, Muhammad Shaban

2007-01-01

This paper aims to test the effects of corporal punishment and psychological treatment on students' learning and on their behavior. A pilot study, followed with experimental test, was framed in a demographically controlled environment on homogeneous variables at Punjab University Laboratory School, Pakistan over the period of six months.…
Remote Systems Design & Deployment

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

Bailey, Sharon A.; Baker, Carl P.; Valdez, Patrick LJ

2009-08-28

The Pacific Northwest National Laboratory (PNNL) was tasked by Washington River Protection Solutions, LLC (WRPS) to provide information and lessons learned relating to the design, development and deployment of remote systems, particularly remote arm/manipulator systems. This report reflects PNNL’s experience with remote systems and lays out the most important activities that need to be completed to successfully design, build, deploy and operate remote systems in radioactive and chemically contaminated environments. It also contains lessons learned from PNNL’s work experiences, and the work of others in the national laboratory complex.
The Johns Hopkins Hunterian Laboratory Philosophy: Mentoring Students in a Scientific Neurosurgical Research Laboratory.

PubMed

Tyler, Betty M; Liu, Ann; Sankey, Eric W; Mangraviti, Antonella; Barone, Michael A; Brem, Henry

2016-06-01

After over 50 years of scientific contribution under the leadership of Harvey Cushing and later Walter Dandy, the Johns Hopkins Hunterian Laboratory entered a period of dormancy between the 1960s and early 1980s. In 1984, Henry Brem reinstituted the Hunterian Neurosurgical Laboratory, with a new focus on localized delivery of therapies for brain tumors, leading to several discoveries such as new antiangiogenic agents and Gliadel chemotherapy wafers for the treatment of malignant gliomas. Since that time, it has been the training ground for 310 trainees who have dedicated their time to scientific exploration in the lab, resulting in numerous discoveries in the area of neurosurgical research. The Hunterian Neurosurgical Laboratory has been a unique example of successful mentoring in a translational research environment. The laboratory's philosophy emphasizes mentorship, independence, self-directed learning, creativity, and people-centered collaboration, while maintaining productivity with a focus on improving clinical outcomes. This focus has been served by the diverse backgrounds of its trainees, both in regard to educational status as well as culturally. Through this philosophy and strong legacy of scientific contribution, the Hunterian Laboratory has maintained a positive and productive research environment that supports highly motivated students and trainees. In this article, the authors discuss the laboratory's training philosophy, linked to the principles of adult learning (andragogy), as well as the successes and the limitations of including a wide educational range of students in a neurosurgical translational laboratory and the phenomenon of combining clinical expertise with rigorous scientific training.
Infant Statistical Learning

PubMed Central

Saffran, Jenny R.; Kirkham, Natasha Z.

2017-01-01

Perception involves making sense of a dynamic, multimodal environment. In the absence of mechanisms capable of exploiting the statistical patterns in the natural world, infants would face an insurmountable computational problem. Infant statistical learning mechanisms facilitate the detection of structure. These abilities allow the infant to compute across elements in their environmental input, extracting patterns for further processing and subsequent learning. In this selective review, we summarize findings that show that statistical learning is both a broad and flexible mechanism (supporting learning from different modalities across many different content areas) and input specific (shifting computations depending on the type of input and goal of learning). We suggest that statistical learning not only provides a framework for studying language development and object knowledge in constrained laboratory settings, but also allows researchers to tackle real-world problems, such as multilingualism, the role of ever-changing learning environments, and differential developmental trajectories. PMID:28793812
Building Environment Analysis based on Temperature and Humidity for Smart Energy Systems

PubMed Central

Yun, Jaeseok; Won, Kwang-Ho

2012-01-01

In this paper, we propose a new HVAC (heating, ventilation, and air conditioning) control strategy as part of the smart energy system that can balance occupant comfort against building energy consumption using ubiquitous sensing and machine learning technology. We have developed ZigBee-based wireless sensor nodes and collected realistic temperature and humidity data during one month from a laboratory environment. With the collected data, we have established a building environment model using machine learning algorithms, which can be used to assess occupant comfort level. We expect the proposed HVAC control strategy will be able to provide occupants with a consistently comfortable working or home environment. PMID:23202004
An Industrial Educational Laboratory at Ducati Foundation: Narrative Approaches to Mechanics Based upon Continuum Physics

ERIC Educational Resources Information Center

Corni, Federico; Fuchs, Hans U.; Savino, Giovanni

2018-01-01

This is a description of the conceptual foundations used for designing a novel learning environment for mechanics implemented as an "Industrial Educational Laboratory"--called Fisica in Moto (FiM)--at the Ducati Foundation in Bologna. In this paper, we will describe the motivation for and design of the conceptual approach to mechanics…

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

ERIC Educational Resources Information Center

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team…
Experience during early adulthood shapes the learning capacities and the number of synaptic boutons in the mushroom bodies of honey bees (Apis mellifera).

PubMed

Cabirol, Amélie; Brooks, Rufus; Groh, Claudia; Barron, Andrew B; Devaud, Jean-Marc

2017-10-01

The honey bee mushroom bodies (MBs) are brain centers required for specific learning tasks. Here, we show that environmental conditions experienced as young adults affect the maturation of MB neuropil and performance in a MB-dependent learning task. Specifically, olfactory reversal learning was selectively impaired following early exposure to an impoverished environment lacking some of the sensory and social interactions present in the hive. In parallel, the overall number of synaptic boutons increased within the MB olfactory neuropil, whose volume remained unaffected. This suggests that experience of the rich in-hive environment promotes MB maturation and the development of MB-dependent learning capacities. © 2017 Cabirol et al.; Published by Cold Spring Harbor Laboratory Press.
The experiment editor: supporting inquiry-based learning with virtual labs

NASA Astrophysics Data System (ADS)

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

2017-05-01

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

ERIC Educational Resources Information Center

Choren, Ricardo; Blois, Marcelo; Fuks, Hugo

In 1997, the Software Engineering Laboratory at Pontifical Catholic University of Rio de Janeiro (Brazil) implemented the first version of AulaNet (TM) a World Wide Web-based educational environment. Some of the teaching staff will use this environment in 1998 to offer regular term disciplines through the Web. This paper introduces Quest, a tool…
Implementing Learning Assistants and Tutorials in the Laboratory Environment

NASA Astrophysics Data System (ADS)

Stewart, John; Henderson, Rachel; Miller, Paul

2016-03-01

This talk describes the results of a novel implementation of a Learning Assistant (LA) program where the LAs facilitated the presentation of the Tutorials in Introductory Physics as part of an otherwise traditional laboratory. LAs received both general training in the teaching of science and specific training in the presentation of the Tutorials. The LAs acted as the lead laboratory instructor for one hour each lab. The program required very little interaction from the lecturer. The program showed a substantial increase in learning gains on the Force and Motion Conceptual Inventory in the first semester course, but weaker improvement of learning gains on the Conceptual Survey of Electricity and Magnetism in the second semester course. Multiple linear regression showed that gender, student ability, and whether the student was on-sequence were significant regressors. The instructor was a substantial random effect (SD = 0 . 10), but the teaching assistant (SD = 0 . 00) and learning assistant (SD = 0 . 01) were much weaker random effects on the normalized gain. The instructor standing (tenure-track, teaching faculty, or adjunct) was a weakly significant regressor (p < 0 . 05).
Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

ERIC Educational Resources Information Center

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…
Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design

ERIC Educational Resources Information Center

Bruehl, Margaret; Pan, Denise; Ferrer-Vinent, Ignacio J.

2015-01-01

This paper describes curriculum modules developed for first-year general chemistry laboratory courses that use scientific literature and creative experiment design to build information literacy in a student-centered learning environment. Two curriculum units are discussed: Exploring Scientific Literature and Design Your Own General Chemistry…
The New Method of Problem Solving in Physics Education by Using SCORM-Compliant Content Package

ERIC Educational Resources Information Center

Gonen, Selahattin; Basaran, Bulent

2008-01-01

In this article, two basic purposes are presented. First, taking effective feedbacks in the electronic learning environment about the learning level of students at the problem solving which are told in physics lessons and laboratories. Second, providing a possibility for students to repeat the subjects and solved problems by watching and…
Guiding Principles for a Research Schools Network: Successes and Challenges

ERIC Educational Resources Information Center

Schwartz, Marc S.; Gerlach, Jeanne

2011-01-01

Building on J. Dewey's (1907) original work with the laboratory school, the College of Education and Health Professions at the University of Texas-Arlington is expanding the original concept to include partners throughout a school system and the community in order to support and advance learning in multiple learning environments. The goal is to…
Urban Studies Workshop. Shopping Centre Study. Rockfort, Illinois.

ERIC Educational Resources Information Center

Vandenhazel, Bessel J.

The urban environment itself can be a laboratory for learning, and the learning activities in this workbook utilize the shopping center as a study site. General objectives of this unit of study are (1) to investigate how shopping centers serve the community; (2) to integrate a number of curriculum skills and concepts; and (3) to investigate the…
Learning Outcome, Presence and Satisfaction from a Science Activity in Second Life

ERIC Educational Resources Information Center

Vrellis, Ioannis; Avouris, Nikolaos; Mikropoulos, Tassos A.

2016-01-01

Although problem-based learning (PBL) has many advantages, it often fails to connect to the real world outside the classroom. The integration with the laboratory setting and the use of information and communication technologies (ICTs) have been proposed to address this deficiency. Multi-user virtual environments (MUVEs) like Second Life (SL) are…
Visual environment, attention allocation, and learning in young children: when too much of a good thing may be bad.

PubMed

Fisher, Anna V; Godwin, Karrie E; Seltman, Howard

2014-07-01

A large body of evidence supports the importance of focused attention for encoding and task performance. Yet young children with immature regulation of focused attention are often placed in elementary-school classrooms containing many displays that are not relevant to ongoing instruction. We investigated whether such displays can affect children's ability to maintain focused attention during instruction and to learn the lesson content. We placed kindergarten children in a laboratory classroom for six introductory science lessons, and we experimentally manipulated the visual environment in the classroom. Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed. © The Author(s) 2014.
A New Virtual and Remote Experimental Environment for Teaching and Learning Science

NASA Astrophysics Data System (ADS)

Lustigova, Zdena; Lustig, Frantisek

This paper describes how a scientifically exact and problem-solving-oriented remote and virtual science experimental environment might help to build a new strategy for science education. The main features are: the remote observations and control of real world phenomena, their processing and evaluation, verification of hypotheses combined with the development of critical thinking, supported by sophisticated relevant information search, classification and storing tools and collaborative environment, supporting argumentative writing and teamwork, public presentations and defense of achieved results, all either in real presence, in telepresence or in combination of both. Only then real understanding of generalized science laws and their consequences can be developed. This science learning and teaching environment (called ROL - Remote and Open Laboratory), has been developed and used by Charles University in Prague since 1996, offered to science students in both formal and informal learning, and also to science teachers within their professional development studies, since 2003.
Personal epistemological growth in a college chemistry laboratory environment

NASA Astrophysics Data System (ADS)

Keen-Rocha, Linda S.

The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post-laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p ≤ .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p ≤ .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is whether these belief changes and beliefs about laboratory instruction are enduring or whether some participants are simply more adaptable than others are to the learning environment. More research studies are needed to investigate the effects of laboratory instruction on student beliefs and understanding.
Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.
Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.
Bringing the excitement and motivation of research to students; Using inquiry and research-based learning in a year-long biochemistry laboratory : Part II-research-based laboratory-a semester-long research approach using malate dehydrogenase as a research model.

PubMed

Knutson, Kristopher; Smith, Jennifer; Nichols, Paul; Wallert, Mark A; Provost, Joseph J

2010-09-01

Research-based learning in a teaching environment is an effective way to help bring the excitement and experience of independent bench research to a large number of students. The program described here is the second of a two-semester biochemistry laboratory series. Here, students are empowered to design, execute and analyze their own experiments for the entire semester. This style of laboratory replaces a variety of shorter labs in favor of an in depth research-based learning experience. The concept is to allow students to function in independent research groups. The research projects are focused on a series of wild-type and mutant clones of malate dehydrogenase. A common research theme for the laboratory helps instructors administer the course and is key to delivering a research opportunity to a large number of students. The outcome of this research-based learning laboratory results in students who are much more confident and skilled in critical areas in biochemistry and molecular biology. Students with research experience have significantly higher confidence and motivation than those students without a previous research experience. We have also found that all students performed better in advanced courses and in the workplace. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.
Proceedings of the 2nd NASA Ada User's Symposium

NASA Technical Reports Server (NTRS)

1989-01-01

Several presentations, mostly in viewgraph form, on various topics relating to Ada applications are given. Topics covered include the use of Ada in NASA, Ada and the Space Station, the software support environment, Ada in the Software Engineering Laboratory, Ada at the Jet Propulsion Laboratory, the Flight Telerobotic Servicer, and lessons learned in prototyping the Space Station Remote Manipulator System control.
An Inquiry-Based Biochemistry Laboratory Structure Emphasizing Competency in the Scientific Process: A Guided Approach with an Electronic Notebook Format

ERIC Educational Resources Information Center

Hall, Mona L.; Vardar-Ulu, Didem

2014-01-01

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students…
The Influence of Psychological Empowerment on the Enhancement of Chemistry Laboratory Demonstrators' Perceived Teaching Self-Image and Behaviours as Graduate Teaching Assistants

ERIC Educational Resources Information Center

Flaherty, A.; O'Dwyer, A.; Mannix-McNamara, P.; Leahy, J. J.

2017-01-01

Graduate students who fulfill teaching roles in the undergraduate laboratory play an important role in establishing a positive learning environment. A host of various graduate teacher training programmes have been developed, implemented and evaluated accordingly in order to enhance their teaching capability. In addition research has also…

Applied use of cardiac and respiration measures: practical considerations and precautions.

PubMed

Wilson, G F

1992-11-01

Cardiac and respiratory measures can be successfully applied to "real world" environments and these measures have certain advantages over both performance and subjective measures that are typically used to monitor operator state and workload. However, because of large differences between laboratory and "real world" environments one must utilize caution in directly applying laboratory data and theories to the day-to-day world environment. While most workers are highly over-trained in their jobs, laboratory subjects are often under-trained in the cognitive tasks that are used to study cognitive activity. It is possible that a substantial portion of experimental effects reported in laboratory studies is due to learning effects. In addition, relatively small changes in cardiac and respiration measures are reported to experimental manipulations in the laboratory while a much larger range of changes are reported in "real world" environments. These differences highlight questions about laboratory/real world similarities and the need to develop a database of actual work environment data. A third area of concern is the relative lack of control over the experimental situation that is the case with most applied research. The possible confounding of changes due to cognitive and physical activity levels is a major concern and strategies for overcoming these problems are suggested. The potential for valuable contributions by cardiac and respiratory measures to applied research make overcoming these difficulties worthwhile.
eLearning techniques supporting problem based learning in clinical simulation.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.
Causal learning is collaborative: Examining explanation and exploration in social contexts.

PubMed

Legare, Cristine H; Sobel, David M; Callanan, Maureen

2017-10-01

Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.
An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

NASA Astrophysics Data System (ADS)

Robinson, Nakia Rae

The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors.
A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments.

PubMed

Dilly, Marc; Read, Emma K; Baillie, Sarah

Developing competence in clinical skills is important if graduates are to provide entry-level care, but it is dependent on having had sufficient hands-on practice. Clinical skills laboratories provide opportunities for students to learn on simulators and models in a safe environment and to supplement training with animals. Interest in facilities for developing veterinary clinical skills has increased in recent years as many veterinary colleges face challenges in training their students with traditional methods alone. For the present study, we designed a survey to gather information from established veterinary clinical skills laboratories with the aim of assisting others considering opening or expanding their own facility. Data were collated from 16 veterinary colleges in North America and Europe about the uses of their laboratory, the building and associated facilities, and the staffing, budgets, equipment, and supporting learning resources. The findings indicated that having a dedicated veterinary clinical skills laboratory is a relatively new initiative and that colleges have adopted a range of approaches to implementing and running the laboratory, teaching, and assessments. Major strengths were the motivation and positive characteristics of the staff involved, providing open access and supporting self-directed learning. However, respondents widely recognized the increasing demands placed on the facility to provide more space, equipment, and staff. There is no doubt that veterinary clinical skills laboratories are on the increase and provide opportunities to enhance student learning, complement traditional training, and benefit animal welfare.
The charged particle accelerators subsystems modeling

NASA Astrophysics Data System (ADS)

Averyanov, G. P.; Kobylyatskiy, A. V.

2017-01-01

Presented web-based resource for information support the engineering, science and education in Electrophysics, containing web-based tools for simulation subsystems charged particle accelerators. Formulated the development motivation of Web-Environment for Virtual Electrophysical Laboratories. Analyzes the trends of designs the dynamic web-environments for supporting of scientific research and E-learning, within the framework of Open Education concept.
Computer Networks as Instructional and Collaborative Distance Learning Environments.

ERIC Educational Resources Information Center

Schrum, Lynne; Lamb, Theodore A.

1997-01-01

Reports on the early stages of a project at the U.S. Air Force Academy, in which the instructional applications of a networked classroom laboratory, an intranet, and the Internet are explored as well as the effectiveness and efficiency of groupware and computer networks as instructional environments. Presents the results of the first pilot tests.…
Making Sense of Students' Actions in an Open-Ended Virtual Laboratory Environment

ERIC Educational Resources Information Center

Gal, Ya'akov; Uzan, Oriel; Belford, Robert; Karabinos, Michael; Yaron, David

2015-01-01

A process for analyzing log files collected from open-ended learning environments is developed and tested on a virtual lab problem involving reaction stoichiometry. The process utilizes a set of visualization tools that, by grouping student actions in a hierarchical manner, helps experts make sense of the linear list of student actions recorded in…
Student perceptions of digital versus traditional slide use in undergraduate education.

PubMed

Solberg, Brooke L

2012-01-01

Digitized slides provide a number of intriguing benefits for educators. Before their implementation, however, educators should consider student opinion related to their use. This mixed-methods study directly compared Medical Laboratory Science (MLS) student perceptions of learning experiences in both digital and traditional slide laboratory settings. Results suggested that the majority of students preferred learning with digital slides, and numerous reasons for this preference were identified. Survey responses indicated that students using digital slides tended to view their performances, instructor feedback, and their learning environment more positively than students using traditional slides. Apprehensions about digital slide use were also detected from students preferring traditional slides. These findings provide a guide on how best to exploit both digital and traditional slides in an educational setting.
EHS Open House: Learning Lab and Life Safety | Poster

Cancer.gov

Attendees of the Environment, Health, and Safety Program’s (EHS’) Open House had a chance to learn self-defense techniques, as well as visit with vendors demonstrating the latest trends in laboratory safety. “Working with sharps in labs is inherently dangerous, so EHS proactively focused on featuring equipment that would promote safer techniques,” said Siobhan Tierney, program manager, EHS.
Perceptions of Social Loafing in Online Learning Groups: A Study of Public University and U.S. Naval War College Students

ERIC Educational Resources Information Center

Piezon, Sherry L.; Ferree, William D.

2008-01-01

Social loafing research has spanned several decades and fields of study. Research has provided support for both the existence of social loafing and its antecedents within the laboratory, classroom, and work place. Studies regarding the perceptions of social loafing and its effects in the online learning environment, however, are largely…
EHS Open House: Learning Lab and Life Safety | Poster

Cancer.gov

Attendees of the Environment, Health, and Safety Program’s (EHS’) Open House had a chance to learn self-defense techniques, as well as visit with vendors demonstrating the latest trends in laboratory safety. “Working with sharps in labs is inherently dangerous, so EHS proactively focused on featuring equipment that would promote safer techniques,” said Siobhan Tierney, program
Learning from a Distance: High School Students' Perceptions of Virtual Presence, Motivation, and Science Identity during a Remote Microscopy Investigation

ERIC Educational Resources Information Center

Childers, Gina; Jones, M. Gail

2017-01-01

Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students' perceptions of science motivation, science identity, and virtual…
An investigative, cooperative learning approach to the general microbiology laboratory.

PubMed

Seifert, Kyle; Fenster, Amy; Dilts, Judith A; Temple, Louise

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.
An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

PubMed Central

Seifert, Kyle; Fenster, Amy; Dilts, Judith A.

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences. PMID:19487504
The Effects of Laboratory-Based and Field-Based Practicum Experience on Pre-Service Teachers' Self-Efficacy

ERIC Educational Resources Information Center

Gurvitch, Rachel; Metzler, Michael W.

2009-01-01

A well defined line of research has been conducted on the role of self-efficacy (Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. "Psychological Review", 84, 191-215.) in teaching and learning environments. The purpose of this study was to examine the effect of Laboratory-Based (LB) and Field-Based (FB)…
Curriculum Reviews.

ERIC Educational Resources Information Center

Science and Children, 1981

1981-01-01

Reviews four science curriculum materials. "Human Issues in Science" presents social consequences of science and technological developments. "Experiences in Science" contains duplicating masters to supplement basic science programs. "Outdoor Areas as Learning Laboratories" includes activities for local environments. "The Science Cookbook" uses…
OSHA's Influence on Your Buying

ERIC Educational Resources Information Center

Bonfadini, John E.

1976-01-01

A list of major topic headings describing Occupational Safety and Health Act requirements that have some significance for the industrial arts learning environment and possible equipment needs and considerations. A 30-item Laboratory Safety Evaluation Form is included. (HD)
Teaching Technology Education to Visually Impaired Students.

ERIC Educational Resources Information Center

Mann, Rene

1987-01-01

Discusses various types of visual impairments and how the learning environment can be adapted to limit their effect. Presents suggestions for adapting industrial arts laboratory activities to maintain safety standards while allowing the visually impaired to participate. (CH)
Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study.

PubMed

Houghton, Catherine E; Casey, Dympna; Shaw, David; Murphy, Kathy

2012-08-01

The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. Qualitative multiple case study design. Five case study sites. Interviewees (n=58) included academic staff, clinical staff and nursing students. Semi-structured interviews. The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained. Copyright © 2011 Elsevier Ltd. All rights reserved.

Baccalaureate nursing students' perspectives of peer tutoring in simulation laboratory, a Q methodology study.

PubMed

Li, Ting; Petrini, Marcia A; Stone, Teresa E

2018-02-01

The study aim was to identify the perceived perspectives of baccalaureate nursing students toward the peer tutoring in the simulation laboratory. Insight into the nursing students' experiences and baseline data related to their perception of peer tutoring will assist to improve nursing education. Q methodology was applied to explore the students' perspectives of peer tutoring in the simulation laboratory. A convenience P-sample of 40 baccalaureate nursing students was used. Fifty-eight selected Q statements from each participant were classified into the shape of a normal distribution using an 11-point bipolar scale form with a range from -5 to +5. PQ Method software analyzed the collected data. Three discrete factors emerged: Factor I ("Facilitate or empower" knowledge acquisition), Factor II ("Safety Net" Support environment), and Factor III ("Mentoring" learn how to learn). The findings of this study support and indicate that peer tutoring is an effective supplementary strategy to promote baccalaureate students' knowledge acquisition, establishing a supportive safety net and facilitating their abilities to learn in the simulation laboratory. Copyright © 2017 Elsevier Ltd. All rights reserved.
Integrating labview into a distributed computing environment.

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

Kasemir, K. U.; Pieck, M.; Dalesio, L. R.

2001-01-01

Being easy to learn and well suited for a selfcontained desktop laboratory setup, many casual programmers prefer to use the National Instruments Lab-VIEW environment to develop their logic. An ActiveX interface is presented that allows integration into a plant-wide distributed environment based on the Experimental Physics and Industrial Control System (EPICS). This paper discusses the design decisions and provides performance information, especially considering requirements for the Spallation Neutron Source (SNS) diagnostics system.
Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment

ERIC Educational Resources Information Center

Tatli, Zeynep; Ayas, Alipasa

2012-01-01

The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The…
Robotic Mission to Mars: Hands-on, minds-on, web-based learning

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Goktogen, Ali; Rankin, John; Anderson, Marion

2012-11-01

Problem-based learning has been demonstrated as an effective methodology for developing analytical skills and critical thinking. The use of scenario-based learning incorporates problem-based learning whilst encouraging students to collaborate with their colleagues and dynamically adapt to their environment. This increased interaction stimulates a deeper understanding and the generation of new knowledge. The Victorian Space Science Education Centre (VSSEC) uses scenario-based learning in its Mission to Mars, Mission to the Orbiting Space Laboratory and Primary Expedition to the M.A.R.S. Base programs. These programs utilize methodologies such as hands-on applications, immersive-learning, integrated technologies, critical thinking and mentoring to engage students in Science, Technology, Engineering and Mathematics (STEM) and highlight potential career paths in science and engineering. The immersive nature of the programs demands specialist environments such as a simulated Mars environment, Mission Control and Space Laboratory, thus restricting these programs to a physical location and limiting student access to the programs. To move beyond these limitations, VSSEC worked with its university partners to develop a web-based mission that delivered the benefits of scenario-based learning within a school environment. The Robotic Mission to Mars allows students to remotely control a real rover, developed by the Australian Centre for Field Robotics (ACFR), on the VSSEC Mars surface. After completing a pre-mission training program and site selection activity, students take on the roles of scientists and engineers in Mission Control to complete a mission and collect data for further analysis. Mission Control is established using software developed by the ACRI Games Technology Lab at La Trobe University using the principles of serious gaming. The software allows students to control the rover, monitor its systems and collect scientific data for analysis. This program encourages students to work scientifically and explores the interaction between scientists and engineers. This paper presents the development of the program, including the involvement of university students in the development of the rover, the software, and the collation of the scientific data. It also presents the results of the trial phase of this program including the impact on student engagement and learning outcomes.
Promoting CLT within a Computer Assisted Learning Environment: A Survey of the Communicative English Course of FLTC

ERIC Educational Resources Information Center

Haider, Md. Zulfeqar; Chowdhury, Takad Ahmed

2012-01-01

This study is based on a survey of the Communicative English Language Certificate (CELC) course run by the Foreign Language Training Center (FLTC), a Project under the Ministry of Education, Bangladesh. FLTC is working to promote the teaching and learning of English through its eleven computer-based and state of the art language laboratories. As…
Using Blended Learning to Facilitate the Mathematical thought Processes of Primary School Learners in a Computer Laboratory: A Case Study in Calculating Simple Areas

ERIC Educational Resources Information Center

Naidoo, N.; Naidoo, R.

2007-01-01

Primary school learners' first encounters with mathematics in a traditional learning environment often create lifelong "math phobia."(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously…
Cultural Norms of Clinical Simulation in Undergraduate Nursing Education

PubMed Central

2015-01-01

Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically describe the situated learning within a simulation laboratory for baccalaureate nursing students within the western United States. We gathered and analyzed data from observations of simulation sessions as well as interviews with students and faculty to produce a rich contextualization of the relationships, beliefs, practices, environmental factors, and theoretical underpinnings encoded in cultural norms of the students’ situated practice within simulation. Our findings add to the evidence linking learning in simulation to the development of broad practice-based skills and clinical reasoning for undergraduate nursing students. PMID:28462300
Communications Middleware for Tactical Environments: Observations, Experiences, and Lessons Learned

DTIC Science & Technology

2009-12-12

posi- tion at the Engineering Department of the University of Ferrara , Italy . His research interests include distributed and mobile computing, QoS...science engineering from the Uni- versity of Padova, Italy , in 2005. She continued her studies at the University of Ferrara , where she gained a Master’s...Stefanelli, University of Ferrara Jesse Kovach, U.S. Army Research Laboratory James Hanna, U.S. Air Force Research Laboratory Communications Middleware
Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education.

PubMed

Whelan, Alexander; Leddy, John J; Mindra, Sean; Matthew Hughes, J D; El-Bialy, Safaa; Ramnanan, Christopher J

2016-01-01

The purpose of this study was to compare student perceptions regarding two, small group learning approaches to compressed (46.5 prosection-based laboratory hours), integrated anatomy education at the University of Ottawa medical program. In the facilitated active learning (FAL) approach, tutors engage students and are expected to enable and balance both active learning and progression through laboratory objectives. In contrast, the emphasized independent learning (EIL) approach stresses elements from the "flipped classroom" educational model: prelaboratory preparation, independent laboratory learning, and limited tutor involvement. Quantitative (Likert-style questions) and qualitative data (independent thematic analysis of open-ended commentary) from a survey of students who had completed the preclerkship curriculum identified strengths from the EIL (promoting student collaboration and communication) and FAL (successful progression through objectives) approaches. However, EIL led to student frustration related to a lack of direction and impaired completion of objectives, whereas active learning opportunities in FAL were highly variable and dependent on tutor teaching style. A "hidden curriculum" was also identified, where students (particularly EIL and clerkship students) commonly compared their compressed anatomy education or their anatomy learning environment with other approaches. Finally, while both groups highly regarded the efficiency of prosection-based learning and expressed value for cadaveric-based learning, student commentary noted that the lack of grade value dedicated to anatomy assessment limited student accountability. This study revealed critical insights into small group learning in compressed anatomy education, including the need to balance student active learning opportunities with appropriate direction and feedback (including assessment). © 2015 American Association of Anatomists.
MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment

ERIC Educational Resources Information Center

Chukhlomin, Valeri; Deshpande, Anant

2017-01-01

"iMOOC101: Mastering American e-Learning" is a Coursera-based, free, massive online course aimed at preparing non-U.S. students to succeed in regular, for-credit, online classes in American universities. The course is also intended to help foreign-born professionals integrate into virtual work environments in U.S.-based companies. The…
Innovation in Psychology Teaching in Europe: A Scoping Survey of European Union Universities Use of Technology, Aims and Status of Teaching, Drivers of Change, and a Thematic Review of Recent Publications

ERIC Educational Resources Information Center

Reddy, Peter; Hammond, Jennifer; Lewandowska, Anna; Trapp, Annie; Marques, J. Frederico

2014-01-01

To investigate innovation in psychology teaching in European Union (EU) higher education, Europlat partners were surveyed and 43 replies were received from 30 countries. Estimated use of e-learning and other technologies including e-books and journals, virtual learning environments, lecture recording, plagiarism detection, laboratory simulation…
Cloud E-Learning Service Strategies for Improving E-Learning Innovation Performance in a Fuzzy Environment by Using a New Hybrid Fuzzy Multiple Attribute Decision-Making Model

ERIC Educational Resources Information Center

Su, Chiu Hung; Tzeng, Gwo-Hshiung; Hu, Shu-Kung

2016-01-01

The purpose of this study was to address this problem by applying a new hybrid fuzzy multiple criteria decision-making model including (a) using the fuzzy decision-making trial and evaluation laboratory (DEMATEL) technique to construct the fuzzy scope influential network relationship map (FSINRM) and determine the fuzzy influential weights of the…
Lessons Learned From The EMU Fire and How It Impacts CxP Suit Element Development and Testing

NASA Technical Reports Server (NTRS)

Metts, Jonathan; Hill, Terry

2008-01-01

During testing a Space Shuttle Extravehicular Mobility Unit (EMU) pressure garment and life-support backpack was destroyed in a flash fire in the Johnson Space Center's Crew systems laboratory. This slide presentation reviews the accident, probable causes, the lessons learned and the effect this has on the testing and the environment for testing of the Space Suit for the Constellation Program.
Scientific Assistant Virtual Laboratory (SAVL)

NASA Astrophysics Data System (ADS)

Alaghband, Gita; Fardi, Hamid; Gnabasik, David

2007-03-01

The Scientific Assistant Virtual Laboratory (SAVL) is a scientific discovery environment, an interactive simulated virtual laboratory, for learning physics and mathematics. The purpose of this computer-assisted intervention is to improve middle and high school student interest, insight and scores in physics and mathematics. SAVL develops scientific and mathematical imagination in a visual, symbolic, and experimental simulation environment. It directly addresses the issues of scientific and technological competency by providing critical thinking training through integrated modules. This on-going research provides a virtual laboratory environment in which the student directs the building of the experiment rather than observing a packaged simulation. SAVL: * Engages the persistent interest of young minds in physics and math by visually linking simulation objects and events with mathematical relations. * Teaches integrated concepts by the hands-on exploration and focused visualization of classic physics experiments within software. * Systematically and uniformly assesses and scores students by their ability to answer their own questions within the context of a Master Question Network. We will demonstrate how the Master Question Network uses polymorphic interfaces and C# lambda expressions to manage simulation objects.
Open-ended Laboratory Investigations in a High School Physics Course: The difficulties and rewards of implementing inquiry-based learning in a physics lab

NASA Astrophysics Data System (ADS)

Szott, Aaron

2014-01-01

often closed-ended. The outcomes are known in advance and students replicate procedures recommended by the teacher. Over the years, I have come to appreciate the great opportunities created by allowing students investigative freedom in physics laboratories. I have realized that a laboratory environment in which students are free to conduct investigations using procedures of their own design can provide them with varied and rich opportunities for discovery. This paper describes what open-ended laboratory investigations have added to my high school physics classes. I will provide several examples of open-ended laboratories and discuss the benefits they conferred on students and teacher alike.
Extending Students' Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

NASA Astrophysics Data System (ADS)

van Opstal, Mary T.; Daubenmire, Patrick L.

2015-05-01

Metacognition can be described as an internal conversation that seeks to answer the questions, 'how much do I really know about what I am learning' and, 'how am I monitoring what I am learning?' Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students' practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students' use of these strategies.
Student involvement in learning: Collaboration in science for PreService elementary teachers

NASA Astrophysics Data System (ADS)

Roychoudhury, Anita; Roth, Wolff-Michael

1992-03-01

The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide insightful experience for students when conducted in a group setting that demanded interactive participation from all its members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here, students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations; students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted by the group members motivated to work toward understanding rather than simply generating answers for task completion. The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually among their own students.
Use of the computational-informational web-GIS system for the development of climatology students' skills in modeling and understanding climate change

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Martynova, Yulia; Shulgina, Tamara

2015-04-01

The current situation with the training of specialists in environmental sciences is complicated by the fact that the very scientific field is experiencing a period of rapid development. Global change has caused the development of measurement techniques and modeling of environmental characteristics, accompanied by the expansion of the conceptual and mathematical apparatus. Understanding and forecasting processes in the Earth system requires extensive use of mathematical modeling and advanced computing technologies. As a rule, available training programs in the environmental sciences disciplines do not have time to adapt to such rapid changes in the domain content. As a result, graduates of faculties do not understand processes and mechanisms of the global change, have only superficial knowledge of mathematical modeling of processes in the environment. They do not have the required skills in numerical modeling, data processing and analysis of observations and computation outputs and are not prepared to work with the meteorological data. For adequate training of future specialists in environmental sciences we propose the following approach, which reflects the new "research" paradigm in education. We believe that the training of such specialists should be done not in an artificial learning environment, but based on actual operating information-computational systems used in environment studies, in the so-called virtual research environment via development of virtual research and learning laboratories. In the report the results of the use of computational-informational web-GIS system "Climate" (http://climate.scert.ru/) as a prototype of such laboratory are discussed. The approach is realized at Tomsk State University to prepare bachelors in meteorology. Student survey shows that their knowledge has become deeper and more systemic after undergoing training in virtual learning laboratory. The scientific team plans to assist any educators to utilize the system in earth science education. This work is partially supported by SB RAS project VIII.80.2.1, RFBR grants 13-05-12034 and 14-05-00502.
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.
Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey.

PubMed

Anyanwu, G E; Nto, J N; Agu, A U; Ekezie, J; Esom, E A

2016-11-01

Background music has been reported to enhance learning in the cadaver dissection laboratory. This study was designed to determine the impact of various forms of musical genre and some of their characteristics on students' learning outcome in the dissection laboratory. Some selected musical genre in vocal and non-vocal forms and at different tempi and volume were played as background music (BM) to 253 Medical and Dental students during various sessions of cadaver dissection. Psychological Stress assessment was done using Psychological stress measure-9. Participants love for music, preferred musical genre and other musical characteristics were assessed. The impact of the various musical genre and their characteristics on learning was done via written examination on the region dissected during each musical session. A positive relationship was noted between students' preference for musical genre during leisure with their preference for BM during private study time (P<0.01). Statistically significant differences (P<0.01) were established in the impacts of the selected musical genre on some selected learning factors. Country and Classical music gave the highest positive impact on the various learning factors in CDL followed by R&B. No significant difference was noted between the cognitive values of vocal and non-vocal music. Classical music most effectively reduced the stress induced by dissection in the CDL while Reggae and High life musical genre created a more stressful environment than regular background noise (P<0.01). Moderate volume level and Tempo were most preferred during both cadaver dissection activity and leisure hours. This study shows statistically significant differences in the cognitive values of some of the studied musical genre and their various characteristics. The inability to isolate the particular musical genre with these desired properties could account for the controversies in the reports of the role of music in academic environment. Copyright © 2016 Elsevier GmbH. All rights reserved.

Networked Instructional Chemistry: Using Technology To Teach Chemistry

NASA Astrophysics Data System (ADS)

Smith, Stanley; Stovall, Iris

1996-10-01

Networked multimedia microcomputers provide new ways to help students learn chemistry and to help instructors manage the learning environment. This technology is used to replace some traditional laboratory work, collect on-line experimental data, enhance lectures and quiz sections with multimedia presentations, provide prelaboratory training for beginning nonchemistry- major organic laboratory, provide electronic homework for organic chemistry students, give graduate students access to real NMR data for analysis, and provide access to molecular modeling tools. The integration of all of these activities into an active learning environment is made possible by a client-server network of hundreds of computers. This requires not only instructional software but also classroom and course management software, computers, networking, and room management. Combining computer-based work with traditional course material is made possible with software management tools that allow the instructor to monitor the progress of each student and make available an on-line gradebook so students can see their grades and class standing. This client-server based system extends the capabilities of the earlier mainframe-based PLATO system, which was used for instructional computing. This paper outlines the components of a technology center used to support over 5,000 students per semester.
Increasing the Accessibility of Science for All Students

ERIC Educational Resources Information Center

Langley-Turnbaugh, S. J.; Wilson, G.; Lovewell, L.

2009-01-01

This paper evaluates the accessibility of selected field and laboratory high school science activities, and provides suggestions for increasing accessibility for students with disabilities. We focused on GLOBE (Global Learning Observations to Benefit the Environment) protocols, specifically the new Seasons and Biomes investigation currently being…
Learning gait of quadruped robot without prior knowledge of the environment

NASA Astrophysics Data System (ADS)

Xu, Tao; Chen, Qijun

2012-09-01

Walking is the basic skill of a legged robot, and one of the promising ways to improve the walking performance and its adaptation to environment changes is to let the robot learn its walking by itself. Currently, most of the walking learning methods are based on robot vision system or some external sensing equipment to estimate the walking performance of certain walking parameters, and therefore are usually only applicable under laboratory condition, where environment can be pre-defined. Inspired by the rhythmic swing movement during walking of legged animals and the behavior of their adjusting their walking gait on different walking surfaces, a concept of walking rhythmic pattern(WRP) is proposed to evaluate the walking specialty of legged robot, which is just based on the walking dynamics of the robot. Based on the onboard acceleration sensor data, a method to calculate WRP using power spectrum in frequency domain and diverse smooth filters is also presented. Since the evaluation of WRP is only based on the walking dynamics data of the robot's body, the proposed method doesn't require prior knowledge of environment and thus can be applied in unknown environment. A gait learning approach of legged robots based on WRP and evolution algorithm(EA) is introduced. By using the proposed approach, a quadruped robot can learn its locomotion by its onboard sensing in an unknown environment, where the robot has no prior knowledge about this place. The experimental result proves proportional relationship exits between WRP match score and walking performance of legged robot, which can be used to evaluate the walking performance in walking optimization under unknown environment.
An inquiry-based biochemistry laboratory structure emphasizing competency in the scientific process: a guided approach with an electronic notebook format.

PubMed

L Hall, Mona; Vardar-Ulu, Didem

2014-01-01

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students through their laboratory work at a steady pace that encourages them to focus on quality observations, careful data collection and thought processes surrounding the chemistry involved. It motivates students to work in a collaborative manner with frequent opportunities for feedback, reflection, and modification of their ideas. Each laboratory activity has four stages to keep the students' efforts on track: pre-lab work, an in-lab discussion, in-lab work, and a post-lab assignment. Students are guided at each stage by an instructor created template that directs their learning while giving them the opportunity and flexibility to explore new information, ideas, and questions. These templates are easily transferred into an electronic journal (termed the E-notebook) and form the basic structural framework of the final lab reports the students submit electronically, via a learning management system. The guided-inquiry based approach presented here uses a single laboratory activity for undergraduate Introductory Biochemistry as an example. After implementation of this guided learning approach student surveys reported a higher level of course satisfaction and there was a statistically significant improvement in the quality of the student work. Therefore we firmly believe the described format to be highly effective in promoting student learning and engagement. © 2013 by The International Union of Biochemistry and Molecular Biology.
Internet-Based Laboratory Immersion: When The Real Deal is Not Available

NASA Astrophysics Data System (ADS)

Meisner, Gerald; Hoffman, Harol

2004-11-01

Do you want all of your students to investigate equilibrium conditions in the physics lab, but don't have time for lab investigations? Do your under-prepared students need basic, careful and detailed remedial work to help them succeed? LAAPhysics provides an answer to these questions by means of robust online physics courseware based on: (1) a sound, research-based pedagogy (2) a rich laboratory environment with skills and operational knowledge transferable to the wet lab' and (3) a paradigm which is economically scalable. LAAPhysics provides both synchronous and asynchronous learning experiences for an introductory, algebra-based course for students (undergraduate, AP High School, seekers of a second degree), those seeking career changes, and pre-service and in-service teachers. We have developed a simulated physics laboratory comprised of virtual lab equipment and instruments, associated curriculum modules and virtual guidance for real time feedback, formative assessment and collaborative learning.
ICCE/ICCAI 2000 Full & Short Papers (Virtual Lab/Classroom/School).

ERIC Educational Resources Information Center

2000

This document contains the following full and short papers on virtual laboratories, classrooms, and schools from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Collaborative Learning Support System Based on Virtual Environment Server for Multiple…
Medium Velocity Spatter Creation by Mousetraps in a Forensic Science Laboratory

ERIC Educational Resources Information Center

Oller, Anna R.

2006-01-01

Forensic science courses encompasses the disciplines of biology, chemistry, mathematics, and physics, which provides an opportunity for students to become engaged in all content areas within one course. The inquiry-based learning environment allows visualization of results almost immediately, facilitating student interest. The laboratory…
Outdoor Integration

ERIC Educational Resources Information Center

Tatarchuk, Shawna; Eick, Charles

2011-01-01

An outdoor classroom is an exciting way to connect the learning of science to nature and the environment. Many school grounds include gardens, grassy areas, courtyards, and wooded areas. Some even have nearby streams or creeks. These are built-in laboratories for inquiry! In the authors' third-grade classroom, they align and integrate…
The paediatric change laboratory: optimising postgraduate learning in the outpatient clinic.

PubMed

Skipper, Mads; Musaeus, Peter; Nøhr, Susanne Backman

2016-02-02

This study aimed to analyse and redesign the outpatient clinic in a paediatric department. The study was a joint collaboration with the doctors of the department (paediatric residents and specialists) using the Change Laboratory intervention method as a means to model and implement change in the outpatient clinic. This study was motivated by a perceived failure to integrate the activities of the outpatient clinic, patient care and training of residents. The ultimate goal of the intervention was to create improved care for patients through resident learning and development. We combined the Change Laboratory intervention with an already established innovative process for residents, 3-h meetings. The Change Laboratory intervention method consists of a well-defined theory (Cultural-historical activity theory) and concrete actions where participants construct a new theoretical model of the activity, which in this case was paediatric doctors' workplace learning modelled in order to improve medical social practice. The notion of expansive learning was used during the intervention in conjunction with thematic analysis of data in order to fuel the process of analysis and intervention. The activity system of the outpatient clinic can meaningfully be analysed in terms of the objects of patient care and training residents. The Change Laboratory sessions resulted in a joint action plan for the outpatient clinic structured around three themes: (1) Before: Preparation, expectations, and introduction; (2) During: Structural context and resources; (3) After: Follow-up and feedback. The participants found the Change Laboratory method to be a successful way of sharing reflections on how to optimise the organisation of work and training with patient care in mind. The Change Laboratory approach outlined in this study succeeded to change practices and to help medical doctors redesigning their work. Participating doctors must be motivated to uncover inherent contradictions in their medical activity systems of which care and learning are both part. Facilitators must be willing to spend time analysing both historical paediatric practice, current data on practice, and steer clear of organisational issues that might hamper a transformative learning environment. To ensure long-term success, economical and organisational resources, participant buy-in and department leadership support play a major role.
Misconceptions in Astronomy: Before and After a Constructivist Learning Environment

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika; Speck, A.

2009-01-01

We present results of a pilot study on college students’ misconceptions in astronomy. The study was conducted on the campus of a Midwestern university among 43 non-science major students enrolled in an introductory astronomy laboratory course. The laboratory course was based on a constructivist learning environment where students learned astronomy by doing astronomy. During the course, students worked with educational simulations created by Project CLEA team and RedShift College Education Astronomy Workbook by Bill Walker as well as were involved in think-pair-share discussions based on Lecture-Tutorials (Prather et al 2008). Several laboratories were prompted by an instructor's brief presentations. On the first and last days of the course students were surveyed on what their beliefs were about causes of the seasons, the moon's apparent size in the sky and its phases, planetary orbits, structure of the solar system, the sun, distant stars, and the nature of light. The majority of the surveys’ questions were based on Neil Comins’ 50 most commonly cited misconceptions. The outcome of the study showed that while students constructed correct understanding of a number of phenomena, they also created a set of new misconceptions. For example, if on the first day of the course, nine out of 43 students knew what caused the seasons on Earth; on the last day of the course, 20 students gained the similar understanding. However, by the end of the course more students believed that smaller planets must rotate faster based on the conservation of angular momentum and Kepler's laws. Our findings suggest that misconceptions pointed out by Neil Comins over a decade ago are still relevant today; and that learning based exclusively on simulations and collaborative group discussions does not necessarily produce the best results, but may set a ground for creating new misconceptions.
Summer Workshop in Metagenomics: One Week Plus Eight Students Equals Gigabases of Cloned DNA †

PubMed Central

Rios-Velazquez, Carlos; Williamson, Lynn L.; Cloud-Hansen, Karen A.; Allen, Heather K.; McMahon, Mathew D.; Sabree, Zakee L.; Donato, Justin J.; Handelsman, Jo

2011-01-01

We designed a week-long laboratory workshop in metagenomics for a cohort of undergraduate student researchers. During this course, students learned and utilized molecular biology and microbiology techniques to construct a metagenomic library from Puerto Rican soil. Pre-and postworkshop assessments indicated student learning gains in technical knowledge, skills, and confidence in a research environment. Postworkshop construction of additional libraries demonstrated retention of research techniques by the students. PMID:23653755
Accelerated nursing students and theater students: creating a safe environment by acting the part.

PubMed

Cangelosi, Pamela R

2008-01-01

Traditional approaches to teaching basic nursing skills are being questioned for accelerated, or second-degree, nursing students. Since accelerated nursing students have demonstrated the ability to quickly assimilate new information and to transfer skills from a previous career into a new field, it is thought that they may benefit from teaching strategies that promote experiential learning. Through a hermeneutic phenomenological approach, this study inquired into the experiences of 22 accelerated baccalaureate nursing students to determine if narrative learning in a campus laboratory setting helped them integrate content from classroom and clinical practica and move quickly along the pathway to the competencies that are needed for safe nursing practice. Data analysis revealed the teaching/learning significance of narratives for these students and is identified in the theme, "Creating a Safe Environment".
Lowering Barriers to Undergraduate Research through Collaboration with Local Craft Breweries

ERIC Educational Resources Information Center

McDermott, M. Luke

2016-01-01

Laboratory research experiences are highly impactful learning environments for undergraduate students. However, a surprising number of chemistry students do not research. These students often do not research because they lack the time, interest, opportunity, or awareness. Course-based undergraduate research experiences can reach out to these…
Paternity Testing in a PBL Environment

ERIC Educational Resources Information Center

Casla, Alberto Vicario; Zubiaga, Isabel Smith

2010-01-01

Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class…
Characteristics of Effective Networking Environments.

ERIC Educational Resources Information Center

Kaye, Judith C.

This document chronicles a project called Model Nets, which studies the characteristics of computer networks that have a positive impact on K-12 learning. Los Alamos National Laboratory undertook the study so that their recommendations could help federal agencies wisely fund networking projects in an era when the national imperative has driven…
Soil Testing as a Classroom Exercise to Determine Soil-forming Processes and Soil Classification.

ERIC Educational Resources Information Center

Bencloski, Joseph W.

1980-01-01

Describes a learning activity involving correctly matching soils with environments. The activity is intended for use in college level physical geography courses. Information is presented on instructional objectives, outline of preparatory lectures, soil test exercise worksheets, procedures, laboratory setting, testing procedures, collecting and…
Teaching Science in the Field. ERIC Digest.

ERIC Educational Resources Information Center

Landis, Carol

Teaching science in the field provides unique opportunities to investigate the natural world. As in the classroom, lessons designed to foster meaningful learning, provide hands-on activities, and promote student inquiry can be effectively implemented in the world's largest laboratories, the natural and built environments of the outdoors. This…
An Examination of Safety and Health Practices in Agricultural Mechanics Education

ERIC Educational Resources Information Center

Threeton, Mark D.; Ewing, John C.

2017-01-01

Providing training of safe operations and behaviors in Agricultural Mechanics classrooms and laboratories is an important aspect of the agricultural education teaching and learning environment. The purpose of this survey research study was to examine current occupational safety and health practices within agricultural mechanics programs. The…
Infrared Spectroscopic Analysis of Linkage Isomerism in Metal-Thiocyanate Complexes

ERIC Educational Resources Information Center

Baer, Carl; Pike, Jay

2010-01-01

We developed an experiment suitable for an advanced inorganic chemistry laboratory that utilizes a cooperative learning environment, which allows students to develop an empirical method of determining the bonding mode of a series of unknown metal-thiocyanate complexes. Students synthesize the metal-thiocyanate complexes and obtain the FT-IR…
Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory.

PubMed

Eleazer, Courtney D; Scopa Kelso, Rebecca

2018-01-04

Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self-assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co-enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

The Automated Primate Research Laboratory (APRL)

NASA Technical Reports Server (NTRS)

Pace, N.; Smith, G. D.

1972-01-01

A description is given of a self-contained automated primate research laboratory to study the effects of weightlessness on subhuman primates. Physiological parameters such as hemodynamics, respiration, blood constituents, waste, and diet and nutrition are analyzed for abnormalities in the simulated space environment. The Southeast Asian pig-tailed monkey (Macaca nemistrina) was selected for the experiments owing to its relative intelligence and learning capacity. The objective of the program is to demonstrate the feasibility of a man-tended primate space flight experiment.
Promoting Children's Healthy Eating in Obesogenic Environments: Lessons Learned from the Rat

PubMed Central

Birch, Leann L.; Anzman-Frasca, Stephanie

2011-01-01

Current statistics on children's eating patterns and obesity rates are consistent with the idea that genetic taste predispositions, traditional feeding practices, and the obesogenic environment combine to increase the likelihood of unhealthy outcomes in many individuals. In this paper, we focus on one particular level of analysis through which this unhealthy combination of factors may begin to be disassembled: children's learning about food and flavors. Much of the research on children's learning about food and flavors has been inspired by the animal literature, which has a long history of carefully controlled studies elucidating the mechanisms through which rats and other animals learn to prefer and avoid foods and flavors. This literature provides many clues as to the processes by which learning paradigms may be used to encourage the intake of healthy foods, altering the implicit learning of obesogenic eating patterns that is likely to occur without intervention in the current environment. Overall, the implications of the literature are that children should be repeatedly exposed to a variety of flavors early in life, and that new flavors should be paired with already-liked flavors and positive contexts. This message is consistent with recent research results from our laboratory, showing that familiarization and associative learning paradigms may be used to increase young children's acceptance of, preference for, and intake of previously-unfamiliar, healthy foods. PMID:21620880
Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.

PubMed

Brame, Cynthia J; Biel, Rachel

2015-01-01

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research. © 2015 C. J. Brame and R. Biel. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Emerging technologies in education and training: applications for the laboratory animal science community.

PubMed

Ketelhut, Diane Jass; Niemi, Steven M

2007-01-01

This article examines several new and exciting communication technologies. Many of the technologies were developed by the entertainment industry; however, other industries are adopting and modifying them for their own needs. These new technologies allow people to collaborate across distance and time and to learn in simulated work contexts. The article explores the potential utility of these technologies for advancing laboratory animal care and use through better education and training. Descriptions include emerging technologies such as augmented reality and multi-user virtual environments, which offer new approaches with different capabilities. Augmented reality interfaces, characterized by the use of handheld computers to infuse the virtual world into the real one, result in deeply immersive simulations. In these simulations, users can access virtual resources and communicate with real and virtual participants. Multi-user virtual environments enable multiple participants to simultaneously access computer-based three-dimensional virtual spaces, called "worlds," and to interact with digital tools. They allow for authentic experiences that promote collaboration, mentoring, and communication. Because individuals may learn or train differently, it is advantageous to combine the capabilities of these technologies and applications with more traditional methods to increase the number of students who are served by using current methods alone. The use of these technologies in animal care and use programs can create detailed training and education environments that allow students to learn the procedures more effectively, teachers to assess their progress more objectively, and researchers to gain insights into animal care.
Ecologically relevant neurobehavioral assessment of the development of threat learning.

PubMed

Boulanger Bertolus, Julie; Mouly, Anne-Marie; Sullivan, Regina M

2016-10-01

As altricial infants gradually transition to adults, their proximate environment changes. In three short weeks, pups transition from a small world with the caregiver and siblings to a complex milieu rich in dangers as their environment expands. Such contrasting environments require different learning abilities and lead to distinct responses throughout development. Here, we will review some of the learned fear conditioned responses to threats in rats during their ontogeny, including behavioral and physiological measures that permit the assessment of learning and its supporting neurobiology from infancy through adulthood. In adulthood, odor-shock conditioning produces robust fear learning to the odor that depends upon the amygdala and related circuitry. Paradoxically, this conditioning in young pups fails to support fear learning and supports approach learning to the odor previously paired with shock. This approach learning is mediated by the infant attachment network that does not include the amygdala. During the age range when pups transition from the infant to the adult circuit (10-15 d old), pups have access to both networks: odor-shock conditioning in maternal presence uses the attachment circuit but the adult amygdala-dependent circuit when alone. However, throughout development (as young as 5 d old) the attachment associated learning can be overridden and amygdala-dependent fear learning supported, if the mother expresses fear in the presence of the pup. This social modulation of the fear permits the expression of defense reactions in life threatening situations informed by the caregiver but prevents the learning of the caregiver itself as a threat. © 2016 Boulanger Bertolus et al.; Published by Cold Spring Harbor Laboratory Press.
An innovative educational approach to professional development of medical laboratory scientists in Botswana.

PubMed

Magowe, Mabel Km; Ledikwe, Jenny H; Kasvosve, Ishmael; Martin, Robert; Thankane, Kabo; Semo, Bazghina-Werq

2014-01-01

To address the shortage of laboratory scientists in Botswana, an innovative, one-year academic bridging program was initiated at the University of Botswana, to advance diploma-holding laboratory technicians towards becoming laboratory scientists holding Bachelor's degrees. An evaluation was conducted, which described the outcomes of the program and the lessons learned from this novel approach to meeting human resource needs. This was a cross-sectional, mixed-methods evaluation. Qualitative interviews were conducted with graduates of the Bachelor of Science (BSc) Medical Laboratory Sciences (MLS) bridging program, along with the graduates' current supervisors, and key informants who were involved in program development or implementation. The quantitative data collected included a written questionnaire, completed by program graduates, with a retrospective pre-test/post-test survey of graduates' confidence, in terms of key laboratory competencies. The BSc MLS bridging program produced thirty-three laboratory scientists over 3 years. There was a significant increase in confidence among graduates, for specified competencies, after the program (P<0.05). Graduates reported acquiring new skills and, often, accepting new responsibilities at their former workplace, particularly in relationship to leadership and management. Five graduates enrolled in advanced degree programs. Most graduates assumed increased responsibility. However, only two graduates were promoted after completing the training program. The lessons learned include: the importance of stakeholder involvement, the need for data to identify local needs, financial sustainability, catering for the needs of adult learners, and ensuring a technically challenging work environment, conducive to the application of skills learned during training. A strong public health and clinical laboratory system is essential for the rapid detection and control of emerging health threats, and for patient care. However, there is a need to adequately prepare laboratory human resources, to ensure efficient and effective laboratory services. Advancement of laboratory technicians towards becoming laboratory scientists, through a bridging program, can provide the necessary skills within a short time.
Remote Systems Experience at the Oak Ridge National Laboratory--A Summary of Lessons Learned

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

Noakes, Mark W; Burgess, Thomas W; Rowe, John C

2011-01-01

Oak Ridge National Laboratory (ORNL) has a long history in the development of remote systems to support the nuclear environment. ORNL, working in conjunction with Central Research Laboratories, created what is believed to be the first microcomputer-based implementation of dual-arm master-slave remote manipulation. As part of the Consolidated Fuel Reprocessing Program, ORNL developed the dual-arm advanced servomanipulator focusing on remote maintainability for systems exposed to high radiation fields. ORNL also participated in almost all of the various technical areas of the U.S. Department of Energy s Robotics Technology Development Program, while leading the Decontamination and Decommissioning and Tank Waste Retrievalmore » categories. Over the course of this involvement, ORNL has developed a substantial base of working knowledge as to what works when and under what circumstances for many types of remote systems tasks as well as operator interface modes, control bandwidth, and sensing requirements to name a few. By using a select list of manipulator systems that is not meant to be exhaustive, this paper will discuss history and outcome of development, field-testing, deployment, and operations from a lessons learned perspective. The final outcome is a summary paper outlining ORNL experiences and guidelines for transition of developmental remote systems to real-world hazardous environments.« less
Developing skills versus reinforcing concepts in physics labs: Insight from a survey of students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2017-06-01

Physics laboratory courses have been generally acknowledged as an important component of the undergraduate curriculum, particularly with respect to developing students' interest in, and understanding of, experimental physics. There are a number of possible learning goals for these courses including reinforcing physics concepts, developing laboratory skills, and promoting expertlike beliefs about the nature of experimental physics. However, there is little consensus among instructors and researchers interested in the laboratory learning environment as to the relative importance of these various learning goals. Here, we contribute data to this debate through the analysis of students' responses to the laboratory-focused assessment known as the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a large, national data set of students' responses, we compare students' E-CLASS performance in classes in which the instructor self-reported focusing on developing skills, reinforcing concepts, or both. As the classification of courses was based on instructor self-report, we also provide additional description of these courses with respect to how often students engage in particular activities in the lab. We find that courses that focus specifically on developing lab skills have more expertlike postinstruction E-CLASS responses than courses that focus either on reinforcing physics concepts or on both goals. Within first-year courses, this effect is larger for women. Moreover, these findings hold when controlling for the variance in postinstruction scores that is associated with preinstruction E-CLASS scores, student major, and student gender.
Robust representation and recognition of facial emotions using extreme sparse learning.

PubMed

Shojaeilangari, Seyedehsamaneh; Yau, Wei-Yun; Nandakumar, Karthik; Li, Jun; Teoh, Eam Khwang

2015-07-01

Recognition of natural emotions from human faces is an interesting topic with a wide range of potential applications, such as human-computer interaction, automated tutoring systems, image and video retrieval, smart environments, and driver warning systems. Traditionally, facial emotion recognition systems have been evaluated on laboratory controlled data, which is not representative of the environment faced in real-world applications. To robustly recognize the facial emotions in real-world natural situations, this paper proposes an approach called extreme sparse learning, which has the ability to jointly learn a dictionary (set of basis) and a nonlinear classification model. The proposed approach combines the discriminative power of extreme learning machine with the reconstruction property of sparse representation to enable accurate classification when presented with noisy signals and imperfect data recorded in natural settings. In addition, this paper presents a new local spatio-temporal descriptor that is distinctive and pose-invariant. The proposed framework is able to achieve the state-of-the-art recognition accuracy on both acted and spontaneous facial emotion databases.
Learning from a distance: high school students' perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation

NASA Astrophysics Data System (ADS)

Childers, Gina; Jones, M. Gail

2017-02-01

Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students' perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that Science Learning Drive (students' perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students' perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students' perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student's experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.
Personalized Learning: From Neurogenetics of Behaviors to Designing Optimal Language Training

PubMed Central

Wong, Patrick C. M.; Vuong, Loan; Liu, Kevin

2016-01-01

Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. “Personalized Learning” seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. PMID:27720749
Raising environmental awareness through applied biochemistry laboratory experiments.

PubMed

Salman Ashraf, S

2013-01-01

Our environment is under constant pressure and threat from various sources of pollution. Science students, in particular chemistry students, must not only be made aware of these issues, but also be taught that chemistry (and science) can provide solutions to such real-life issues. To this end, a newly developed biochemistry laboratory experiment is described that guides students to learn about the applicability of peroxidase enzymes to degrade organic dyes (as model pollutants) in simulated waste water. In addition to showing how enzymes can potentially be used for waste water remediation, various factors than can affect enzyme-based reactions such as pH, temperature, concentration of substrates/enzymes, and denaturants can also be tested. This "applied biotechnology" experiment was successfully implemented in an undergraduate biochemistry laboratory course to enhance students' learning of environmental issues as well important biochemistry concepts. Student survey confirmed that this laboratory experiment was successful in achieving the objectives of raising environmental awareness in students and illustrating the usefulness of chemistry in solving real-life problems. This experiment can be easily adopted in an introductory biochemistry laboratory course and taught as an inquiry-guided exercise. © 2013 by The International Union of Biochemistry and Molecular Biology.
Characteristics of Learning Computer-Controlled Mechanisms by Teachers and Students in a Common Laboratory Environment

ERIC Educational Resources Information Center

Korchnoy, Evgeny; Verner, Igor M.

2010-01-01

Growing popularity of robotics education motivates developing its didactics and studying it in teacher training programs. This paper presents a study conducted in the Department of Education in Technology and Science, Technion, in which university students and school pupils cope with robotics challenges of designing, building and operating…
Expression, Purification, and Analysis of Unknown Translation Factors from "Escherichia Coli": A Synthesis Approach

ERIC Educational Resources Information Center

Walter, Justin D.; Littlefield, Peter; Delbecq, Scott; Prody, Gerry; Spiegel, P. Clint

2010-01-01

New approaches are currently being developed to expose biochemistry and molecular biology undergraduates to a more interactive learning environment. Here, we propose a unique project-based laboratory module, which incorporates exposure to biophysical chemistry approaches to address problems in protein chemistry. Each of the experiments described…
The Influence of PBL on Students' Self-Efficacy Beliefs in Chemistry

ERIC Educational Resources Information Center

Mataka, Lloyd M.; Grunert Kowalske, Megan

2015-01-01

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…
A Pre-Engineering Program Using Robots to Attract Underrepresented High School and Community College Students

ERIC Educational Resources Information Center

Mosley, Pauline Helen; Liu, Yun; Hargrove, S. Keith; Doswell, Jayfus T.

2010-01-01

This paper gives an overview of a new pre-engineering program--Robotics Technician Curriculum--that uses robots to solicit underrepresented students pursuing careers in science, technology, engineering, and mathematics (STEM). The curriculum uses a project-based learning environment, which consists of part lecture and part laboratory. This program…
Situating Teachers' Developmental Engineering Experiences in an Inquiry-Based, Laboratory Learning Environment

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Nollert, Matthias U.; Refai, Hazem; Ramseyer, Christopher; Herron, Jason; Wollega, Ebisa D.; Huang, Su-Min

2017-01-01

Many secondary math and science teachers don't understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences…
The ecological rationality of state-dependent valuation.

PubMed

McNamara, J M; Trimmer, P C; Houston, A I

2012-01-01

Laboratory studies on a range of animals have identified a bias that seems to violate basic principles of rational behavior: a preference is shown for feeding options that previously provided food when reserves were low, even though another option had been found to give the same reward with less delay. The bias presents a challenge to normative models of decision making (which only take account of expected rewards and the state of the animal at the decision time). To understand the behavior, we take a broad ecological perspective and consider how valuation mechanisms evolve when the best action depends upon the environment being faced. We show that in a changing and uncertain environment, state-dependent valuation can be favored by natural selection: Individuals should allow their hunger to affect learning for future decisions. The valuation mechanism that typically evolves produces the kind of behavior seen in standard laboratory tests. By providing an insight into why learning should be affected by the state of an individual, we provide a basis for understanding psychological principles in terms of an animal's ecology.
Design and validation of a multimethod assessment of metacognition and study of the effectiveness of Metacognitive Interventions

NASA Astrophysics Data System (ADS)

Sandi-Urena, Guillermo Santiago

The central role of metacognition in learning and problem solving, in general and in chemistry in specific, has been substantially demonstrated and has raised pronounced interest in its study. However, the intrinsic difficulties associated with the inner processes of such a non-overt behavior have delayed the development of appropriate assessment instruments. The first research question addressed in this work originates from this observation: Is it possible to reliably assess metacognition use in chemistry problem solving? This study presents the development, validation, and application of a multimethod instrument for the assessment of metacognition use in chemistry problem solving. This multimethod is composed of two independent methods used at different times in relation to the task performance: (1) the prospective Metacognitive Activities Inventory, MCA-I; and (2) the concurrent Interactive MultiMedia Exercises software package, IMMEX. This work also includes the design, development, and validation of the MCA-I; evidence is discussed that supports its robustness, reliability and validity. Even though IMMEX is well-developed, its utilization as a metacognition assessment tool is novel and explained within this work. Among the benefits of utilizing IMMEX are: the automation of concurrent evidence collection and analysis which allows for the participation of large cohorts, the elimination of subjective assessments, and the collection of data in the absence of observers which presumably favors a more realistic deployment of skills by the participants. The independent instruments produced convergent results and the multimethod designed was proven to be reliable, robust and valid for the intended purpose. The second guiding question refers to the development of metacognition: Can regulatory metacognition use be enhanced by learning environments? Two interventions were utilized to explore this inquiry: a Collaborative Metacognitive Intervention and a Cooperative Problem-Based Laboratory Project. The former was designed and developed as part of this study; the latter is part of the curriculum of a two-semester cooperative General Chemistry Laboratory course. Both interventions rely on two main axes to promote metacognition development: intense social interaction and induced reflection. In the first case, it is through small group collaborative work and guided and peer prompting; in the second one through cooperation and inquiry in the laboratory. The effect of both interventions was investigated using pre and posttest, control and treatment type experiments. The choice of assessment was the multimethod developed in the first part of this same study. Despite the differences between the interventions (length, nature of prompting, and relation to chemistry contents) both learning environments succeeded in enhancing the awareness and use of metacognition in chemistry problem solving. Findings support the assertion that the mechanisms that define the learning environments under study---social interaction and reflection---promote the enhancement of metacognitive skills. A significant corollary of this research is that it offers evidence of the laboratory as a learning environment where students can acquire high order thinking skills and develop content knowledge and understanding.
Professional development of undergraduates in wildlife ecology and management

USGS Publications Warehouse

Moen, A.N.; Boomer, G.S.; Runge, M.C.

2000-01-01

This paper describes a cooperative learning environment and a course continuum in wildlife ecology and management which promote the professional development of undergraduates. Students learn about functional relationships in ecology and management in lecture periods that focus on concepts, with participation by students in active learning exercises. Laboratory periods are designed around learning groups, which consist of freshmen through graduate students who focus on a common theme as they work together, while each student is responsible for his or her own research. Undergraduate teaching assistants and senior wildlife management students coordinate the activities of the learning groups and supervise the student research, learning about personnel management by active participation in leadership roles. Publication of research results on a wildlife ecology and management information system in the department's Cooperative Learning Center enables students to share what they learn with their peers and with students who follow in later years.

Adaptive social learning strategies in temporally and spatially varying environments : how temporal vs. spatial variation, number of cultural traits, and costs of learning influence the evolution of conformist-biased transmission, payoff-biased transmission, and individual learning.

PubMed

Nakahashi, Wataru; Wakano, Joe Yuichiro; Henrich, Joseph

2012-12-01

Long before the origins of agriculture human ancestors had expanded across the globe into an immense variety of environments, from Australian deserts to Siberian tundra. Survival in these environments did not principally depend on genetic adaptations, but instead on evolved learning strategies that permitted the assembly of locally adaptive behavioral repertoires. To develop hypotheses about these learning strategies, we have modeled the evolution of learning strategies to assess what conditions and constraints favor which kinds of strategies. To build on prior work, we focus on clarifying how spatial variability, temporal variability, and the number of cultural traits influence the evolution of four types of strategies: (1) individual learning, (2) unbiased social learning, (3) payoff-biased social learning, and (4) conformist transmission. Using a combination of analytic and simulation methods, we show that spatial-but not temporal-variation strongly favors the emergence of conformist transmission. This effect intensifies when migration rates are relatively high and individual learning is costly. We also show that increasing the number of cultural traits above two favors the evolution of conformist transmission, which suggests that the assumption of only two traits in many models has been conservative. We close by discussing how (1) spatial variability represents only one way of introducing the low-level, nonadaptive phenotypic trait variation that so favors conformist transmission, the other obvious way being learning errors, and (2) our findings apply to the evolution of conformist transmission in social interactions. Throughout we emphasize how our models generate empirical predictions suitable for laboratory testing.
Using Cross-Sectional Imaging to Convey Organ Relationships: An Integrated Learning Environment for Students of Gross Anatomy

PubMed Central

Forman, Bruce H.; Eccles, Randy; Piggins, Judith; Raila, Wayne; Estey, Greg; Barnett, G. Octo

1990-01-01

We have developed a visually oriented, computer-controlled learning environment designed for use by students of gross anatomy. The goals of this module are to reinforce the concepts of organ relationships and topography by using computed axial tomographic (CAT) images accessed from a videodisc integrated with color graphics and to introduce students to cross-sectional radiographic anatomy. We chose to build the program around CAT scan images because they not only provide excellent structural detail but also offer an anatomic orientation (transverse) that complements that used in the dissection laboratory (basically a layer-by-layer, anterior-to-posterior, or coronal approach). Our system, built using a Microsoft Windows-386 based authoring environment which we designed and implemented, integrates text, video images, and graphics into a single screen display. The program allows both user browsing of information, facilitated by hypertext links, and didactic sessions including mini-quizzes for self-assessment.
Innovative intelligent technology of distance learning for visually impaired people

NASA Astrophysics Data System (ADS)

Samigulina, Galina; Shayakhmetova, Assem; Nuysuppov, Adlet

2017-12-01

The aim of the study is to develop innovative intelligent technology and information systems of distance education for people with impaired vision (PIV). To solve this problem a comprehensive approach has been proposed, which consists in the aggregate of the application of artificial intelligence methods and statistical analysis. Creating an accessible learning environment, identifying the intellectual, physiological, psychophysiological characteristics of perception and information awareness by this category of people is based on cognitive approach. On the basis of fuzzy logic the individually-oriented learning path of PIV is con- structed with the aim of obtaining high-quality engineering education with modern equipment in the joint use laboratories.
Visual interaction: models, systems, prototypes. The Pictorial Computing Laboratory at the University of Rome La Sapienza.

PubMed

Bottoni, Paolo; Cinque, Luigi; De Marsico, Maria; Levialdi, Stefano; Panizzi, Emanuele

2006-06-01

This paper reports on the research activities performed by the Pictorial Computing Laboratory at the University of Rome, La Sapienza, during the last 5 years. Such work, essentially is based on the study of humancomputer interaction, spans from metamodels of interaction down to prototypes of interactive systems for both synchronous multimedia communication and groupwork, annotation systems for web pages, also encompassing theoretical and practical issues of visual languages and environments also including pattern recognition algorithms. Some applications are also considered like e-learning and collaborative work.
Category Learning Research in the Interactive Online Environment Second Life

NASA Technical Reports Server (NTRS)

Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

2011-01-01

The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments compared to traditional experimental situations.
Mixed methods student evaluation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Choi, Suwhan; Barnett, John; Rogers, Kem A

2016-05-06

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a teaching assistant who manipulated 3D computer models in the virtual classroom environment. An exploratory sequential mixed methods approach was undertaken to determine the most important deciding factors that drive students' preferences for a given format and then to generate theory on the strengths and weaknesses of the online format. Students (20 online; 310 F2F) volunteered to participate in a crossover period of one week to expose them to the course section in which they were not originally registered. Open ended interviews (20 online; 20 F2F) and quantitative surveys (270 F2F) were conducted following a crossover. Students valued pace control, schedule, and location flexibility of learning from archived materials and being assessed online. In the online laboratory they had difficulty using the 3D models and preferred the unique and hands-on experiences of cadaveric specimens. The F2F environment was conducive to learning in both lecture and laboratory because students felt more engaged by instructors in person and were less distracted by their surroundings. These results suggest the need to improve the online experience by increasing the quality of student-instructor communication and in turn student-content interaction with the 3D models. Anat Sci Educ 9: 272-285. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.
Developing Mentors: Adult participation, practices, and learning in an out-of-school time STEM program

NASA Astrophysics Data System (ADS)

Scipio, Deana Aeolani

This dissertation examines learning within an out-of-school time (OST) Science, Technology, Engineering, and Mathematics (STEM) broadening participation program. The dissertation includes an introduction, three empirical chapters (written as individual articles), and a conclusion. The dissertation context is a chemical oceanography OST program for middle school students called Project COOL---Chemical Oceanography Outside the Lab. The program was a collaboration between middle school OST programming, a learning sciences research laboratory, and a chemical oceanography laboratory. Both labs were located at a research-based university in the Pacific Northwest of the United States. Participants include 34 youth, 12 undergraduates, and five professional scientists. The dissertation data corpus includes six years of ethnographic field notes across three field sites, 400 hours of video and audio recordings, 40 hours of semi-structured interviews, and more than 100 participant generated artifacts. Analysis methods include comparative case analysis, cognitive mapping, semiotic cluster analysis, video interaction analysis, and discourse analysis. The first empirical article focuses on synthesizing productive programmatic features from four years of design-based research.. The second article is a comparative case study of three STEM mentors from non-dominant communities in the 2011 COOL OST Program. The third article is a comparative case study of undergraduates learning to be mentors in the 2014 COOL OST Program. Findings introduce Deep Hanging as a theory of learning in practice. Deep Hanging entails authentic tasks in rich contexts, providing access, capitalizing on opportunity, and building interpersonal relationships. Taken together, these three chapters illuminate the process of designing a rich OST learning environment and the kinds of learning in practice that occurred for adult learners learning to be mentors through their participation in the COOL OST program. In the conclusion, I offer a set of design principles for mentor learning gleaned from empirical findings from the last two empirical chapters on how mentors can productively support the science learning of youth. The findings from this dissertation offer implications for designers of learning environments seeking to leverage experts for mentoring while engaging youth in contemporary science practices in order to broaden participation for youth and adult participants from non-dominant communities in STEM disciplines.
Going Virtual… or Not: Development and Testing of a 3D Virtual Astronomy Environment

NASA Astrophysics Data System (ADS)

Ruzhitskaya, L.; Speck, A.; Ding, N.; Baldridge, S.; Witzig, S.; Laffey, J.

2013-04-01

We present our preliminary results of a pilot study of students' knowledge transfer of an astronomy concept into a new environment. We also share our discoveries on what aspects of a 3D environment students consider being motivational and discouraging for their learning. This study was conducted among 64 non-science major students enrolled in an astronomy laboratory course. During the course, students learned the concept and applications of Kepler's laws using a 2D interactive environment. Later in the semester, the students were placed in a 3D environment in which they were asked to conduct observations and to answers a set of questions pertaining to the Kepler's laws of planetary motion. In this study, we were interested in observing scrutinizing and assessing students' behavior: from choices that they made while creating their avatars (virtual representations) to tools they choose to use, to their navigational patterns, to their levels of discourse in the environment. These helped us to identify what features of the 3D environment our participants found to be helpful and interesting and what tools created unnecessary clutter and distraction. The students' social behavior patterns in the virtual environment together with their answers to the questions helped us to determine how well they understood Kepler's laws, how well they could transfer the concepts to a new situation, and at what point a motivational tool such as a 3D environment becomes a disruption to the constructive learning. Our founding confirmed that students construct deeper knowledge of a concept when they are fully immersed in the environment.
Don't Let Legal Issues Put You in Hot Water! A Safety and Liability Primer

ERIC Educational Resources Information Center

Zirkle, Chris

2013-01-01

Providing a safe classroom and laboratory environment should be the first priority of any career-technical and technology/engineering education instructor. Doing so not only increases the opportunity for student learning, but it also keeps instructors "out of hot water" with respect to legal issues of liability. In today's litigious…
Development of Graduates' Attributes in Chemistry within an Open Distance Learning (ODL) Environment: UNISA's Experience

ERIC Educational Resources Information Center

Tafesse, Fikru; Mphahlele, Malose J.

2018-01-01

Discipline-specific knowledge and associated technical skills as well as generic skills have represented distinct and separate aspects of chemical sciences in university studies (linear training). In addition to technical skills gained through laboratory training, employers now require a soft skill set such as strengths in analytical thinking,…
Blended Inquiry with Hands-On and Virtual Laboratories: The Role of Perceptual Features during Knowledge Construction

ERIC Educational Resources Information Center

Toth, Eva Erdosne; Ludvico, Lisa R.; Morrow, Becky L.

2014-01-01

This study examined the characteristics of virtual and hands-on inquiry environments for the development of blended learning in a popular domain of bio-nanotechnology: the separation of different-sized DNA fragments using gel-electrophoresis, also known as DNA-fingerprinting. Since the latest scientific developments in nano- and micro-scale tools…
An Investigation of the Effects of Relevant Samples and a Comparison of Verification versus Discovery Based Lab Design

ERIC Educational Resources Information Center

Rieben, James C., Jr.

2010-01-01

This study focuses on the effects of relevance and lab design on student learning within the chemistry laboratory environment. A general chemistry conductivity of solutions experiment and an upper level organic chemistry cellulose regeneration experiment were employed. In the conductivity experiment, the two main variables studied were the effect…
Research and Teaching: Undergraduate Science Learners Show Comparable Outcomes Whether Taught by Undergraduate or Graduate Teaching Assistants

ERIC Educational Resources Information Center

Chapin, Hannah C.; Wiggins, Benjamin L.; Martin-Morris, Linda E.

2014-01-01

Peer educators can be a powerful addition to classroom learning environments. Traditionally, the university science teaching model relies on graduate teaching assistants (GTAs) to provide instruction in laboratory class sessions, but there is increasing evidence that undergraduate TAs (UTAs) can fill an equivalent role. A comparison of student…
Effect of Culture on High-School Students' Question-Asking Ability Resulting from an Inquiry-Oriented Chemistry Laboratory

ERIC Educational Resources Information Center

Dkeidek, Iyad; Mamlok-Naaman, Rachel; Hofstein, Avi

2011-01-01

In order to cope with complex issues in the science-technology-environment-society context, one must develop students' high-order learning skills, such as question-asking ability (QAA), critical thinking, evaluative thinking, decision-making, and problem-solving capabilities within science education. In this study, we are concerned with evaluating…
16th National School on Neutron and X-ray Scattering

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

Chakoumakos, Bryan; Achilles, Cherie; Cybulskis, Viktor

Students talk about their experience at the 16th National School on Neutron and X-ray Scattering, or NXS 2014. Jointly conducted by Oak Ridge and Argonne national laboratories, NXS immerses graduate students in national user facilities to learn in a hands-on environment how to use neutrons and X-rays in their research.
16th National School on Neutron and X-ray Scattering

ScienceCinema

Chakoumakos, Bryan; Achilles, Cherie; Cybulskis, Viktor; Gilbert, Ian

2018-02-14

Students talk about their experience at the 16th National School on Neutron and X-ray Scattering, or NXS 2014. Jointly conducted by Oak Ridge and Argonne national laboratories, NXS immerses graduate students in national user facilities to learn in a hands-on environment how to use neutrons and X-rays in their research.
Predator-driven brain size evolution in natural populations of Trinidadian killifish (Rivulus hartii)

PubMed Central

Walsh, Matthew R.; Broyles, Whitnee; Beston, Shannon M.; Munch, Stephan B.

2016-01-01

Vertebrates exhibit extensive variation in relative brain size. It has long been assumed that this variation is the product of ecologically driven natural selection. Yet, despite more than 100 years of research, the ecological conditions that select for changes in brain size are unclear. Recent laboratory selection experiments showed that selection for larger brains is associated with increased survival in risky environments. Such results lead to the prediction that increased predation should favour increased brain size. Work on natural populations, however, foreshadows the opposite trajectory of evolution; increased predation favours increased boldness, slower learning, and may thereby select for a smaller brain. We tested the influence of predator-induced mortality on brain size evolution by quantifying brain size variation in a Trinidadian killifish, Rivulus hartii, from communities that differ in predation intensity. We observed strong genetic differences in male (but not female) brain size between fish communities; second generation laboratory-reared males from sites with predators exhibited smaller brains than Rivulus from sites in which they are the only fish present. Such trends oppose the results of recent laboratory selection experiments and are not explained by trade-offs with other components of fitness. Our results suggest that increased male brain size is favoured in less risky environments because of the fitness benefits associated with faster rates of learning and problem-solving behaviour. PMID:27412278
An overview of the U.S. Army Research Laboratory's Sensor Information Testbed for Collaborative Research Environment (SITCORE) and Automated Online Data Repository (AODR) capabilities

NASA Astrophysics Data System (ADS)

Ward, Dennis W.; Bennett, Kelly W.

2017-05-01

The Sensor Information Testbed COllaberative Research Environment (SITCORE) and the Automated Online Data Repository (AODR) are significant enablers of the U.S. Army Research Laboratory (ARL)'s Open Campus Initiative and together create a highly-collaborative research laboratory and testbed environment focused on sensor data and information fusion. SITCORE creates a virtual research development environment allowing collaboration from other locations, including DoD, industry, academia, and collation facilities. SITCORE combined with AODR provides end-toend algorithm development, experimentation, demonstration, and validation. The AODR enterprise allows the U.S. Army Research Laboratory (ARL), as well as other government organizations, industry, and academia to store and disseminate multiple intelligence (Multi-INT) datasets collected at field exercises and demonstrations, and to facilitate research and development (R and D), and advancement of analytical tools and algorithms supporting the Intelligence, Surveillance, and Reconnaissance (ISR) community. The AODR provides a potential central repository for standards compliant datasets to serve as the "go-to" location for lessons-learned and reference products. Many of the AODR datasets have associated ground truth and other metadata which provides a rich and robust data suite for researchers to develop, test, and refine their algorithms. Researchers download the test data to their own environments using a sophisticated web interface. The AODR allows researchers to request copies of stored datasets and for the government to process the requests and approvals in an automated fashion. Access to the AODR requires two-factor authentication in the form of a Common Access Card (CAC) or External Certificate Authority (ECA)
Online Higher Education in the Natural Sciences

NASA Astrophysics Data System (ADS)

Pearson, Karen; Liddicoat, Joseph

2013-04-01

Online courses in higher education allow traditional and non-traditional students to complete course work in all disciplines with great flexibility. Courses in the Natural Sciences are no exception because the online environment allows students to collapse time and space; to access a course anywhere; to get immediate feedback, tutoring and coaching; and to receive real-time interaction between themselves and the instructor. This presentation will highlight successful examples of course content from the areas of astronomy, environmental, and earth and physical sciences. Content examples will focus on helping students use their 'environment' as part of the laboratory experience in courses traditionally thought of as lecture and laboratory courses. These examples will include real and virtual field trips, use of multimedia content, collaboration between students and faculty to design and conduct experiments and field work, and modifications to traditional lecture methods for the online environment. Dr. Karen Pearson former director of Online-Learning and Academic Technologies and Professor Science and Mathematics at the Fashion Institute of Technology (SUNY) and Dr. Joseph Liddicoat will focus on how courses in the Natural Sciences can be delivered in the online environment while maintaining high academic standards and not losing the "hands" on experience students need while completing a laboratory science course as part of a liberal arts curriculum.
Developing a Virtual Rock Deformation Laboratory

NASA Astrophysics Data System (ADS)

Zhu, W.; Ougier-simonin, A.; Lisabeth, H. P.; Banker, J. S.

2012-12-01

Experimental rock physics plays an important role in advancing earthquake research. Despite its importance in geophysics, reservoir engineering, waste deposits and energy resources, most geology departments in U.S. universities don't have rock deformation facilities. A virtual deformation laboratory can serve as an efficient tool to help geology students naturally and internationally learn about rock deformation. Working with computer science engineers, we built a virtual deformation laboratory that aims at fostering user interaction to facilitate classroom and outreach teaching and learning. The virtual lab is built to center around a triaxial deformation apparatus in which laboratory measurements of mechanical and transport properties such as stress, axial and radial strains, acoustic emission activities, wave velocities, and permeability are demonstrated. A student user can create her avatar to enter the virtual lab. In the virtual lab, the avatar can browse and choose among various rock samples, determine the testing conditions (pressure, temperature, strain rate, loading paths), then operate the virtual deformation machine to observe how deformation changes physical properties of rocks. Actual experimental results on the mechanical, frictional, sonic, acoustic and transport properties of different rocks at different conditions are compiled. The data acquisition system in the virtual lab is linked to the complied experimental data. Structural and microstructural images of deformed rocks are up-loaded and linked to different deformation tests. The integration of the microstructural image and the deformation data allows the student to visualize how forces reshape the structure of the rock and change the physical properties. The virtual lab is built using the Game Engine. The geological background, outstanding questions related to the geological environment, and physical and mechanical concepts associated with the problem will be illustrated on the web portal. In addition, some web based data collection tools are available to collect student feedback and opinions on their learning experience. The virtual laboratory is designed to be an online education tool that facilitates interactive learning.; Virtual Deformation Laboratory

How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

NASA Astrophysics Data System (ADS)

Raviv, Ayala; Cohen, Sarit; Aflalo, Ester

2017-07-01

Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.
ATLes: the strategic application of Web-based technology to address learning objectives and enhance classroom discussion in a veterinary pathology course.

PubMed

Hines, Stephen A; Collins, Peggy L; Quitadamo, Ian J; Brahler, C Jayne; Knudson, Cameron D; Crouch, Gregory J

2005-01-01

A case-based program called ATLes (Adaptive Teaching and Learning Environments) was designed for use in a systemic pathology course and implemented over a four-year period. Second-year veterinary students working in small collaborative learning groups used the program prior to their weekly pathology laboratory. The goals of ATLes were to better address specific learning objectives in the course (notably the appreciation of pathophysiology), to solve previously identified problems associated with information overload and information sorting that commonly occur as part of discovery-based processes, and to enhance classroom discussion. The program was also designed to model and allow students to practice the problem-oriented approach to clinical cases, thereby enabling them to study pathology in a relevant clinical context. Features included opportunities for students to obtain additional information on the case by requesting specific laboratory tests and/or diagnostic procedures. However, students were also required to justify their diagnostic plans and to provide mechanistic analyses. The use of ATLes met most of these objectives. Student acceptance was high, and students favorably reviewed the online ''Content Links'' that made useful information more readily accessible and level appropriate. Students came to the lab better prepared to engage in an in-depth and high-quality discussion and were better able to connect clinical problems to underlying changes in tissue (lesions). However, many students indicated that the required time on task prior to lab might have been excessive relative to what they thought they learned. The classroom discussion, although improved, was not elevated to the expected level-most likely reflecting other missing elements of the learning environment, including the existing student culture and the students' current discussion skills. This article briefly discusses the lessons learned from ATLes and how similar case-based exercises might be combined with other approaches to enhance and enliven classroom discussions in the veterinary curriculum.
Effects of environmental enrichment on anxiety-like behavior, sociability, sensory gating, and spatial learning in male and female C57BL/6J mice.

PubMed

Hendershott, Taylor R; Cronin, Marie E; Langella, Stephanie; McGuinness, Patrick S; Basu, Alo C

2016-11-01

The influence of housing on cognition and emotional regulation in mice presents a problem for the study of genetic and environmental risk factors for neuropsychiatric disorders: standard laboratory housing may result in low levels of cognitive function or altered levels of anxiety that leave little room for assessment of deleterious effects of experimental manipulations. The use of enriched environment (EE) may allow for the measurement of a wider range of performance in cognitive domains. Cognitive and behavioral effects of EE in male mice have not been widely reproduced, perhaps due to variability in the application of enrichment protocols, and the effects of EE in female mice have not been widely studied. We have developed an EE protocol using common laboratory equipment that, without a running wheel for exercise, results in significant cognitive and behavioral effects relative to standard laboratory housing conditions. We compared male and female wild-type C57BL/6J mice reared from weaning age in an EE to those reared in a standard environment (SE), using common measures of anxiety-like behavior, sensory gating, sociability, and spatial learning and memory. Sex was a significant factor in relevant elevated plus maze (EPM) measures, and bordered on significance in a social interaction (SI) assay. Effects of EE on anxiety-like behavior and sociability were indicative of a general increase in exploratory activity. In male and female mice, EE resulted in reduced prepulse inhibition (PPI) of the acoustic startle response, and enhanced spatial learning and use of spatially precise strategies in a Morris water maze task. Copyright © 2016 Elsevier B.V. All rights reserved.
Economic Education Laboratory: Initiating a Meaningful Economic Learning through Laboratory

ERIC Educational Resources Information Center

Noviani, Leny; Soetjipto, Budi Eko; Sabandi, Muhammad

2015-01-01

Laboratory is considered as one of the resources in supporting the learning process. The laboratory can be used as facilities to deepen the concepts, learning methods and enriching students' knowledge and skills. Learning process by utilizing the laboratory facilities can help lecturers and students in grasping the concept easily, constructing the…
Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.
Use and Acceptance of Information and Communication Technology Among Laboratory Science Students

NASA Astrophysics Data System (ADS)

Barnes, Brenda C.

Online and blended learning platforms are being promoted within laboratory science education under the assumption that students have the necessary skills to navigate online and blended learning environments. Yet little research has examined the use of information and communication technology (ICT) among the laboratory science student population. The purpose of this correlational, survey research study was to explore factors that affect use and acceptance of ICT among laboratory science students through the theoretical lens of the unified theory of acceptance and use of technology (UTAUT) model. An electronically delivered survey drew upon current students and recent graduates (within 2 years) of accredited laboratory science training programs. During the 4 week data collection period, 168 responses were received. Results showed that the UTAUT model did not perform well within this study, explaining 25.2% of the variance in use behavior. A new model incorporating attitudes toward technology and computer anxiety as two of the top variables, a model significantly different from the original UTAUT model, was developed that explained 37.0% of the variance in use behavior. The significance of this study may affect curriculum design of laboratory science training programs wanting to incorporate more teaching techniques that use ICT-based educational delivery, and provide more options for potential students who may not currently have access to this type of training.
La socialisation des jeunes dans les villes du Tiers-Monde — le cas de l'Afrique

NASA Astrophysics Data System (ADS)

Ly, Boubakar

1985-12-01

Third-World cities constitute quasi-laboratories for the study of change and learning. The present article takes the African situation of merging traditional and modern elements as its starting point and analyzes young people's socialization processes in this context. As a consequence of the activities of migrant organizations, the more general circumstances leading to migration and the fact that people are faced with a new `lifestyle' in a complex and often merciless environment, an atmosphere is created where learning for life and vocational training abound with initiative and innovation. This `learning for life' is borne by the informal fabric of new social interactions and the influence of the mass media.
Teaching Vectors Through an Interactive Game Based Laboratory

NASA Astrophysics Data System (ADS)

O'Brien, James; Sirokman, Gergely

2014-03-01

In recent years, science and particularly physics education has been furthered by the use of project based interactive learning [1]. There is a tremendous amount of evidence [2] that use of these techniques in a college learning environment leads to a deeper appreciation and understanding of fundamental concepts. Since vectors are the basis for any advancement in physics and engineering courses the cornerstone of any physics regimen is a concrete and comprehensive introduction to vectors. Here, we introduce a new turn based vector game that we have developed to help supplement traditional vector learning practices, which allows students to be creative, work together as a team, and accomplish a goal through the understanding of basic vector concepts.
Learning Outcomes in a Laboratory Environment vs. Classroom for Statistics Instruction: An Alternative Approach Using Statistical Software

ERIC Educational Resources Information Center

McCulloch, Ryan Sterling

2017-01-01

The role of any statistics course is to increase the understanding and comprehension of statistical concepts and those goals can be achieved via both theoretical instruction and statistical software training. However, many introductory courses either forego advanced software usage, or leave its use to the student as a peripheral activity. The…
The Effect of Procedural Guidance on Students' Skill Enhancement in a Virtual Chemistry Laboratory

ERIC Educational Resources Information Center

Ullah, Sehat; Ali, Numan; Rahman, Sami Ur

2016-01-01

Various cognitive aids (such as change of color, arrows, etc.) are provided in virtual environments to assist users in task realization. These aids increase users' performance but lead to reduced learning because there is less cognitive load on the users. In this paper we present a new concept of procedural guidance in which textual information…
Light Weight Portable Plasma Medical Device - Plasma Engineering Research Laboratory

DTIC Science & Technology

2011-10-01

Millennial Student. 15. Thiyagarajan, M. (2011). Portable Plasma Biomedical Device for Cancer Treatment. Irvine, California: ASME Emerging...American Society of Mechanical Engineers Sigma Xi Toastmasters International Club MIT Entrepreneur Club Eta Kappa Nu Tau Beta Pi Institute of...Learning Environment. Corpus Christi, TX: TAMUCC 1st Faculty Symposium: Course Design for the Millennial Student. Thiyagarajan, M. (2011). Portable
Teaching Photosynthesis: More than a Lecture but Less than a Lab

ERIC Educational Resources Information Center

Weinburgh, Molly

2004-01-01

It is possible to create an environment in which students are engaged in learning a topic like photosynthesis but are not doing a laboratory activity? Is there some way for students to get content and the history of a topic without a lecture? The activity described in this article is a result of the author asking these very questions. Several…
A Revision of the Basic Program Plan of Education at Age Three.

ERIC Educational Resources Information Center

Nimnicht, Glen P.

A model responsive educational system being evolved by the Far West Laboratory is designed to serve children from ages 3 to 9. The major objectives of the educational system are to help children develop self-concept as it relates to learning in the school and the home, and to develop intellectual ability. An autotelic environment is stressed. The…
Putting more ‘modern’ in modern physics education: a Knowledge Building approach using student questions and ideas about the universe

NASA Astrophysics Data System (ADS)

Wagner, Glenn

2017-03-01

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or ‘communities’ where they plan, set goals, design questions for research, and assess the progress of their work, tasks that were once under the control of the teacher. With the understanding that all knowledge and ideas are treated as improvable, students work collaboratively at their level of competency to share their knowledge, ideas and understandings gained from authoritative sources and laboratory activities. Over time, students work collectively to improve the knowledge and ideas of others that result in advances in understanding that benefit not only the individual but the community as a whole. Learning outcomes reported in this paper demonstrate that a Knowledge Building environment applied to introductory cosmology produced similar gains in knowledge and understanding surrounding foundational concepts compared to teacher-centred learning environments. Aside from new knowledge and understanding, students develop important skills and competencies such as question-asking, idea development, communication, collaboration that are becoming ever more important for 21st century living and working. Finally, the process of planning and initiating a Knowledge Building environment that produced the results reported in this paper is outlined.
Adult learners in a novel environment use prestige-biased social learning.

PubMed

Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex

2012-08-13

Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.
Conventional Microscopy vs. Computer Imagery in Chiropractic Education.

PubMed

Cunningham, Christine M; Larzelere, Elizabeth D; Arar, Ilija

2008-01-01

As human tissue pathology slides become increasingly difficult to obtain, other methods of teaching microscopy in educational laboratories must be considered. The purpose of this study was to evaluate our students' satisfaction with newly implemented computer imagery based laboratory instruction and to obtain input from their perspective on the advantages and disadvantages of computerized vs. traditional microscope laboratories. This undertaking involved the creation of a new computer laboratory. Robbins and Cotran Pathologic Basis of Disease, 7(th)ed, was chosen as the required text which gave students access to the Robbins Pathology website, including complete content of text, Interactive Case Study Companion, and Virtual Microscope. Students had experience with traditional microscopes in their histology and microbiology laboratory courses. Student satisfaction with computer based learning was assessed using a 28 question survey which was administered to three successive trimesters of pathology students (n=193) using the computer survey website Zoomerang. Answers were given on a scale of 1-5 and statistically analyzed using weighted averages. The survey data indicated that students were satisfied with computer based learning activities during pathology laboratory instruction. The most favorable aspect to computer imagery was 24-7 availability (weighted avg. 4.16), followed by clarification offered by accompanying text and captions (weighted avg. 4.08). Although advantages and disadvantages exist in using conventional microscopy and computer imagery, current pathology teaching environments warrant investigation of replacing traditional microscope exercises with computer applications. Chiropractic students supported the adoption of computer-assisted instruction in pathology laboratories.
Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games

NASA Astrophysics Data System (ADS)

Lamb, Richard L.

2016-02-01

Within the last 10 years, new tools for assisting in the teaching and learning of academic skills and content within the context of science have arisen. These new tools include multiple types of computer software and hardware to include (video) games. The purpose of this study was to examine and compare the effect of computer learning games in the form of three-dimensional serious educational games, two-dimensional online laboratories, and traditional lecture-based instruction in the context of student content learning in science. In particular, this study examines the impact of dimensionality, or the ability to move along the X-, Y-, and Z-axis in the games. Study subjects ( N = 551) were randomly selected using a stratified sampling technique. Independent strata subsamples were developed based upon the conditions of serious educational games, online laboratories, and lecture. The study also computationally models a potential mechanism of action and compares two- and three-dimensional learning environments. F test results suggest a significant difference for the main effect of condition across the factor of content gain score with large effect. Overall, comparisons using computational models suggest that three-dimensional serious educational games increase the level of success in learning as measured with content examinations through greater recruitment and attributional retraining of cognitive systems. The study supports assertions in the literature that the use of games in higher dimensions (i.e., three-dimensional versus two-dimensional) helps to increase student understanding of science concepts.
Student learning outcomes and attitudes when biotechnology lab partners are of different academic levels.

PubMed

Miller, Heather B; Witherow, D Scott; Carson, Susan

2012-01-01

The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In "Manipulation and Expression of Recombinant DNA," students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer "boutique" courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed.
Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

PubMed Central

Miller, Heather B.; Witherow, D. Scott; Carson, Susan

2012-01-01

The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428
The effectiveness of simulation activities on the cognitive abilities of undergraduate third-year nursing students: a randomised control trial.

PubMed

Secomb, Jacinta; McKenna, Lisa; Smith, Colleen

2012-12-01

To provide evidence on the effectiveness of simulation activities on the clinical decision-making abilities of undergraduate nursing students. Based on previous research, it was hypothesised that the higher the cognitive score, the greater the ability a nursing student would have to make informed valid decisions in their clinical practice. Globally, simulation is being espoused as an education method that increases the competence of health professionals. At present, there is very little evidence to support current investment in time and resources. Following ethical approval, fifty-eight third-year undergraduate nursing students were randomised in a pretest-post-test group-parallel controlled trial. The learning environment preferences (LEP) inventory was used to test cognitive abilities in order to refute the null hypothesis that activities in computer-based simulated learning environments have a negative effect on cognitive abilities when compared with activities in skills laboratory simulated learning environments. There was no significant difference in cognitive development following two cycles of simulation activities. Therefore, it is reasonable to assume that two simulation tasks, either computer-based or laboratory-based, have no effect on an undergraduate student's ability to make clinical decisions in practice. However, there was a significant finding for non-English first-language students, which requires further investigation. More longitudinal studies that quantify the education effects of simulation on the cognitive, affective and psychomotor attributes of health science students and professionals from both English-speaking and non-English-speaking backgrounds are urgently required. It is also recommended that to achieve increased participant numbers and prevent non-participation owing to absenteeism, further studies need to be imbedded directly into curricula. This investigation confirms the effect of simulation activities on real-life clinical practice, and the comparative learning benefits with traditional clinical practice and university education remain unknown. © 2012 Blackwell Publishing Ltd.

Exploring the changing learning environment of the gross anatomy lab.

PubMed

Hopkins, Robin; Regehr, Glenn; Wilson, Timothy D

2011-07-01

The objective of this study was to assess the impact of virtual models and prosected specimens in the context of the gross anatomy lab. In 2009, student volunteers from an undergraduate anatomy class were randomly assigned to study groups in one of three learning conditions. All groups studied the muscles of mastication and completed identical learning objectives during a 45-minute lab. All groups were provided with two reference atlases. Groups were distinguished by the type of primary tools they were provided: gross prosections, three-dimensional stereoscopic computer model, or both resources. The facilitator kept observational field notes. A prepost multiple-choice knowledge test was administered to evaluate students' learning. No significant effect of the laboratory models was demonstrated between groups on the prepost assessment of knowledge. Recurring observations included students' tendency to revert to individual memorization prior to the posttest, rotation of models to match views in the provided atlas, and dissemination of groups into smaller working units. The use of virtual lab resources seemed to influence the social context and learning environment of the anatomy lab. As computer-based learning methods are implemented and studied, they must be evaluated beyond their impact on knowledge gain to consider the effect technology has on students' social development.
Applying "Climate" system to teaching basic climatology and raising public awareness of climate change issues

NASA Astrophysics Data System (ADS)

Gordova, Yulia; Okladnikov, Igor; Titov, Alexander; Gordov, Evgeny

2016-04-01

While there is a strong demand for innovation in digital learning, available training programs in the environmental sciences have no time to adapt to rapid changes in the domain content. A joint group of scientists and university teachers develops and implements an educational environment for new learning experiences in basics of climatic science and its applications. This so-called virtual learning laboratory "Climate" contains educational materials and interactive training courses developed to provide undergraduate and graduate students with profound understanding of changes in regional climate and environment. The main feature of this Laboratory is that students perform their computational tasks on climate modeling and evaluation and assessment of climate change using the typical tools of the "Climate" information-computational system, which are usually used by real-life practitioners performing such kind of research. Students have an opportunity to perform computational laboratory works using information-computational tools of the system and improve skills of their usage simultaneously with mastering the subject. We did not create an artificial learning environment to pass the trainings. On the contrary, the main purpose of association of the educational block and computational information system was to familiarize students with the real existing technologies for monitoring and analysis of data on the state of the climate. Trainings are based on technologies and procedures which are typical for Earth system sciences. Educational courses are designed to permit students to conduct their own investigations of ongoing and future climate changes in a manner that is essentially identical to the techniques used by national and international climate research organizations. All trainings are supported by lectures, devoted to the basic aspects of modern climatology, including analysis of current climate change and its possible impacts ensuring effective links between theory and practice. Along with its usage in graduate and postgraduate education, "Climate" is used as a framework for a developed basic information course on climate change for common public. In this course basic concepts and problems of modern climate change and its possible consequences are described for non-specialists. The course will also include links to relevant information resources on topical issues of Earth Sciences and a number of case studies, which are carried out for a selected region to consolidate the received knowledge.
Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

Understanding how students learn in the undergraduate chemistry teaching laboratory is an essential component to developing evidence-based laboratory curricula. The Meaningful Learning in the Laboratory Instrument (MLLI) was developed to measure students' cognitive and affective expectations and experiences for learning in the chemistry…
The impact of collaborative groups versus individuals in undergraduate inquiry-based astronomy laboratory learning exercises

NASA Astrophysics Data System (ADS)

Sibbernsen, Kendra J.

One of the long-standing general undergraduate education requirements common to many colleges and universities is a science course with a laboratory experience component. One of the objectives frequently included in the description of most of these courses is that a student will understand the nature and processes of scientific inquiry. However, recent research has shown that learners in traditional undergraduate science laboratory environments are not developing a sufficiently meaningful understanding of scientific inquiry. Recently, astronomy laboratory activities have been developed that intentionally scaffold a student from guided activities to open inquiry ones and preliminary results show that these laboratories are successful for supporting students to understand the nature of scientific inquiry (Slater, S., Slater, T. F., & Shaner, 2008). This mixed-method quasi-experimental study was designed to determine how students in an undergraduate astronomy laboratory increase their understanding of inquiry working in relative isolation compared to working in small collaborative learning groups. The introductory astronomy laboratory students in the study generally increased their understanding of scientific inquiry over the course of the semester and this held true similarly for students working in groups and students working individually in the laboratories. This was determined by the examining the change in responses from the pretest to the posttest administration of the Views of Scientific Inquiry (VOSI) survey, the increase in scores on laboratory exercises, and observations from the instructor. Because the study was successful in determining that individuals in the astronomy laboratory do as well at understanding inquiry as those who complete their exercises in small groups, it would be appropriate to offer these inquiry-based exercises in an online format.
Student Autonomy and its Effects on Student Enjoyment in a Traditional Mechanics Course for First-Year Engineering Students

NASA Astrophysics Data System (ADS)

Perera, Janaki I.; Quinlivan, Brendan T.; Simonovich, Jennifer A.; Towers, Emily; Zadik, Oren H.; Zastavker, Yevgeniya V.

2012-02-01

In light of recent literature in educational psychology, this study investigates instructional support and students' autonomy at a small technical undergraduate school. Grounded theory is used to analyze twelve semi-structured open-ended interviews about engineering students' experiences in Introductory Mechanics that includes Lecture, Recitation, and Laboratory components. Using data triangulation with each course component as a unit of analysis, this study examines students' course enjoyment as a function of instructional support and autonomy. The Lecture utilizes traditional instructor-centered pedagogy with predominantly passive learning and no student autonomy. The Recitation creates an active learning environment through small group work with a moderate degree of autonomy. The Laboratory is designed around self-guided project-based activities with significant autonomy. Despite these differences, all three course components provide similar levels of instructional support. The data reveal that students enjoy the low autonomy provided by Lecture and Recitations while finding the Laboratory frustrating. Analyses indicate that the differences in autonomy contribute to students' misinterpretation of the three course components' value within the context of the entire course.
IceCube Polar Virtual Reality exhibit: immersive learning for learners of all ages

NASA Astrophysics Data System (ADS)

Madsen, J.; Bravo Gallart, S.; Chase, A.; Dougherty, P.; Gagnon, D.; Pronto, K.; Rush, M.; Tredinnick, R.

2017-12-01

The IceCube Polar Virtual Reality project is an innovative, interactive exhibit that explains the operation and science of a flagship experiment in polar research, the IceCube Neutrino Observatory. The exhibit allows users to travel from the South Pole, where the detector is located, to the furthest reaches of the universe, learning how the detection of high-energy neutrinos has opened a new view to the universe. This novel exhibit combines a multitouch tabletop display system and commercially available virtual reality (VR) head-mounted displays to enable informal STEM learning of polar research. The exhibit, launched in early November 2017 during the Wisconsin Science Festival in Madison, WI, will study how immersive VR can enhance informal STEM learning. The foundation of this project is built upon a strong collaborative effort between the Living Environments Laboratory (LEL), the Wisconsin IceCube Particle Astrophysics Center (WIPAC), and the Field Day Laboratory groups from the University of Wisconsin-Madison campus. The project is funded through an NSF Advancing Informal STEM Learning (AISL) grant, under a special call for engaging students and the public in polar research. This exploratory pathways project seeks to build expertise to allow future extensions. The plan is to submit a subsequent AISL Broad Implementation proposal to add more 3D environments for other Antarctic research topics and locations in the future. We will describe the current implementation of the project and discuss the challenges and opportunities of working with an interdisciplinary team of scientists and technology and education researchers. We will also present preliminary assessment results, which seek to answer questions such as: Did users gain a better understanding of IceCube research from interacting with the exhibit? Do both technologies (touch table and VR headset) provide the same level of engagement? Is one technology better suited for specific learning outcomes?
A digital protection system incorporating knowledge based learning

NASA Astrophysics Data System (ADS)

Watson, Karan; Russell, B. Don; McCall, Kurt

A digital system architecture used to diagnoses the operating state and health of electric distribution lines and to generate actions for line protection is presented. The architecture is described functionally and to a limited extent at the hardware level. This architecture incorporates multiple analysis and fault-detection techniques utilizing a variety of parameters. In addition, a knowledge-based decision maker, a long-term memory retention and recall scheme, and a learning environment are described. Preliminary laboratory implementations of the system elements have been completed. Enhanced protection for electric distribution feeders is provided by this system. Advantages of the system are enumerated.
Simulator technology as a tool for education in cardiac care.

PubMed

Hravnak, Marilyn; Beach, Michael; Tuite, Patricia

2007-01-01

Assisting nurses in gaining the cognitive and psychomotor skills necessary to safely and effectively care for patients with cardiovascular disease can be challenging for educators. Ideally, nurses would have the opportunity to synthesize and practice these skills in a protected training environment before application in the dynamic clinical setting. Recently, a technology known as high fidelity human simulation was introduced, which permits learners to interact with a simulated patient. The dynamic physiologic parameters and physical assessment capabilities of the simulated patient provide for a realistic learning environment. This article describes the High Fidelity Human Simulation Laboratory at the University of Pittsburgh School of Nursing and presents strategies for using this technology as a tool in teaching complex cardiac nursing care at the basic and advanced practice nursing levels. The advantages and disadvantages of high fidelity human simulation in learning are discussed.
Virtual-reality-based educational laboratories in fiber optic engineering

NASA Astrophysics Data System (ADS)

Hayes, Dana; Turczynski, Craig; Rice, Jonny; Kozhevnikov, Michael

2014-07-01

Researchers and educators have observed great potential in virtual reality (VR) technology as an educational tool due to its ability to engage and spark interest in students, thus providing them with a deeper form of knowledge about a subject. The focus of this project is to develop an interactive VR educational module, Laser Diode Characteristics and Coupling to Fibers, to integrate into a fiber optics laboratory course. The developed module features a virtual laboratory populated with realistic models of optical devices in which students can set up and perform an optical experiment dealing with laser diode characteristics and fiber coupling. The module contains three increasingly complex levels for students to navigate through, with a short built-in quiz after each level to measure the student's understanding of the subject. Seventeen undergraduate students learned fiber coupling concepts using the designed computer simulation in a non-immersive desktop virtual environment (VE) condition. The analysis of students' responses on the updated pre- and post tests show statistically significant improvement of the scores for the post-test as compared to the pre-test. In addition, the students' survey responses suggest that they found the module very useful and engaging. The conducted study clearly demonstrated the feasibility of the proposed instructional technology for engineering education, where both the model of instruction and the enabling technology are equally important, in providing a better learning environment to improve students' conceptual understanding as compared to other instructional approaches.
Investigating the Relationship between the Half-Life Decay of the Height and the Coefficient of Restitution of Bouncing Balls Using a Microcomputer-Based Laboratory

ERIC Educational Resources Information Center

Amrani, D.

2010-01-01

This pedagogical activity is aimed at students using a computer-learning environment with advanced tools for data analysis. It investigates the relationship between the coefficient of restitution and the way the heights of different bouncing balls decrease in a number of bounces with time. The time between successive ball bounces, or…
Education in and for the Outdoors. Report of the National Conference on Outdoor Education (Kellogg Gull Lake Biological Station, Hickory Corners, Michigan, May 2-4, 1962).

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

The two board aspects of outdoor education considered in this document are education in the outdoors, using the natural environment as a laboratory for learning, and education for the outdoors, with a focus on teaching skills and appreciations for outdoor recreation. Conference procedures, keynote addresses, current practices, contributions to…
The Physical Learning Environment for Teaching: Child Care Services, Clothing Services, Food Services, Health Services, Home Furnishings Service, Housekeeping Services, and Management Services. Home Economics Occupational Education.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

Suggestions are given to aid school administrators, area directors, teachers, advisory committees, and architects in planning for the home economics occupational education facility. Requirements are listed for space and equipment for instructional classrooms, laboratories, and laundry and storage areas, as well as space allocation in square feet…
Broadening Horizons and Teaching Basic Biology through Cell-Free Synthesis of Green Fluorescent Protein in a High School Laboratory Course

ERIC Educational Resources Information Center

Albayrak, Cem; Jones, K. C.; Swartz, James R.

2013-01-01

Cell-free protein synthesis (CFPS) has emerged as a practical method for producing a broad variety of proteins. In addition, the direct accessibility to the reaction environment makes CFPS particularly suitable as a learning vehicle for fundamental biological concepts. Here, we describe its implementation as a teaching tool for a high school…
Laboratory Earth: Connecting Everything to Everything Else Online for Pre-college Educators

NASA Astrophysics Data System (ADS)

Gosselin, D.; Bonnstetter, R.; Yendra, S.; Slater, T.

2007-12-01

The Laboratory Earth professional development series, which has been funded by NASA, consists of three, three- credit hour, graduate level, distance-delivered, online courses designed for K- 8 (and above) educators. Currently, we have delivered two module-based courses, Laboratory Earth I: Earth and its Systems and Laboratory Earth II: Earth's Natural Resource Systems. A third course tentatively titled, Laboratory Earth: Earth's Changing Environments, is under development. Our objectives are to deliver a high quality professional development experience, improve participant's ability to understand and apply Earth system science concepts in their classroom, and to increase teacher's sense of belonging to a community. Each course consists of four modules that engage students using multiple strategies to meet a variety of learning styles. To document learning, content questions are used to focus the student on the concepts they will be learning throughout the course. These questions are also used to assess the progress the student has made toward learning the concepts from the beginning to the end of the course. Analysis of the responses to the content questions from Lab Earth I demonstrates significant knowledge gains from the beginning to the end of the course. Preliminary data also suggests that the extent of learning is higher in the 8-week version than it is in the 16-week version of the course. An implicit goal of the courses is to help participants focus on learning, not grades. Unfortunately, grades have to be issued. Our grading strategy has evolved to a system that uses the ability of students to master course content along with active participation and the on-time, quality completion of the grading elements in the course. Course content mastery can be demonstrated in a variety of ways and it is up to the student to choose the method that they would like to use. Methods include writing essays, creating presentations, preparing an oral journal, and developing concept maps. If tasks that a student submits are not complete, they are asked to revisit the assignment. The goal is for the student to be intrinsically motivated to learn the material and reduce the need for grades as a motivator and distract from their learning. We want everyone to work until they have the required concept knowledge and understanding. The combined results from STEBI-A (teacher efficacy for teaching science scale), LEO, (scale to assess teacher's sense of community within the course), and BES (Beliefs About Earth Science to assess the degree to which teachers enjoy teaching science) demonstrate statistically significant growth in teachers' sense of cohesion of the course and the value they place on teaching Earth science. The Laboratory Earth series is a key component of an initiative to create a collaborative online, distance delivered, masters degree program at UNL.
Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory: A National, Cross-Sectional Study

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

Research on laboratory learning points to the need to better understand what and how students learn in the undergraduate chemistry laboratory. The Meaningful Learning in the Laboratory Instrument (MLLI) was administered to general and organic chemistry students from 15 colleges and universities across the United States in order to measure the…
A broadband multimedia TeleLearning system

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

Wang, Ruiping; Karmouch, A.

1996-12-31

In this paper we discuss a broadband multimedia TeleLearning system under development in the Multimedia Information Research Laboratory at the University of Ottawa. The system aims at providing a seamless environment for TeleLearning using the latest telecommunication and multimedia information processing technology. It basically consists of a media production center, a courseware author site, a courseware database, a courseware user site, and an on-line facilitator site. All these components are distributed over an ATM network and work together to offer a multimedia interactive courseware service. An MHEG-based model is exploited in designing the system architecture to achieve the real-time, interactive,more » and reusable information interchange through heterogeneous platforms. The system architecture, courseware processing strategies, courseware document models are presented.« less
Introducing Mammalian Cell Culture and Cell Viability Techniques in the Undergraduate Biology Laboratory.

PubMed

Bowey-Dellinger, Kristen; Dixon, Luke; Ackerman, Kristin; Vigueira, Cynthia; Suh, Yewseok K; Lyda, Todd; Sapp, Kelli; Grider, Michael; Crater, Dinene; Russell, Travis; Elias, Michael; Coffield, V McNeil; Segarra, Verónica A

2017-01-01

Undergraduate students learn about mammalian cell culture applications in introductory biology courses. However, laboratory modules are rarely designed to provide hands-on experience with mammalian cells or teach cell culture techniques, such as trypsinization and cell counting. Students are more likely to learn about cell culture using bacteria or yeast, as they are typically easier to grow, culture, and manipulate given the equipment, tools, and environment of most undergraduate biology laboratories. In contrast, the utilization of mammalian cells requires a dedicated biological safety cabinet and rigorous antiseptic techniques. For this reason, we have devised a laboratory module and method herein that familiarizes students with common cell culture procedures, without the use of a sterile hood or large cell culture facility. Students design and perform a time-efficient inquiry-based cell viability experiment using HeLa cells and tools that are readily available in an undergraduate biology laboratory. Students will become familiar with common techniques such as trypsinizing cells, cell counting with a hemocytometer, performing serial dilutions, and determining cell viability using trypan blue dye. Additionally, students will work with graphing software to analyze their data and think critically about the mechanism of death on a cellular level. Two different adaptations of this inquiry-based lab are presented-one for non-biology majors and one for biology majors. Overall, these laboratories aim to expose students to mammalian cell culture and basic techniques and help them to conceptualize their application in scientific research.
Introducing Mammalian Cell Culture and Cell Viability Techniques in the Undergraduate Biology Laboratory †

PubMed Central

Bowey-Dellinger, Kristen; Dixon, Luke; Ackerman, Kristin; Vigueira, Cynthia; Suh, Yewseok K.; Lyda, Todd; Sapp, Kelli; Grider, Michael; Crater, Dinene; Russell, Travis; Elias, Michael; Coffield, V. McNeil; Segarra, Verónica A.

2017-01-01

Undergraduate students learn about mammalian cell culture applications in introductory biology courses. However, laboratory modules are rarely designed to provide hands-on experience with mammalian cells or teach cell culture techniques, such as trypsinization and cell counting. Students are more likely to learn about cell culture using bacteria or yeast, as they are typically easier to grow, culture, and manipulate given the equipment, tools, and environment of most undergraduate biology laboratories. In contrast, the utilization of mammalian cells requires a dedicated biological safety cabinet and rigorous antiseptic techniques. For this reason, we have devised a laboratory module and method herein that familiarizes students with common cell culture procedures, without the use of a sterile hood or large cell culture facility. Students design and perform a time-efficient inquiry-based cell viability experiment using HeLa cells and tools that are readily available in an undergraduate biology laboratory. Students will become familiar with common techniques such as trypsinizing cells, cell counting with a hemocytometer, performing serial dilutions, and determining cell viability using trypan blue dye. Additionally, students will work with graphing software to analyze their data and think critically about the mechanism of death on a cellular level. Two different adaptations of this inquiry-based lab are presented—one for non-biology majors and one for biology majors. Overall, these laboratories aim to expose students to mammalian cell culture and basic techniques and help them to conceptualize their application in scientific research. PMID:28861134
Studio optics: Adapting interactive engagement pedagogy to upper-division physics

NASA Astrophysics Data System (ADS)

Sorensen, Christopher M.; McBride, Dyan L.; Rebello, N. Sanjay

2011-03-01

The use of interactive engagement strategies to improve learning in introductory physics is not new, but have not been used as often for upper-division physics courses. We describe the development and implementation of a Studio Optics course for upper-division physics majors at Kansas State University. The course adapts a three-stage Karplus learning cycle and other elements to foster an environment that promotes learning through an integration of lecture, laboratories, and problem solving. Some of the instructional materials are described. We discuss the evaluation of the course using data collected from student interviews, a conceptual survey, an attitudinal survey, and the instructor's reflections. Overall, students responded positively to the new format and showed modest gains in learning. The instructor's experiences compared favorably with the traditional course that he had taught in the past.
A position paper of the EFLM Committee on Education and Training and Working Group on Distance Education Programmes/E-Learning: developing an e-learning platform for the education of stakeholders in laboratory medicine.

PubMed

Gruson, Damien; Faure, Gilbert; Gouget, Bernard; Haliassos, Alexandre; Kisikuchin, Darya; Reguengo, Henrique; Topic, Elizabeta; Blaton, Victor

2013-04-01

The progress of information and communication technologies has strongly influenced changes in healthcare and laboratory medicine. E-learning, the learning or teaching through electronic means, contributes to the effective knowledge translation in medicine and healthcare, which is an essential element of a modern healthcare system and for the improvement of patient care. E-learning also represents a great vector for the transfer knowledge into laboratory practice, stimulate multidisciplinary interactions, enhance continuing professional development and promote laboratory medicine. The European Federation of Laboratory Medicine (EFLM) has initiated a distance learning program and the development of a collaborative network for e-learning. The EFLM dedicated working group encourages the organization of distance education programs and e-learning courses as well as critically evaluate information from courses, lectures and documents including electronic learning tools. The objectives of the present paper are to provide some specifications for distance learning and be compatible with laboratory medicine practices.

La Chalupa-30: Lessons learned from a 30-day subsea mission analogue

NASA Technical Reports Server (NTRS)

Vanderark, Steve; Wood, Joanna; Holland, Albert W.

1994-01-01

The Behavior and Performance Laboratory (BPL) utilizes space mission analogs to study issues such as the psychological health and well-being, team characteristics, and task performance of crew members on long-duration missions. The analog used in this investigation was an underwater habitat named La Chalupa, which was selected for its similar features to a space station environment. The primary objectives of the La Chalupa-30 investigation were to evaluate the efficiency of several methods for collecting data in remote environments and to assess aspects of living and working under isolated and confined conditions.
Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

NASA Astrophysics Data System (ADS)

Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

2015-12-01

The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.
Memory and visual search in naturalistic 2D and 3D environments

PubMed Central

Li, Chia-Ling; Aivar, M. Pilar; Kit, Dmitry M.; Tong, Matthew H.; Hayhoe, Mary M.

2016-01-01

The role of memory in guiding attention allocation in daily behaviors is not well understood. In experiments with two-dimensional (2D) images, there is mixed evidence about the importance of memory. Because the stimulus context in laboratory experiments and daily behaviors differs extensively, we investigated the role of memory in visual search, in both two-dimensional (2D) and three-dimensional (3D) environments. A 3D immersive virtual apartment composed of two rooms was created, and a parallel 2D visual search experiment composed of snapshots from the 3D environment was developed. Eye movements were tracked in both experiments. Repeated searches for geometric objects were performed to assess the role of spatial memory. Subsequently, subjects searched for realistic context objects to test for incidental learning. Our results show that subjects learned the room-target associations in 3D but less so in 2D. Gaze was increasingly restricted to relevant regions of the room with experience in both settings. Search for local contextual objects, however, was not facilitated by early experience. Incidental fixations to context objects do not necessarily benefit search performance. Together, these results demonstrate that memory for global aspects of the environment guides search by restricting allocation of attention to likely regions, whereas task relevance determines what is learned from the active search experience. Behaviors in 2D and 3D environments are comparable, although there is greater use of memory in 3D. PMID:27299769
AstraZeneca and Covance Laboratories Clinical Bioanalysis Alliance: an evolutionary outsourcing model.

PubMed

Arfvidsson, Cecilia; Severin, Paul; Holmes, Victoria; Mitchell, Richard; Bailey, Christopher; Cape, Stephanie; Li, Yan; Harter, Tammy

2017-08-01

The AstraZeneca and Covance Laboratories Clinical Bioanalysis Alliance (CBioA) was launched in 2011 after a period of global economic recession. In this challenging environment, AstraZeneca elected to move to a full and centralized outsourcing model that could optimize the number of people supporting bioanalytical work and reduce the analytical cost. This paper describes the key aspects of CBioA, the innovative operational model implemented, and our ways of ensuring this was much more than simply a cost reduction exercise. As we have recently passed the first 5-year cycle, this paper also summarizes some of the concluding benefits, wins and lessons learned, and how we now plan to extend and develop the relationship even further moving into a new clinical laboratory partnership.
Noise levels in the learning-teaching activities in a dental medicine school

NASA Astrophysics Data System (ADS)

Matos, Andreia; Carvalho, Antonio P. O.; Fernandes, Joao C. S.

2002-11-01

The noise levels made by different clinical handpieces and laboratory engines are considered to be the main descriptors of acoustical comfort in learning spaces in a dental medicine school. Sound levels were measured in five types of classrooms and teaching laboratories at the University of Porto Dental Medicine School. Handpiece noise measurements were made while instruments were running free and during operations with cutting tools (tooth, metal, and acrylic). Noise levels were determined using a precision sound level meter, which was positioned at ear level and also at one-meter distance from the operator. Some of the handpieces were brand new and the others had a few years of use. The sound levels encountered were between 60 and 99 dB(A) and were compared with the noise limits in A-weighted sound pressure level for mechanical equipments installed in educational buildings included in the Portuguese Noise Code and in other European countries codes. The daily personal noise exposure levels (LEP,d) of the students and professors were calculated to be between 85 and 90 dB(A) and were compared with the European legal limits. Some noise limits for this type of environment are proposed and suggestions for the improvement of the acoustical environment are given.
Differential influence of social versus isolate housing on vicarious fear learning in adolescent mice.

PubMed

Panksepp, Jules B; Lahvis, Garet P

2016-04-01

Laboratory rodents can adopt the pain or fear of nearby conspecifics. This phenotype conceptually lies within the domain of empathy, a bio-psycho-social process through which individuals come to share each other's emotion. Using a model of cue-conditioned fear, we show here that the expression of vicarious fear varies with respect to whether mice are raised socially or in solitude during adolescence. The impact of the adolescent housing environment was selective: (a) vicarious fear was more influenced than directly acquired fear, (b) "long-term" (24-h postconditioning) vicarious fear memories were stronger than "short-term" (15-min postconditioning) memories in socially reared mice whereas the opposite was true for isolate mice, and (c) females were more fearful than males. Housing differences during adolescence did not alter the general mobility of mice or their vocal response to receiving the unconditioned stimulus. Previous work with this mouse model underscored a genetic influence on vicarious fear learning, and the present study complements these findings by elucidating an interaction between the adolescent social environment and vicarious experience. Collectively, these findings are relevant to developing models of empathy amenable to mechanistic exploitation in the laboratory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

NASA Astrophysics Data System (ADS)

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

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two-week section on Earthquakes, teams study the effects of seismic motion on sediments underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 earthquake via a walking tour of Charleston. Extracting information from historical and topographic maps, and aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard map of the area. Applying the creativity and knowledge base of the multidisciplinary students generates a startling array of innovative methods for communicating their results: brochures, storybooks, computer-animated hazard maps, Facebook pages, YouTube videos - even Virtual Reality avatars! When allowed to use their imaginations and resourcefulness, these students have no bounds! Not only does the application of inquiry-based problem solving methodology in conjunction with cooperative learning enhance comprehension of the material, but by allowing undergraduate students to develop methods of communicating their knowledge to the public through an interesting variety of medium, students remain focused, engaged, and even excited about learning science that otherwise intimidated them.
State of laboratory manual instruction in California community college introductory (non-majors) biology laboratory instruction

NASA Astrophysics Data System (ADS)

Priest, Michelle

College students must complete a life science course prior to graduation for a bachelor's degree. Generally, the course has lecture and laboratory components. It is in the laboratory where there are exceptional opportunities for exploration, challenge and application of the material learned. Optimally, this would utilize the best of inquiry based approaches. Most community colleges are using a home-grown or self written laboratory manual for the direction of work in the laboratory period. Little was known about the motivation, development and adaptation of use. It was also not known about the future of the laboratory manuals in light of the recent learning reform in California Community Colleges, Student Learning Outcomes. Extensive interviews were conducted with laboratory manual authors to determine the motivation, process of development, who was involved and learning framework used in the creation of the manuals. It was further asked of manual authors their ideas about the future of the manual, the development of staff and faculty and finally, the role Student Learning Outcomes would play in the manual. Science faculty currently teaching the non-majors biology laboratories for at least two semesters were surveyed on-line about actual practice of the manual, assessment, manual flexibility, faculty training and incorporation of Student Learning Outcomes. Finally, an evaluation of the laboratory manual was done using an established Laboratory Task Analysis Instrument. Laboratory manuals were evaluated on a variety of categories to determine the level of inquiry instruction done by students in the laboratory section. The results were that the development of homegrown laboratory manuals was done by community colleges in the Los Angeles and Orange Counties in an effort to minimize the cost of the manual to the students, to utilize all the exercises in a particular lab and to effectively utilize the materials already owned by the department. Further, schools wanted to utilize the current faculty research expertise and knowledge. Unfortunately, laboratory manual authors had no real learning framework in the development of the manual. Based on the LAI, most manuals focused on the lowest levels of inquiry based instruction. Most manuals focused exercises on cell and molecular topics. The manuals had little student exploration, creation or design in the laboratory exercise and no option for repeating the exercise. There was a clear desire of faculty and authors to improve the laboratory experience and manual. Authors and faculty wished to include more inquiry and utilize the best of Student Learning Outcome (SLO) methodologies. Authors and the laboratory manuals have a major disconnect in that authors have clear desires inquiry based learning for the manual but do not effectively implement the inquiry based learning for various reasons. The manuals themselves, laboratory manuals themselves are not robust inquiry based learning models to maximize student learning. Authors and faculty are disconnected in that authors know what they want their manuals to do...but do not effectively communicate that to faculty. Finally, schools are in a "wait and see" approach as to when to integrate the latest learning theory mandated by the Chancellors Office -- Student Learning Outcomes.
Teachers' Use of Experiential Learning Stages in Agricultural Laboratories

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2013-01-01

Experiential learning in agricultural laboratories has been a foundational component of secondary agricultural education. While inclusion of the four stages of the experiential learning cycle can enhance student learning in laboratory settings to help students reach various goals related to scientific literacy and higher-level thinking,…
Mars Science Laboratory Sample Acquisition, Sample Processing and Handling: Subsystem Design and Test Challenges

NASA Technical Reports Server (NTRS)

Jandura, Louise

2010-01-01

The Sample Acquisition/Sample Processing and Handling subsystem for the Mars Science Laboratory is a highly-mechanized, Rover-based sampling system that acquires powdered rock and regolith samples from the Martian surface, sorts the samples into fine particles through sieving, and delivers small portions of the powder into two science instruments inside the Rover. SA/SPaH utilizes 17 actuated degrees-of-freedom to perform the functions needed to produce 5 sample pathways in support of the scientific investigation on Mars. Both hardware redundancy and functional redundancy are employed in configuring this sampling system so some functionality is retained even with the loss of a degree-of-freedom. Intentional dynamic environments are created to move sample while vibration isolators attenuate this environment at the sensitive instruments located near the dynamic sources. In addition to the typical flight hardware qualification test program, two additional types of testing are essential for this kind of sampling system: characterization of the intentionally-created dynamic environment and testing of the sample acquisition and processing hardware functions using Mars analog materials in a low pressure environment. The overall subsystem design and configuration are discussed along with some of the challenges, tradeoffs, and lessons learned in the areas of fault tolerance, intentional dynamic environments, and special testing
Training medical students to communicate with a linguistic minority group.

PubMed

Drouin, Jeanne; Rivet, Christine

2003-06-01

Effective communication is central to a successful physician-patient relationship. Communication is usually enhanced when the linguistic and cultural attributes of patients are incorporated in health care delivery. With this purpose in mind, the Faculty of Medicine at the University of Ottawa has developed a French-language stream to train future physicians for the francophone minority population of Ontario. As part of this project, a communication skills laboratory was created for francophone students in 1996, since all three tertiary care teaching hospitals operated in English only. The laboratory consists of a controlled environment where francophone students conduct interviews in French while being observed by clinicians trained in observation and feedback techniques. It makes use of simulated patients trained to play specific roles and to give feedback to students. Laboratory sessions take place throughout the first and second years and expose students to 15 scenarios covering different themes in each year. Each scenario includes a communication problem. Facilities are in place for filming the encounters for review by students. The project has had favorable outcomes. Both students and clinician-supervisors find that the laboratory offers an excellent learning environment and describe the cases as realistic and instructive. Clerkship preceptors are pleased with the students' communication skills. Because of the success of the laboratory, faculty authorities plan to translate the scenarios and offer similar sessions to students in the English-language stream. The teaching methods used in the communication skills laboratory may be of interest to other medical schools that serve linguistic minority populations.
Youth's Engagement as Scientists and Engineers in an Afterschool Making and Tinkering Program

NASA Astrophysics Data System (ADS)

Simpson, Amber; Burris, Alexandra; Maltese, Adam

2017-11-01

Making and tinkering is currently gaining traction as an interdisciplinary approach to education. However, little is known about how these activities and explorations in formal and informal learning spaces address the content and skills common to professionals across science, technology, engineering, and mathematics. As such, the purpose of this qualitative study was to examine how youth were engaged in the eight science and engineering practices outlined within the US Next Generation Science Standards within an informal learning environment utilizing principles of tinkering within the daily activities. Findings highlight how youth and facilitators engaged and enacted in practices common to scientists and engineers. Yet, in this study, enactment of these practices "looked" differently than might be expected in a formal learning environment such as a laboratory setting. For example, in this setting, students were observed carrying out trials on their design as opposed to carrying out a formal scientific investigation. Results also highlight instances of doing science and engineering not explicitly stated within parameters of formal education documents in the USA, such as experiences with failure.
Detecting Parkinsons' symptoms in uncontrolled home environments: a multiple instance learning approach.

PubMed

Das, Samarjit; Amoedo, Breogan; De la Torre, Fernando; Hodgins, Jessica

2012-01-01

In this paper, we propose to use a weakly supervised machine learning framework for automatic detection of Parkinson's Disease motor symptoms in daily living environments. Our primary goal is to develop a monitoring system capable of being used outside of controlled laboratory settings. Such a system would enable us to track medication cycles at home and provide valuable clinical feedback. Most of the relevant prior works involve supervised learning frameworks (e.g., Support Vector Machines). However, in-home monitoring provides only coarse ground truth information about symptom occurrences, making it very hard to adapt and train supervised learning classifiers for symptom detection. We address this challenge by formulating symptom detection under incomplete ground truth information as a multiple instance learning (MIL) problem. MIL is a weakly supervised learning framework that does not require exact instances of symptom occurrences for training; rather, it learns from approximate time intervals within which a symptom might or might not have occurred on a given day. Once trained, the MIL detector was able to spot symptom-prone time windows on other days and approximately localize the symptom instances. We monitored two Parkinson's disease (PD) patients, each for four days with a set of five triaxial accelerometers and utilized a MIL algorithm based on axis parallel rectangle (APR) fitting in the feature space. We were able to detect subject specific symptoms (e.g. dyskinesia) that conformed with a daily log maintained by the patients.
Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

PubMed

Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

2012-05-15

In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.
A Methodology to Obtain Learning Effective Laboratories with Learning Management System Integration

ERIC Educational Resources Information Center

Ruano, Ildefonso; Gamez, Javier; Dormido, Sebastian; Gomez, Juan

2016-01-01

Online laboratories are useful and valuable resources in high education, especially in engineering studies. This work presents a methodology to create effective laboratories for learning that interact with a Learning Management System (LMS) to achieve advanced integration. It is based on pedagogical aspects and considers not only the laboratory…
Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

ERIC Educational Resources Information Center

Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery

2016-01-01

Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…
Probabilistic motor sequence learning in a virtual reality serial reaction time task.

PubMed

Sense, Florian; van Rijn, Hedderik

2018-01-01

The serial reaction time task is widely used to study learning and memory. The task is traditionally administered by showing target positions on a computer screen and collecting responses using a button box or keyboard. By comparing response times to random or sequenced items or by using different transition probabilities, various forms of learning can be studied. However, this traditional laboratory setting limits the number of possible experimental manipulations. Here, we present a virtual reality version of the serial reaction time task and show that learning effects emerge as expected despite the novel way in which responses are collected. We also show that response times are distributed as expected. The current experiment was conducted in a blank virtual reality room to verify these basic principles. For future applications, the technology can be used to modify the virtual reality environment in any conceivable way, permitting a wide range of previously impossible experimental manipulations.
An industrial educational laboratory at Ducati Foundation: narrative approaches to mechanics based upon continuum physics

NASA Astrophysics Data System (ADS)

Corni, Federico; Fuchs, Hans U.; Savino, Giovanni

2018-02-01

This is a description of the conceptual foundations used for designing a novel learning environment for mechanics implemented as an Industrial Educational Laboratory - called Fisica in Moto (FiM) - at the Ducati Foundation in Bologna. In this paper, we will describe the motivation for and design of the conceptual approach to mechanics used in the lab - as such, the paper is theoretical in nature. The goal of FiM is to provide an approach to the teaching of mechanics based upon imaginative structures found in continuum physics suitable to engineering and science. We show how continuum physics creates models of mechanical phenomena by using momentum and angular momentum as primitive quantities. We analyse this approach in terms of cognitive linguistic concepts such as conceptual metaphor and narrative framing of macroscopic physical phenomena. The model discussed here has been used in the didactical design of the actual lab and raises questions for an investigation of student learning of mechanics in a narrative setting.
Air Force Research Laboratory Warfighter Readiness Research Division Participation in the 2008 IITSEC

DTIC Science & Technology

2008-12-15

of the underlying behaviors that led to each element being cited. The AFSC Human Factors Database listed all human factors cited in the Life...situations of increased pressure. Through an understanding of the causal factors of human behavior , and by analysis of one’s own behavioral patterns...JTAC training and overall lessons learned from modeling and simulation of the JTAC environment to include behavior scripting, artillery models
Using Cluster Analysis to Characterize Meaningful Learning in a First-Year University Chemistry Laboratory Course

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective learning in the university chemistry laboratory. The MLLI was administered at the beginning and the end of the first semester to first-year university chemistry students to measure their expectations and experiences for learning in…

Minigames for Mental Health: Improving Warfighters' Coping Skills and Awareness of Mental Health Resources.

PubMed

Procci, Katelyn; Bowers, Clint; Wong, Christopher; Andrews, Anya

2013-08-01

Providing resources and stress management techniques is vital to the improvement of mental health outcomes of deploying warfighters. Despite the large amount of resources available, they are largely ineffective owing in part to lack of familiarity and knowledge of the resources themselves. This may be ameliorated through game-based practice environments. The objective of this study was to develop and evaluate a serious game to teach deploying military personnel about available mental health resources and coping skills, as well as to determine whether the inclusion of minigames improved learning outcomes. Participants played the serious game "Walk in My Shoes" (Novonics Corp., Orlando, FL) to learn about mental health resources and coping skills. Half of the participants applied this knowledge during the game by playing minigames, whereas the other half played minigames featuring irrelevant content. This study was conducted both in-person and online. Participants who practiced the content by playing relevant minigames had positive learning gains, whereas those who played minigames with irrelevant content did not improve from baseline. There were no differences with respect to whether the game was played in the laboratory or in a more naturalistic environment. Web-based serious games can be effective in providing information about resources and skills to deploying warfighters. Including minigames to provide practice in a game-based training environment such as a serious game improves learning outcomes. Such a serious game, regardless of the inclusion of minigames, also increases self-reports of deployment self-efficacy.
Bethune-Cookman University STEM Research Lab. DOE Renovation Project

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

Thompson, Herbert W.

DOE funding was used to renovate 4,500 square feet of aging laboratories and classrooms that support science, engineering, and mathematics disciplines (specifically environmental science, and computer engineering). The expansion of the labs was needed to support robotics and environmental science research, and to better accommodate a wide variety of teaching situations. The renovated space includes a robotics laboratory, two multi-use labs, safe spaces for the storage of instrumentation, modern ventilation equipment, and other “smart” learning venues. The renovated areas feature technologies that are environmentally friendly with reduced energy costs. A campus showcase, the laboratories are a reflection of the University’smore » commitment to the environment and research as a tool for teaching. As anticipated, the labs facilitate the exploration of emerging technologies that are compatible with local and regional economic plans.« less
An Active RFID Accountability System (RAS) for Constrained Wireless Environments

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

Barker, Alan M; Hanson, Gregory R; Sexton, Angela Kay

A team from Oak Ridge National Laboratory (ORNL) has developed an RFID Accountability System (RAS) that allows items with active RFID tags to be tracked in environments where tags may not be able to transmit their location continuously. The system uses activators that transmit a short range signal. Active RFID tags are in a sleep state until they encounter an activator. Then they transmit a signal that is picked up by the antennas installed throughout the building. This paper presents the theory of operation, application areas, lessons learned, and key features developed over the course of seven years of developmentmore » and use.« less
The photoelectric effect and study of the diffraction of light: Two new experiments in UNILabs virtual and remote laboratories network

NASA Astrophysics Data System (ADS)

Pedro Sánchez, Juan; Sáenz, Jacobo; de la Torre, Luis; Carreras, Carmen; Yuste, Manuel; Heradio, Rubén; Dormido, Sebastián

2016-05-01

This work describes two experiments: "study of the diffraction of light: Fraunhofer approximation" and "the photoelectric effect". Both of them count with a virtual, simulated, version of the experiment as well as with a real one which can be operated remotely. The two previous virtual and remote labs (built using Easy Java(script) Simulations) are integrated in UNILabs, a network of online interactive laboratories based on the free Learning Management System Moodle. In this web environment, students can find not only the virtual and remote labs but also manuals with related theory, the user interface description for each application, and so on.
Sucrose acceptance and different forms of associative learning of the honey bee (apis mellifera L.) in the field and laboratory.

PubMed

Mujagic, Samir; Sarkander, Jana; Erber, Barbara; Erber, Joachim

2010-01-01

The experiments analyze different forms of learning and 24-h retention in the field and in the laboratory in bees that accept sucrose with either low (/=30% or >/=50%) concentrations. In the field we studied color learning at a food site and at the hive entrance. In the laboratory olfactory conditioning of the proboscis extension response (PER) was examined. In the color learning protocol at a feeder, bees with low sucrose acceptance thresholds (/=50%). Retention after 24 h is significantly different between the two groups of bees and the choice reactions converge. Bees with low and high acceptance thresholds in the field show no differences in the sucrose sensitivity PER tests in the laboratory. Acceptance thresholds in the field are thus a more sensitive behavioral measure than PER responsiveness in the laboratory. Bees with low acceptance thresholds show significantly better acquisition and 24-h retention in olfactory learning in the laboratory compared to bees with high thresholds. In the learning protocol at the hive entrance bees learn without sucrose reward that a color cue signals an open entrance. In this experiment, bees with high sucrose acceptance thresholds showed significantly better learning and reversal learning than bees with low thresholds. These results demonstrate that sucrose acceptance thresholds affect only those forms of learning in which sucrose serves as the reward. The results also show that foraging behavior in the field is a good predictor for learning behavior in the field and in the laboratory.
Implementing Inclusive Design for Learning in an introductory geology laboratory

NASA Astrophysics Data System (ADS)

Robert, G.; Merriman, J. D.; Ceylan, G. M.

2013-12-01

As an expansion of universal design for learning, IDL provides a framework for opening up and adapting classroom interaction systems, minimizing barriers through promoting perception, engagement, expression, and accommodation for diverse learners. We implemented an introductory-level laboratory for communicating the concept of magma viscosity using the guidelines and principles of IDL. We developed the lab as a mini-implementation project for an IDL course offered by the University of Missouri (MU) Graduate School. The laboratory was subsequently taught during the summer session of Principles of Geology in our Department of Geological Sciences. Traditional geology laboratories rely heavily on visual aids, either physical (rocks and minerals) or representative (idealized cartoons of processes, videos), with very few alternative representations and descriptions made available to the students. Our main focus for this new lab was to diversify the means of representation available to the students (and instructor) to make the lab as equitable and flexible as possible. We considered potential barriers to learning arising from the physical lab environment, from the means of representation, engagement and expression, and tried to minimize them upfront. We centred the laboratory on the link between volcano shape and viscosity as an applied way to convey that viscosity is the resistance to flow. The learning goal was to have the students observe that more viscous eruptives resulted in steeper-sided volcanoes through experimentation. Students built their own volcanoes by erupting lava (foods of various viscosities) onto the Earth's surface (a piece of sturdy cardboard with a hole for the 'vent') through a conduit (pastry bag). Such a hands on lab exercise allows students to gain a tactile and visual, i.e., physical representation of an abstract concept. This specific exercise was supported by other, more traditional, means of representation (e.g., lecture, videos, cartoons, 3D models, online resources, textbook) in lecture and lab. We will discuss the details of the design, the implementation experience, and the insights for lab improvement in future iterations. This exercise represents the initial steps toward (re)designing introductory geoscience labs to more effectively include diverse learners.
Place learning overrides innate behaviors in Drosophila.

PubMed

Baggett, Vincent; Mishra, Aditi; Kehrer, Abigail L; Robinson, Abbey O; Shaw, Paul; Zars, Troy

2018-03-01

Animals in a natural environment confront many sensory cues. Some of these cues bias behavioral decisions independent of experience, and action selection can reveal a stimulus-response (S-R) connection. However, in a changing environment it would be a benefit for an animal to update behavioral action selection based on experience, and learning might modify even strong S-R relationships. How animals use learning to modify S-R relationships is a largely open question. Three sensory stimuli, air, light, and gravity sources were presented to individual Drosophila melanogaster in both naïve and place conditioning situations. Flies were tested for a potential modification of the S-R relationships of anemotaxis, phototaxis, and negative gravitaxis by a contingency that associated place with high temperature. With two stimuli, significant S-R relationships were abandoned when the cue was in conflict with the place learning contingency. The role of the dunce ( dnc ) cAMP-phosphodiesterase and the rutabaga ( rut ) adenylyl cyclase were examined in all conditions. Both dnc 1 and rut 2080 mutant flies failed to display significant S-R relationships with two attractive cues, and have characteristically lower conditioning scores under most conditions. Thus, learning can have profound effects on separate native S-R relationships in multiple contexts, and mutation of the dnc and rut genes reveal complex effects on behavior. © 2018 Baggett et al.; Published by Cold Spring Harbor Laboratory Press.
Learning to speak for nature: A case study of the development of scientists and their representational practices

NASA Astrophysics Data System (ADS)

Torralba, Jose Antonio (Tony)

This is an ethnographic study of how learning and development take place among a group of professional biologists as a result of their engagement with the material, representational, and interactional resources for constructing scientific claims. The study examines these processes through the everyday activities of a research project conducted by this group of biologists to understand different aspects of subterranean termites. As part of its ethnographic approach, this study offers extended descriptions of how biologists designed and organized resources across distinct settings (e.g., field sites, laboratories, and meeting rooms) as they attempt to produce scientific claims. As part of its developmental approach, the study examines how individuals and their representational practices changed as a result of engagement with the claim-making process. By examining the everyday practices of biologists inside of a laboratory, this study attempts to highlight elements of disciplinary context and practice that play an important role in how individuals learn and develop disciplinary competence. The study offers a developmental model of how individuals and their representational practices change in virtue of each other as these individuals engage in the claim-making process. The study attends to the various ways scientists actually know, learn, and become competent in a discipline like entomology (the study of insects) with the intent of finding out what should be considered in designing learning environments within the science for those beginning to engage with the subject matter.
Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

PubMed Central

Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

2018-01-01

Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team roles and specifically addressed students' understanding of the roles, students' beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively. Although students expressed confidence in their understanding of the team roles, their understanding differed from the initial descriptions. This suggests that students' understanding of team roles may be influenced by a variety of factors, including their experiences within their teams. Students also reported that some roles appeared to lack a purpose, implying that for roles to be successful, they must have a clear purpose. Finally, the fact that many students reported ignoring the team roles suggests that students do not perceive roles as a requirement for team productivity and cohesion. On the basis of these findings, we provide recommendations for instructors wishing to establish a classroom group laboratory environment. PMID:29681667
On-line integration of computer controlled diagnostic devices and medical information systems in undergraduate medical physics education for physicians.

PubMed

Hanus, Josef; Nosek, Tomas; Zahora, Jiri; Bezrouk, Ales; Masin, Vladimir

2013-01-01

We designed and evaluated an innovative computer-aided-learning environment based on the on-line integration of computer controlled medical diagnostic devices and a medical information system for use in the preclinical medical physics education of medical students. Our learning system simulates the actual clinical environment in a hospital or primary care unit. It uses a commercial medical information system for on-line storage and processing of clinical type data acquired during physics laboratory classes. Every student adopts two roles, the role of 'patient' and the role of 'physician'. As a 'physician' the student operates the medical devices to clinically assess 'patient' colleagues and records all results in an electronic 'patient' record. We also introduced an innovative approach to the use of supportive education materials, based on the methods of adaptive e-learning. A survey of student feedback is included and statistically evaluated. The results from the student feedback confirm the positive response of the latter to this novel implementation of medical physics and informatics in preclinical education. This approach not only significantly improves learning of medical physics and informatics skills but has the added advantage that it facilitates students' transition from preclinical to clinical subjects. Copyright © 2011 Associazione Italiana di Fisica Medica. Published by Elsevier Ltd. All rights reserved.
Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.
Using Mobile Devices for Motor-Learning Laboratory Exercises

ERIC Educational Resources Information Center

Hill, Kory

2014-01-01

When teaching motor-learning concepts, laboratory experiments can be valuable tools for promoting learning. In certain circumstances, traditional laboratory exercises are often impractical due to facilities, time, or cost. Inexpensive or free applications (apps) that run on mobile devices can serve as useful alternatives. This article details…
Teachers' Perceptions Regarding Experiential Learning Attributes in Agricultural Laboratories

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Blythe, Jessica M.; Myers, Brian E.

2013-01-01

In laboratory settings, research has found a mismatch between teachers' practices and the likelihood they have to influence students' perceptions and behaviors in laboratory work. Various attributes of experiential learning can enhance learning experiences, yet many have not been subject to exploration in agricultural education. This…
Noise levels of dental equipment used in dental college of Damascus University.

PubMed

Qsaibati, Mhd Loutify; Ibrahim, Ousama

2014-11-01

In dental practical classes, the acoustic environment is characterized by high noise levels in relation to other teaching areas. The aims of this study were to measure noise levels produced during the different dental learning clinics, by equipments used in dental learning areas under different working conditions and by used and brand new handpieces under different working conditions. The noise levels were measured by using a noise level meter with a microphone, which was placed at a distance of 15 cm from a main noise source in pre-clinical and clinical areas. In laboratories, the microphone was placed at a distance of 15 cm and another reading was taken 2 m away. Noise levels of dental learning clinics were measured by placing noise level meter at clinic center. The data were collected, tabulated and statistically analyzed using t-tests. Significance level was set at 5%. In dental clinics, the highest noise was produced by micro motor handpiece while cutting on acrylic (92.2 dB) and lowest noise (51.7 dB) was created by ultrasonic scaler without suction pump. The highest noise in laboratories was caused by sandblaster (96 dB at a distance of 15 cm) and lowest noise by stone trimmer when only turned on (61.8 dB at a distance of 2 m). There was significant differences in noise levels of the equipment's used in dental laboratories and dental learning clinics (P = 0.007). The highest noise level recorded in clinics was at pedodontic clinic (67.37 dB). Noise levels detected in this study were considered to be close to the limit of risk of hearing loss 85 dB.
Noise levels of dental equipment used in dental college of Damascus University

PubMed Central

Qsaibati, Mhd. Loutify; Ibrahim, Ousama

2014-01-01

Background: In dental practical classes, the acoustic environment is characterized by high noise levels in relation to other teaching areas. The aims of this study were to measure noise levels produced during the different dental learning clinics, by equipments used in dental learning areas under different working conditions and by used and brand new handpieces under different working conditions. Materials and Methods: The noise levels were measured by using a noise level meter with a microphone, which was placed at a distance of 15 cm from a main noise source in pre-clinical and clinical areas. In laboratories, the microphone was placed at a distance of 15 cm and another reading was taken 2 m away. Noise levels of dental learning clinics were measured by placing noise level meter at clinic center. The data were collected, tabulated and statistically analyzed using t-tests. Significance level was set at 5%. Results: In dental clinics, the highest noise was produced by micro motor handpiece while cutting on acrylic (92.2 dB) and lowest noise (51.7 dB) was created by ultrasonic scaler without suction pump. The highest noise in laboratories was caused by sandblaster (96 dB at a distance of 15 cm) and lowest noise by stone trimmer when only turned on (61.8 dB at a distance of 2 m). There was significant differences in noise levels of the equipment's used in dental laboratories and dental learning clinics (P = 0.007). The highest noise level recorded in clinics was at pedodontic clinic (67.37 dB). Conclusions: Noise levels detected in this study were considered to be close to the limit of risk of hearing loss 85 dB. PMID:25540655
Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study.

PubMed

Sundler, Annelie J; Pettersson, Annika; Berglund, Mia

2015-12-01

Simulation has become a widely used and established pedagogy for teaching clinical nursing skills. Nevertheless, the evidence in favour of this pedagogical approach is weak, and more knowledge is needed in support of its use. The aim of this study was (a) to explore the experiences of undergraduate nursing students when examining knowledge, skills and competences in clinical simulation laboratories with high-fidelity patient simulators and (b) to analyse these students' learning experiences during the examination. A phenomenological approach was used, and qualitative interviews were conducted among 23 second-year undergraduate nursing students-17 women and 6 men. The findings revealed that, irrespective of whether they passed or failed the examination, it was experienced as a valuable assessment of the students' knowledge and skills. Even if the students felt that the examination was challenging, they described it as a learning opportunity. In the examination, the students were able to integrate theory with practice, and earlier established knowledge was scrutinised when reflecting on the scenarios. The examination added aspects to the students' learning that prepared them for the real world of nursing in a safe environment without risking patient safety. The study findings suggest that examinations in clinical simulation laboratories can be a useful teaching strategy in nursing education. The use of high-fidelity patient simulators made the examination authentic. The reflections and feedback on the scenario were described as significant for the students' learning. Undergraduate nursing students can improve their knowledge, understanding, competence and skills when such examinations are performed in the manner used in this study. Copyright © 2015 Elsevier Ltd. All rights reserved.
Development of collaborative-creative learning model using virtual laboratory media for instrumental analytical chemistry lectures

NASA Astrophysics Data System (ADS)

Zurweni, Wibawa, Basuki; Erwin, Tuti Nurian

2017-08-01

The framework for teaching and learning in the 21st century was prepared with 4Cs criteria. Learning providing opportunity for the development of students' optimal creative skills is by implementing collaborative learning. Learners are challenged to be able to compete, work independently to bring either individual or group excellence and master the learning material. Virtual laboratory is used for the media of Instrumental Analytical Chemistry (Vis, UV-Vis-AAS etc) lectures through simulations computer application and used as a substitution for the laboratory if the equipment and instruments are not available. This research aims to design and develop collaborative-creative learning model using virtual laboratory media for Instrumental Analytical Chemistry lectures, to know the effectiveness of this design model adapting the Dick & Carey's model and Hannafin & Peck's model. The development steps of this model are: needs analyze, design collaborative-creative learning, virtual laboratory media using macromedia flash, formative evaluation and test of learning model effectiveness. While, the development stages of collaborative-creative learning model are: apperception, exploration, collaboration, creation, evaluation, feedback. Development of collaborative-creative learning model using virtual laboratory media can be used to improve the quality learning in the classroom, overcome the limitation of lab instruments for the real instrumental analysis. Formative test results show that the Collaborative-Creative Learning Model developed meets the requirements. The effectiveness test of students' pretest and posttest proves significant at 95% confidence level, t-test higher than t-table. It can be concluded that this learning model is effective to use for Instrumental Analytical Chemistry lectures.
The predator and prey behaviors of crabs: from ecology to neural adaptations.

PubMed

Tomsic, Daniel; Sztarker, Julieta; Berón de Astrada, Martín; Oliva, Damián; Lanza, Estela

2017-07-01

Predator avoidance and prey capture are among the most vital of animal behaviors. They require fast reactions controlled by comparatively straightforward neural circuits often containing giant neurons, which facilitates their study with electrophysiological techniques. Naturally occurring avoidance behaviors, in particular, can be easily and reliably evoked in the laboratory, enabling their neurophysiological investigation. Studies in the laboratory alone, however, can lead to a biased interpretation of an animal's behavior in its natural environment. In this Review, we describe current knowledge - acquired through both laboratory and field studies - on the visually guided escape behavior of the crab Neohelice granulata Analyses of the behavioral responses to visual stimuli in the laboratory have revealed the main characteristics of the crab's performance, such as the continuous regulation of the speed and direction of the escape run, or the enduring changes in the strength of escape induced by learning and memory. This work, in combination with neuroanatomical and electrophysiological studies, has allowed the identification of various giant neurons, the activity of which reflects most essential aspects of the crabs' avoidance performance. In addition, behavioral analyses performed in the natural environment reveal a more complex picture: crabs make use of much more information than is usually available in laboratory studies. Moreover, field studies have led to the discovery of a robust visually guided chasing behavior in Neohelice Here, we describe similarities and differences in the results obtained between the field and the laboratory, discuss the sources of any differences and highlight the importance of combining the two approaches. © 2017. Published by The Company of Biologists Ltd.
Perceptions, training experiences, and preferences of surgical residents toward laparoscopic simulation training: a resident survey.

PubMed

Shetty, Shohan; Zevin, Boris; Grantcharov, Teodor P; Roberts, Kurt E; Duffy, Andrew J

2014-01-01

Simulation training for surgical residents can shorten learning curves, improve technical skills, and expedite competency. Several studies have shown that skills learned in the simulated environment are transferable to the operating room. Residency programs are trying to incorporate simulation into the resident training curriculum to supplement the hands-on experience gained in the operating room. Despite the availability and proven utility of surgical simulators and simulation laboratories, they are still widely underutilized by surgical trainees. Studies have shown that voluntary use leads to minimal participation in a training curriculum. Although there are several simulation tools, there is no clear evidence of the superiority of one tool over the other in skill acquisition. The purpose of this study was to explore resident perceptions, training experiences, and preferences regarding laparoscopic simulation training. Our goal was to profile resident participation in surgical skills simulation, recognize potential barriers to voluntary simulator use, and identify simulation tools and tasks preferred by residents. Furthermore, this study may help to inform whether mandatory/protected training time, as part of the residents' curriculum is essential to enhance participation in the simulation laboratory. A cross-sectional study on general surgery residents (postgraduate years 1-5) at Yale University School of Medicine and the University of Toronto via an online questionnaire was conducted. Overall, 67 residents completed the survey. The institutional review board approved the methods of the study. Overall, 95.5% of the participants believed that simulation training improved their laparoscopic skills. Most respondents (92.5%) perceived that skills learned during simulation training were transferrable to the operating room. Overall, 56.7% of participants agreed that proficiency in a simulation curriculum should be mandatory before operating room experience. The simulation laboratory was most commonly used during work hours; lack of free time during work hours was most commonly cited as a reason for underutilization. Factors influencing use of the simulation laboratory in order of importance were the need for skill development, an interest in minimally invasive surgery, mandatory/protected time in a simulation environment as part of the residency program curriculum, a recommendation by an attending surgeon, and proximity of the simulation center. The most preferred simulation tool was the live animal model followed by cadaveric tissue. Virtual reality simulators were among the least-preferred (25%) simulation tools. Most residents (91.0%) felt that mandatory/protected time in a simulation environment should be introduced into resident training protocols. Mandatory and protected time in a simulation environment as part of the resident training curriculum may improve participation in simulation training. A comprehensive curriculum, which includes the use of live animals, cadaveric tissue, and virtual reality simulators, may enhance the laparoscopic training experience and interest level of surgical trainees. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Assessment of Tutoring Laboratories in a Learning Assistance Center

ERIC Educational Resources Information Center

Fullmer, Patricia

2012-01-01

The Learning Resource Center at Lincoln University, Pennsylvania, provides tutoring laboratories that are required for developmental reading, writing, and math courses. This article reviews the processes used to plan and determine the effectiveness of the tutoring laboratories, including logic models, student learning outcomes, and the results of…

Study of physiological responses to acute carbon monoxide exposure with a human patient simulator.

PubMed

Cesari, Whitney A; Caruso, Dominique M; Zyka, Enela L; Schroff, Stuart T; Evans, Charles H; Hyatt, Jon-Philippe K

2006-12-01

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.
A Comparison of the Effects of Two Instructional Sequences Involving Science Laboratory Activities.

ERIC Educational Resources Information Center

Ivins, Jerry Edward

This study attempted to determine if students learn science concepts better when laboratories are used to verify concepts already intorduced through lectures and textbooks (verification laboratories or whether achievement and retention are improved when laboratories are used to introduce new concepts (directed discovery learning laboratories). The…
A Listening Laboratory Designed from Cognitive Learning Principles at Evergreen Valley College.

ERIC Educational Resources Information Center

Johnson, Tanya

A listening laboratory was developed at Evergreen Valley College (EVC) in accordance with procedures used at the college's individualized instruction laboratory. Steps taken in developing the laboratory included: (1) the director of the Learning Center Instructional Laboratory was interviewed to determine the procedure for establishing the…
It's Not the Way I Learned!

NASA Astrophysics Data System (ADS)

Mason, Diana S.

2003-11-01

Computer-enhanced learning as noted by Cole and Todd (5) is “somewhat less effective at the precollege level” (p 1339). Progress is slow due to a number of factors, including instructors who are resistant to change, the complexity of the subject, and the handling of chemistry laboratories. Many of our students politely go through the motions but are not actively engaged with the lesson. Simply listening to chemistry lectures may provide students with little in the way of substantial learning gains, because lectures do not necessarily actively involve students in the activity (9), yet with the incorporation of today’s technology into our curriculum and the flexible, asynchronous environment of online learning with the advantages immediate feedback provides (6) many students will expand their knowledge and skills. Careful monitoring by the instructor and setting of internal deadlines for students involved in online learning are known to encourage higher completion rates than are generally reported (10). We should take advantage of today’s advances, embrace them, and be the ones to change—set the pace and avoid the trap of “it’s not the way I learned to do it!”
Integrating on campus problem based learning and practice based learning: issues and challenges in using computer mediated communication.

PubMed

Conway, J; Sharkey, R

2002-10-01

The Faculty of Nursing, University of Newcastle, Australia, has been keen to initiate strategies that enhance student learning and nursing practice. Two strategies are problem based learning (PBL) and clinical practice. The Faculty has maintained a comparatively high proportion of the undergraduate hours in the clinical setting in times when financial constraints suggest that simulations and on campus laboratory experiences may be less expensive.Increasingly, computer based technologies are becoming sufficiently refined to support the exploration of nursing practice in a non-traditional lecture/tutorial environment. In 1998, a group of faculty members proposed that computer mediated instruction would provide an opportunity for partnership between students, academics and clinicians that would promote more positive outcomes for all and maintain the integrity of the PBL approach. This paper discusses the similarities between problem based and practice based learning and presents the findings of an evaluative study of the implementation of a practice based learning model that uses computer mediated communication to promote integration of practice experiences with the broader goals of the undergraduate curriculum.
The four pillars of education - learning by value

NASA Astrophysics Data System (ADS)

Czerniak-Czyżniak, Marta

2017-04-01

Nature is a great laboratory and a place of research. Observing and being with nature tells us how to acquire knowledge, how to work in a group, how to protect nature and how to behave in its environment. There are four important elements of contemporary education. Many scientific achievements and inventions created by observation and imitation of nature. Teaching nature can take into account the four pillars of education presented in the report for the United Nations Jacques Delors: Learning to KNOW - by discovering, experiencing, develop interests Learn to ACT - by activity, experimentation, creativity and courage Learning to LIVE TOGETHER - through group work, help and care Learn to BE - safe, helpful, experience and maintain social contacts Teaching through action is extremely important for the development of the child-man* (Piaget, 2006). The thinking originates primarily from the action. Therefore, students should undertake independent research activities, perform experiments and conduct observations and thus raise questions about the world, looking for meanings and solutions. Adults (a teacher, a person with a passion) are to be the support in the search for knowledge. The following poster is the summary of Project „Environmental Education for Sustainable Development in teacher training" co-financed by Norwegian as well national funds. The aim of the project is to increase environment al awareness and strengthenknowledge about the environment and cli mate change among students of Elary childhood education, to exchange Polish-Norwegian experience on outdoor nature education didactics in the first grades of primary school, to develop a didactics of the outdoor education and to implement it in program of an early childhood education study. *Piaget, J. (2006) How a child imagines the world, Warsaw: PWN Publishing
Effects of Web based inquiry on physical science teachers and students in an urban school district

NASA Astrophysics Data System (ADS)

Stephens, Joanne

An inquiry approach in teaching science has been advocated by many science educators for the past few decades. Due to insufficient district funding for science teaching, inadequate science laboratory facilities, and outdated science materials, inquiry teaching has been difficult for many science teachers, particularly science teachers in urban settings. However, research shows that the availability of computers with high speed Internet access has increased in all school districts. This study focused on the effects of inservice training on teachers and using web based science inquiry activities with ninth grade physical science students. Participants were 16 science teachers and 474 physical science students in an urban school district of a large southern U.S. city. Students were divided into control and experimental groups. The students in the experimental group participated in web based inquiry activities. Students in the control group were taught using similar methods, but not web based science activities. Qualitative and quantitative data were collected over a nine-week period using instruments and focus group interviews of students' and teachers' perceptions of the classroom learning environment, students' achievement, lesson design and classroom implementation, science content of lesson, and classroom culture. The findings reported that there were no significant differences in teachers' perception of the learning environment before and after implementing web based inquiry activities. The findings also reported that there were no overall significant differences in students' perceptions of the learning environment and achievement, pre-survey to post-survey, pre-test to post-test, between the control group and experimental group. Additional findings disclosed that students in the experimental group learned in a collaborative environment. The students confirmed that collaborating with others contributed to a deeper understanding of the science content. This study provides insights about utilizing technology to promote science inquiry teaching and learning. This study describes students' and teachers' perceptions of using web based inquiry to support scientific inquiry.
A virtual environment for medical radiation collaborative learning.

PubMed

Bridge, Pete; Trapp, Jamie V; Kastanis, Lazaros; Pack, Darren; Parker, Jacqui C

2015-06-01

A software-based environment was developed to provide practical training in medical radiation principles and safety. The Virtual Radiation Laboratory application allowed students to conduct virtual experiments using simulated diagnostic and radiotherapy X-ray generators. The experiments were designed to teach students about the inverse square law, half value layer and radiation protection measures and utilised genuine clinical and experimental data. Evaluation of the application was conducted in order to ascertain the impact of the software on students' understanding, satisfaction and collaborative learning skills and also to determine potential further improvements to the software and guidelines for its continued use. Feedback was gathered via an anonymous online survey consisting of a mixture of Likert-style questions and short answer open questions. Student feedback was highly positive with 80 % of students reporting increased understanding of radiation protection principles. Furthermore 72 % enjoyed using the software and 87 % of students felt that the project facilitated collaboration within small groups. The main themes arising in the qualitative feedback comments related to efficiency and effectiveness of teaching, safety of environment, collaboration and realism. Staff and students both report gains in efficiency and effectiveness associated with the virtual experiments. In addition students particularly value the visualisation of "invisible" physical principles and increased opportunity for experimentation and collaborative problem-based learning. Similar ventures will benefit from adopting an approach that allows for individual experimentation while visualizing challenging concepts.
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

NASA Astrophysics Data System (ADS)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.
A Process for Developing Introductory Science Laboratory Learning Goals to Enhance Student Learning and Instructional Alignment

ERIC Educational Resources Information Center

Duis, Jennifer M.; Schafer, Laurel L.; Nussbaum, Sophia; Stewart, Jaclyn J.

2013-01-01

Learning goal (LG) identification can greatly inform curriculum, teaching, and evaluation practices. The complex laboratory course setting, however, presents unique obstacles in developing appropriate LGs. For example, in addition to the large quantity and variety of content supported in the general chemistry laboratory program, the interests of…
Video Episodes and Action Cameras in the Undergraduate Chemistry Laboratory: Eliciting Student Perceptions of Meaningful Learning

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2016-01-01

A series of quantitative studies investigated undergraduate students' perceptions of their cognitive and affective learning in the undergraduate chemistry laboratory. To explore these quantitative findings, a qualitative research protocol was developed to characterize student learning in the undergraduate chemistry laboratory. Students (N = 13)…
Issues with Tissues: A Tale of Gameful Learning in an Introductory Undergraduate Biology Laboratory Course

ERIC Educational Resources Information Center

Owens, David

2017-01-01

An introductory undergraduate biology laboratory session about vertebrate tissues was gamified to elucidate the effects of gameful learning on students' perceptions of their own learning and motivation. Student groups were randomly assigned a vertebrate tissue, including corresponding slides and content from the laboratory manual, and tasked with…
Implementation of an e-learning module improves consistency in the histopathological diagnosis of sessile serrated lesions within a nationwide population screening programme.

PubMed

IJspeert, Joep E G; Madani, Ariana; Overbeek, Lucy I H; Dekker, Evelien; Nagtegaal, Iris D

2017-05-01

Distinguishing premalignant sessile serrated lesions (SSLs) from hyperplastic polyps (HPs) is difficult for pathologists in daily practice. We aimed to evaluate nationwide variability within histopathology laboratories in the frequency of diagnosing an SSL as compared with an HP within the Dutch population-based screening programme for colorectal cancer and to assess the effect of an e-learning module on interlaboratory consistency. Data were retrieved from the Dutch Pathology Registry from the start of the nationwide population screening programme, January 2014, until December 2015. An obligatory e-learning module was implemented among pathologists in October 2014. The ratio between SSL and HP diagnosis was determined per laboratory. Odds ratios (ORs) for the diagnosis of an SSL per laboratory were compared with the laboratory with the median odds (median laboratory), before and after implementation of the e-learning module. In total, 14 997 individuals with 27 879 serrated polyps were included; 6665 (23.9%) were diagnosed as SSLs, and 21 214 as HPs (76.1%). The ratio of diagnosing an SSL ranged from 5% to 47% (median 23%) within 44 laboratories. Half of the laboratories showed a significantly different OR (range 3.47-0.16) for diagnosing an SSL than the median laboratory. Variability decreased after implementation of the e-learning module (P = 0.02). Of all pathology laboratories, 70% became more consistent with the median laboratory after e-learning implementation. We demonstrated substantial interlaboratory variability in the histopathological diagnosis of SSLs, which significantly decreased after implementation of a structured e-learning module. Widespread implementation of education might contribute to more homogeneous practice among pathologists. © 2016 John Wiley & Sons Ltd.
Adaptive Process Control with Fuzzy Logic and Genetic Algorithms

NASA Technical Reports Server (NTRS)

Karr, C. L.

1993-01-01

Researchers at the U.S. Bureau of Mines have developed adaptive process control systems in which genetic algorithms (GA's) are used to augment fuzzy logic controllers (FLC's). GA's are search algorithms that rapidly locate near-optimum solutions to a wide spectrum of problems by modeling the search procedures of natural genetics. FLC's are rule based systems that efficiently manipulate a problem environment by modeling the 'rule-of-thumb' strategy used in human decision-making. Together, GA's and FLC's possess the capabilities necessary to produce powerful, efficient, and robust adaptive control systems. To perform efficiently, such control systems require a control element to manipulate the problem environment, an analysis element to recognize changes in the problem environment, and a learning element to adjust to the changes in the problem environment. Details of an overall adaptive control system are discussed. A specific laboratory acid-base pH system is used to demonstrate the ideas presented.
The Software Engineering Laboratory: An operational software experience factory

NASA Technical Reports Server (NTRS)

Basili, Victor R.; Caldiera, Gianluigi; Mcgarry, Frank; Pajerski, Rose; Page, Gerald; Waligora, Sharon

1992-01-01

For 15 years, the Software Engineering Laboratory (SEL) has been carrying out studies and experiments for the purpose of understanding, assessing, and improving software and software processes within a production software development environment at NASA/GSFC. The SEL comprises three major organizations: (1) NASA/GSFC, Flight Dynamics Division; (2) University of Maryland, Department of Computer Science; and (3) Computer Sciences Corporation, Flight Dynamics Technology Group. These organizations have jointly carried out several hundred software studies, producing hundreds of reports, papers, and documents, all of which describe some aspect of the software engineering technology that was analyzed in the flight dynamics environment at NASA. The studies range from small, controlled experiments (such as analyzing the effectiveness of code reading versus that of functional testing) to large, multiple project studies (such as assessing the impacts of Ada on a production environment). The organization's driving goal is to improve the software process continually, so that sustained improvement may be observed in the resulting products. This paper discusses the SEL as a functioning example of an operational software experience factory and summarizes the characteristics of and major lessons learned from 15 years of SEL operations.
The Present Habitability Potential of Gale Crater: What We Have Learned So Far From Mars Science Laboratory

NASA Technical Reports Server (NTRS)

Conrad, P. G.; Archer, P. D.; Domagal-Goldman, S.; Eigenbrode, J.; Fisk, M.; Gupta, S.; Hamilton, V.; Kah, L.; Kahanpaa, Henrik; Martin-Torres, J.;

2014-01-01

The Mars Science Laboratory mission has comprehensively interrogated the surface environment of Mars as it explores Gale Crater. Both chemical and physical attributes of the present environment have been measured over the course of the mission, enabling us to compare the present state of the martian surface with the environmental requirements of prokaryotic microbes. While this approach does not exclude the possibility of martian life that may have evolved to adapt to the present conditions, it is advantageous in that it allows us to evaluate environmental requirements of known life and also provide insight into the likelihood of forward contamination by Earth organisms with the comparison of their environmental requirements with the measured attributes of the environment at Gale Crater. We have already modeled a paleoenvironment with high habitability potential (HP) based upon chemistry, mineralogy and other geological evidence such as sedimentary structures and larger scale geomorphology [1]. In this report, we turn our attention to the present HP of the Yellowknife Bay area, including the importance of the physical environmental metrics such as atmospheric pressure, air and ground temperature, ionizing radiation, wind speed and direction, slope, etc.

Virtual Investigations of an Active Deep Sea Volcano

NASA Astrophysics Data System (ADS)

Sautter, L.; Taylor, M. M.; Fundis, A.; Kelley, D. S.; Elend, M.

2013-12-01

Axial Seamount, located on the Juan de Fuca spreading ridge 300 miles off the Oregon coast, is an active volcano whose summit caldera lies 1500 m beneath the sea surface. Ongoing construction of the Regional Scale Nodes (RSN) cabled observatory by the University of Washington (funded by the NSF Ocean Observatories Initiative) has allowed for exploration of recent lava flows and active hydrothermal vents using HD video mounted on the ROVs, ROPOS and JASON II. College level oceanography/marine geology online laboratory exercises referred to as Online Concept Modules (OCMs) have been created using video and video frame-captured mosaics to promote skill development for characterizing and quantifying deep sea environments. Students proceed at their own pace through a sequence of short movies with which they (a) gain background knowledge, (b) learn skills to identify and classify features or biota within a targeted environment, (c) practice these skills, and (d) use their knowledge and skills to make interpretations regarding the environment. Part (d) serves as the necessary assessment component of the laboratory exercise. Two Axial Seamount-focused OCMs will be presented: 1) Lava Flow Characterization: Identifying a Suitable Cable Route, and 2) Assessing Hydrothermal Vent Communities: Comparisons Among Multiple Sulfide Chimneys.
Multichannel sound reinforcement systems at work in a learning environment

NASA Astrophysics Data System (ADS)

Malek, John; Campbell, Colin

2003-04-01

Many people have experienced the entertaining benefits of a surround sound system, either in their own home or in a movie theater, but another application exists for multichannel sound that has for the most part gone unused. This is the application of multichannel sound systems to the learning environment. By incorporating a 7.1 surround processor and a touch panel interface programmable control system, the main lecture hall at the University of Michigan Taubman College of Architecture and Urban Planning has been converted from an ordinary lecture hall to a working audiovisual laboratory. The multichannel sound system is used in a wide variety of experiments, including exposure to sounds to test listeners' aural perception of the tonal characteristics of varying pitch, reverberation, speech transmission index, and sound-pressure level. The touch panel's custom interface allows a variety of user groups to control different parts of the AV system and provides preset capability that allows for numerous system configurations.
Use of cues in virtual reality depends on visual feedback.

PubMed

Fulvio, Jacqueline M; Rokers, Bas

2017-11-22

3D motion perception is of central importance to daily life. However, when tested in laboratory settings, sensitivity to 3D motion signals is found to be poor, leading to the view that heuristics and prior assumptions are critical for 3D motion perception. Here we explore an alternative: sensitivity to 3D motion signals is context-dependent and must be learned based on explicit visual feedback in novel environments. The need for action-contingent visual feedback is well-established in the developmental literature. For example, young kittens that are passively moved through an environment, but unable to move through it themselves, fail to develop accurate depth perception. We find that these principles also obtain in adult human perception. Observers that do not experience visual consequences of their actions fail to develop accurate 3D motion perception in a virtual reality environment, even after prolonged exposure. By contrast, observers that experience the consequences of their actions improve performance based on available sensory cues to 3D motion. Specifically, we find that observers learn to exploit the small motion parallax cues provided by head jitter. Our findings advance understanding of human 3D motion processing and form a foundation for future study of perception in virtual and natural 3D environments.
Implementation of 3d Tools and Immersive Experience Interaction for Supporting Learning in a Library-Archive Environment. Visions and Challenges

NASA Astrophysics Data System (ADS)

Angeletaki, A.; Carrozzino, M.; Johansen, S.

2013-07-01

In this paper we present an experimental environment of 3D books combined with a game application that has been developed by a collaboration project between the Norwegian University of Science and Technology in Trondheim, Norway the NTNU University Library, and the Percro laboratory of Santa Anna University in Pisa, Italy. MUBIL is an international research project involving museums, libraries and ICT academy partners aiming to develop a consistent methodology enabling the use of Virtual Environments as a metaphor to present manuscripts content through the paradigms of interaction and immersion, evaluating different possible alternatives. This paper presents the results of the application of two prototypes of books augmented with the use of XVR and IL technology. We explore immersive-reality design strategies in archive and library contexts for attracting new users. Our newly established Mubil-lab has invited school classes to test the books augmented with 3D models and other multimedia content in order to investigate whether the immersion in such environments can create wider engagement and support learning. The metaphor of 3D books and game designs in a combination allows the digital books to be handled through a tactile experience and substitute the physical browsing. In this paper we present some preliminary results about the enrichment of the user experience in such environment.

Surgical specimen handover from the operating theatre to laboratory-Can we improve patient safety by learning from aviation and other high-risk organisations?

PubMed

Brennan, Peter A; Brands, Marieke T; Caldwell, Lucy; Fonseca, Felipe Paiva; Turley, Nic; Foley, Susie; Rahimi, Siavash

2018-02-01

Essential communication between healthcare staff is considered one of the key requirements for both safety and quality care when patients are handed over from one clinical area to other. This is particularly important in environments such as the operating theatre and intensive care where mistakes can be devastating. Health care has learned from other high-risk organisations (HRO) such as aviation where the use of checklists and human factors awareness has virtually eliminated human error and mistakes. To our knowledge, little has been published around ways to improve pathology specimen handover following surgery, with pathology request forms often conveying the bare minimum of information to assist the laboratory staff. Furthermore, the request form might not warn staff about potential hazards. In this article, we provide a brief summary of the factors involved in human error and introduce a novel checklist that can be readily completed at the same time as the routine pathology request form. This additional measure enhances safety, can help to reduce processing and mislabelling errors and provides essential information in a structured way assisting both laboratory staff and pathologists when handling head and neck surgical specimens. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Open-ended versus guided laboratory activities:Impact on students' beliefs about experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2016-12-01

Improving students' understanding of the nature of experimental physics is often an explicit or implicit goal of undergraduate laboratory physics courses. However, lab activities in traditional lab courses are typically characterized by highly structured, guided labs that often do not require or encourage students to engage authentically in the process of experimental physics. Alternatively, open-ended laboratory activities can provide a more authentic learning environment by, for example, allowing students to exercise greater autonomy in what and how physical phenomena are investigated. Engaging in authentic practices may be a critical part of improving students' beliefs around the nature of experimental physics. Here, we investigate the impact of open-ended activities in undergraduate lab courses on students' epistemologies and expectations about the nature of experimental physics, as well as their confidence and affect, as measured by the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Using a national data set of student responses to the E-CLASS, we find that the inclusion of some open-ended lab activities in a lab course correlates with more expertlike postinstruction responses relative to courses that include only traditional guided lab activities. This finding holds when examining postinstruction E-CLASS scores while controlling for the variance associated with preinstruction scores, course level, student major, and student gender.
Impact of a process improvement program in a production software environment: Are we any better?

NASA Technical Reports Server (NTRS)

Heller, Gerard H.; Page, Gerald T.

1990-01-01

For the past 15 years, Computer Sciences Corporation (CSC) has participated in a process improvement program as a member of the Software Engineering Laboratory (SEL), which is sponsored by GSFC. The benefits CSC has derived from involvement in this program are analyzed. In the environment studied, it shows that improvements were indeed achieved, as evidenced by a decrease in error rates and costs over a period in which both the size and the complexity of the developed systems increased substantially. The principles and mechanics of the process improvement program, the lessons CSC has learned, and how CSC has capitalized on these lessons are also discussed.
A Blended Learning Experience for Teaching Microbiology

PubMed Central

Sancho, Pilar; Corral, Ricardo; Rivas, Teresa; González, María Jesús; Chordi, Andrés

2006-01-01

Objectives To create a virtual laboratory system in which experimental science students could learn required skills and competencies while overcoming such challenges as time limitations, high cost of resources, and lack of feedback often encountered in a traditional laboratory setting. Design A blended learning experience that combines traditional practices and e-learning was implemented to teach microbiological methods to pharmacy students. Virtual laboratory modules were used to acquire nonmanual skills such as visual and mental skills for data reading, calculations, interpretation of the results, deployment of an analytical protocol, and reporting results. Assesment Learning achievement was evaluated by questions about microbiology case-based problems. Students' perceptions were obtained by assessment questionnaire. Conclusion By combining different learning scenarios, the acquisition of the necessary but otherwise unreachable competences was achieved. Students achieved similar grades in the modules whose initiation was in the virtual laboratory to the grades they achieved with the modules whose complete or partial initiation took place in the laboratory. The knowledge acquired was satisfactory and the participants valued the experience. PMID:17149449
Development of an Assessment Tool to Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory

ERIC Educational Resources Information Center

Galloway, Kelli R.; Bretz, Stacey Lowery

2015-01-01

Research on learning in the undergraduate chemistry laboratory necessitates an understanding of students' perspectives of learning. Novak's Theory of Meaningful Learning states that the cognitive (thinking), affective (feeling), and psychomotor (doing) domains must be integrated for meaningful learning to occur. The psychomotor domain is the…
Laboratory 3.0: Manufacturing Technologies Laboratory Virtualization with a Student-Centred Methodology

ERIC Educational Resources Information Center

Fabregat-Sanjuan, Albert; Pàmies-Vilà, Rosa; Ferrando Piera, Francesc; De la Flor López, Silvia

2017-01-01

This paper presents a blended-learning strategy for improving the teaching method applied in the laboratory subject Manufacturing Technologies. The teaching method has been changed from a predominantly teacher-centred to an active learning system with a student-centred focus and e-learning activities. In face-to-face classes, a game-based learning…
A Project-Based Laboratory for Learning Embedded System Design with Industry Support

ERIC Educational Resources Information Center

Lee, Chyi-Shyong; Su, Juing-Huei; Lin, Kuo-En; Chang, Jia-Hao; Lin, Gu-Hong

2010-01-01

A project-based laboratory for learning embedded system design with support from industry is presented in this paper. The aim of this laboratory is to motivate students to learn the building blocks of embedded systems and practical control algorithms by constructing a line-following robot using the quadratic interpolation technique to predict the…
Two-Year Community: Human Anatomy Software Use in Traditional and Online Anatomy Laboratory Classes: Student-Perceived Learning Benefits

ERIC Educational Resources Information Center

Kuyatt, Brian L.; Baker, Jason D.

2014-01-01

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly…
Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course

ERIC Educational Resources Information Center

Evans, Hedeel Guy; Heyl, Deborah L.; Liggit, Peggy

2016-01-01

This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…
Research and applications: Artificial intelligence

NASA Technical Reports Server (NTRS)

Raphael, B.; Duda, R. O.; Fikes, R. E.; Hart, P. E.; Nilsson, N. J.; Thorndyke, P. W.; Wilber, B. M.

1971-01-01

Research in the field of artificial intelligence is discussed. The focus of recent work has been the design, implementation, and integration of a completely new system for the control of a robot that plans, learns, and carries out tasks autonomously in a real laboratory environment. The computer implementation of low-level and intermediate-level actions; routines for automated vision; and the planning, generalization, and execution mechanisms are reported. A scenario that demonstrates the approximate capabilities of the current version of the entire robot system is presented.
Machine learning in laboratory medicine: waiting for the flood?

PubMed

Cabitza, Federico; Banfi, Giuseppe

2018-03-28

This review focuses on machine learning and on how methods and models combining data analytics and artificial intelligence have been applied to laboratory medicine so far. Although still in its infancy, the potential for applying machine learning to laboratory data for both diagnostic and prognostic purposes deserves more attention by the readership of this journal, as well as by physician-scientists who will want to take advantage of this new computer-based support in pathology and laboratory medicine.
Development and evaluation of an interactive electronic laboratory manual for cooperative learning of medical histology.

PubMed

Khalil, Mohammed K; Kirkley, Debbie L; Kibble, Jonathan D

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual includes guided instruction for students to navigate virtual slides, exercises for students to monitor learning, and cases to provide clinical relevance. At the end of the laboratory activities, student groups can generate a laboratory report that may be used to provide formative feedback. The instructional value of the manual was evaluated by a questionnaire containing both closed-ended and open-ended items. Closed-ended items using a five-point Likert-scale assessed the format and navigation, instructional contents, group process, and learning process. Open-ended items assessed student's perception on the effectiveness of the manual in facilitating their learning. After implementation for two consecutive years, student evaluation of the manual was highly positive and indicated that it facilitated their learning by reinforcing and clarifying classroom sessions, improved their understanding, facilitated active and cooperative learning, and supported self-monitoring of their learning. Copyright © 2013 American Association of Anatomists.
Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.
Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/
Web-Based Virtual Laboratory for Food Analysis Course

NASA Astrophysics Data System (ADS)

Handayani, M. N.; Khoerunnisa, I.; Sugiarti, Y.

2018-02-01

Implementation of learning on food analysis course in Program Study of Agro-industrial Technology Education faced problems. These problems include the availability of space and tools in the laboratory that is not comparable with the number of students also lack of interactive learning tools. On the other hand, the information technology literacy of students is quite high as well the internet network is quite easily accessible on campus. This is a challenge as well as opportunities in the development of learning media that can help optimize learning in the laboratory. This study aims to develop web-based virtual laboratory as one of the alternative learning media in food analysis course. This research is R & D (research and development) which refers to Borg & Gall model. The results showed that assessment’s expert of web-based virtual labs developed, in terms of software engineering aspects; visual communication; material relevance; usefulness and language used, is feasible as learning media. The results of the scaled test and wide-scale test show that students strongly agree with the development of web based virtual laboratory. The response of student to this virtual laboratory was positive. Suggestions from students provided further opportunities for improvement web based virtual laboratory and should be considered for further research.
Lessons Learned from the Development of an Example Precision Information Environment for International Safeguards

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

Gastelum, Zoe N.; Henry, Michael J.; Burtner, IV, E. R.

The International Atomic Energy Agency (IAEA) is interested in increasing capabilities of IAEA safeguards inspectors to access information that would improve their situational awareness on the job. A mobile information platform could potentially provide access to information, analytics, and technical and logistical support to inspectors in the field, as well as providing regular updates to analysts at IAEA Headquarters in Vienna or at satellite offices. To demonstrate the potential capability of such a system, Pacific Northwest National Laboratory (PNNL) implemented a number of example capabilities within a PNNL-developed precision information environment (PIE), and using a tablet as a mobile informationmore » platform. PNNL’s safeguards proof-of-concept PIE intends to; demonstrate novel applications of mobile information platforms to international safeguards use cases; demonstrate proof-of-principle capability implementation; and provide “vision” for capabilities that could be implemented. This report documents the lessons learned from this two-year development activity for the Precision Information Environment for International Safeguards (PIE-IS), describing the developed capabilities, technical challenges, and considerations for future development, so that developers working to develop a similar system for the IAEA or other safeguards agencies might benefit from our work.« less
Developing an online chemistry laboratory for non-chemistry majors

NASA Astrophysics Data System (ADS)

Poole, Jacqueline H.

Distance education, also known as online learning, is student-centered/self-directed educational opportunities. This style of learning is expanding in scope and is increasingly being accepted throughout the academic curriculum as a result of its flexibility for the student as well as the cost-effectiveness for the institution. Nevertheless, the introduction of online science courses including chemistry and physics have lagged behind due to the challenge of re-creation of the hands-on laboratory learning experience. This dissertation looks at the effectiveness of the design of a series of chemistry laboratory experiments for possible online delivery that provide students with simulated hands-on experiences. One class of college Chemistry 101 students conducted chemistry experiments inside and outside of the physical laboratory using instructions on Blackboard and Late Nite Labs(TM). Learning outcomes measured by (a) pretests, (b) written laboratory reports, (c) posttest assessments, (d) student reactions as determined by a questionnaire, and (e) a focus group interview were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by students outside of the traditional physical laboratory were statistically greater than the equivalent face-to-face instruction in the traditional laboratory. Evidence from student reactions comparing both types of laboratory formats (online and traditional face-to-face) indicated student preference for the online laboratory format. The results are an initial contribution to the design of a complete sequence of experiments that can be performed independently by online students outside of the traditional face-to-face laboratory that will satisfy the laboratory requirement for the two-semester college Chemistry 101 laboratory course.
Correlates of learning in introductory biomechanics.

PubMed

Knudson, Duane; Bauer, Jeff; Bahamonde, Rafael

2009-04-01

Characteristics hypothesized to be related to learning in introductory biomechanics classes were examined. Data from a 2003 national study were supplemented by additional instructor-reported data about experience, tests, laboratory hours, and average course-related expenditures. The number of credit hours of the course (r = .15) and money spent by departments on laboratory classes per year (r = -.18) were significantly and uniquely correlated with learning. Increasing credit hours from 3 to 4 with laboratory experience doubled learning. The results supported national standards for a 4-credit course and an emphasis on conceptual understanding rather than quantitative problem-solving. Researchers should seek to confirm these results as well as explore whether contact hours or the nature of laboratory learning experiences contribute to this effect.
[Assessment of learning activities using streaming video for laboratory practice education: aiming for development of E-learning system that promotes self-learning].

PubMed

Takeda, Naohito; Takeuchi, Isao; Haruna, Mitsumasa

2007-12-01

In order to develop an e-learning system that promotes self-learning, lectures and basic operations in laboratory practice of chemistry were recorded and edited on DVD media, consisting of 8 streaming videos as learning materials. Twenty-six students wanted to watch the DVD, and answered the following questions after they had watched it: "Do you think the video would serve to encourage you to study independently in the laboratory practice?" Almost all students (95%) approved of its usefulness, and more than 60% of them watched the videos repeatedly in order to acquire deeper knowledge and skill of the experimental operations. More than 60% answered that the demonstration-experiment should be continued in the laboratory practice, in spite of distribution of the DVD media.
Conception et mises a l'essai d'un environnement d'apprentissage integrant l'experimentation assistee par ordinateur et la simulation assistee par ordinateur

NASA Astrophysics Data System (ADS)

Riopel, Martin

To make science laboratory sessions more instructive, we have developed a learning environment that will allow students enrolled in a mechanics course at college or university level to engage in a scientific modelization process by combining computer-simulated experimentation and microcomputer-based laboratories. The main goal is to assist and facilitate both inductive and deductive reasoning. Within this computer application, each action can also be automatically recorded and identified while the student is using the software. The most original part of the environment is to let the student compare the simulated animation with the real video by superposing the images. We used the software with students and observed that they effectively engaged in a modelization process that included both inductive and deductive reasoning. We also observed that the students were able to use the software to produce adequate answers to questions concerning both previously taught and new theoretical concepts in physics. The students completed the experiment about twice as fast as usual and considered that using the software resulted in a better understanding of the phenomenon. We conclude that this use of the computer in science education can broaden the range of possibilities for learning and for teaching and can provide new avenues for researchers who can use it to record and study students' path of reasoning. We also believe that it would be interesting to investigate more some of the benefits associated with this environment, particularly the acceleration effect, the improvement of students' reasoning and the equilibrium between induction and deduction that we observed within this research.

Computer and laboratory simulation in the teaching of neonatal nursing: innovation and impact on learning 1

PubMed Central

Fonseca, Luciana Mara Monti; Aredes, Natália Del' Angelo; Fernandes, Ananda Maria; Batalha, Luís Manuel da Cunha; Apóstolo, Jorge Manuel Amado; Martins, José Carlos Amado; Rodrigues, Manuel Alves

2016-01-01

ABSTRACT Objectives: to evaluate the cognitive learning of nursing students in neonatal clinical evaluation from a blended course with the use of computer and laboratory simulation; to compare the cognitive learning of students in a control and experimental group testing the laboratory simulation; and to assess the extracurricular blended course offered on the clinical assessment of preterm infants, according to the students. Method: a quasi-experimental study with 14 Portuguese students, containing pretest, midterm test and post-test. The technologies offered in the course were serious game e-Baby, instructional software of semiology and semiotechnique, and laboratory simulation. Data collection tools developed for this study were used for the course evaluation and characterization of the students. Nonparametric statistics were used: Mann-Whitney and Wilcoxon. Results: the use of validated digital technologies and laboratory simulation demonstrated a statistically significant difference (p = 0.001) in the learning of the participants. The course was evaluated as very satisfactory for them. The laboratory simulation alone did not represent a significant difference in the learning. Conclusions: the cognitive learning of participants increased significantly. The use of technology can be partly responsible for the course success, showing it to be an important teaching tool for innovation and motivation of learning in healthcare. PMID:27737376
Developing Learning Tool of Control System Engineering Using Matrix Laboratory Software Oriented on Industrial Needs

NASA Astrophysics Data System (ADS)

Isnur Haryudo, Subuh; Imam Agung, Achmad; Firmansyah, Rifqi

2018-04-01

The purpose of this research is to develop learning media of control technique using Matrix Laboratory software with industry requirement approach. Learning media serves as a tool for creating a better and effective teaching and learning situation because it can accelerate the learning process in order to enhance the quality of learning. Control Techniques using Matrix Laboratory software can enlarge the interest and attention of students, with real experience and can grow independent attitude. This research design refers to the use of research and development (R & D) methods that have been modified by multi-disciplinary team-based researchers. This research used Computer based learning method consisting of computer and Matrix Laboratory software which was integrated with props. Matrix Laboratory has the ability to visualize the theory and analysis of the Control System which is an integration of computing, visualization and programming which is easy to use. The result of this instructional media development is to use mathematical equations using Matrix Laboratory software on control system application with DC motor plant and PID (Proportional-Integral-Derivative). Considering that manufacturing in the field of Distributed Control systems (DCSs), Programmable Controllers (PLCs), and Microcontrollers (MCUs) use PID systems in production processes are widely used in industry.
Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620
Putting the Laboratory at the Center of Teaching Chemistry

ERIC Educational Resources Information Center

Bopegedera, A. M. R. P.

2011-01-01

This article describes an effective approach to teaching chemistry by bringing the laboratory to the center of teaching, to bring the excitement of discovery to the learning process. The lectures and laboratories are closely integrated to provide a holistic learning experience. The laboratories progress from verification to open-inquiry and…
Effectiveness of a Constructivist Approach to Science Instruction for Prospective Elementary Teachers

NASA Astrophysics Data System (ADS)

Liang, Ling L.; Gabel, Dorothy L.

2005-08-01

This study examines the effectiveness of a new constructivist curriculum model (Powerful Ideas in Physical Science) in improving prospective teachers’ understanding of science concepts, in fostering a learning environment supporting conceptual understanding, and in promoting positive attitudes toward learning and teaching science and chemistry in particular. A non-equivalent pretest post-test control-group design was employed. Analysis of covariance and repeated-measures analyses of variance were performed to analyze the scores on concept tests and attitude surveys. Data from videotaped observations of laboratory sessions and interviews of prospective teachers were analyzed by employing a naturalistic inquiry method to provide insights into the process of science learning and teaching for the teacher trainees. The interpretations were made based on the findings that could be corroborated by both methodologies. Conclusions and limitations of the present study as well as recommendations for future implementation of constructivist science curriculum in general are also included.
Understanding children's science identity through classroom interactions

NASA Astrophysics Data System (ADS)

Kim, Mijung

2018-01-01

Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.
Infusing Social Justice in Undergraduate Nursing Education: Fostering Praxis Through Simulation.

PubMed

Caldwell, Robyn; Cochran, Courtney

Forensic clinical experiences are often inconsistent in undergraduate nursing education. Nursing students are not included in the process of forensic evidence collection, often because of the sensitive nature of the situation. Unfortunately, nursing students are forced to rely on theoretical knowledge provided by the nurse educator to understand the complexities of forensic nursing care. Nursing students must be able to identify and provide appropriate nursing care for individuals in all forensic situations. Comprehensive clinical laboratory experiences should be provided through active teaching-learning strategies, which replicate nursing care of the forensic patient. Simulated patient experiences provide a unique opportunity to explore the sensitive nature of sexual trauma in a safe learning environment. This strategy facilitates the application of theoretical forensic principles by utilizing live actors or high-fidelity manikins in laboratory settings. The application of theory to each simulated patient infuses conceptual knowledge at the point of care. Change in social consciousness begins at the bedside. The moral imperative of nursing continues to be the preparation of socially responsible, professional nurses who strive to end social injustices.
A summary of research-based assessment of students' beliefs about the nature of experimental physics

NASA Astrophysics Data System (ADS)

Wilcox, Bethany R.; Lewandowski, H. J.

2018-03-01

Within the undergraduate physics curriculum, students' primary exposure to experimental physics comes from laboratory courses. Thus, as experimentation is a core component of physics as a discipline, lab courses can be gateways in terms of both recruiting and retaining students within the physics major. Physics lab courses have a wide variety of explicit and/or implicit goals for lab courses, including helping students to develop expert-like beliefs about the nature and importance of experimental physics. To assess students' beliefs, attitudes, and expectations about the nature of experimental physics, there is currently one research-based assessment instrument available—the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). Since its development, the E-CLASS has been the subject of multiple research studies aimed at understanding and evaluating the effectiveness of various laboratory learning environments. This paper presents a description of the E-CLASS assessment and a summary of the research that has been done using E-CLASS data with a particular emphasis on the aspects of this work that are most relevant for instructors.
Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.
A Blended Approach to Active Learning in a Physiology Laboratory-Based Subject Facilitated by an e-Learning Component

ERIC Educational Resources Information Center

Dantas, Arianne M.; Kemm, Robert E.

2008-01-01

Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities…
Impact of Biology Laboratory Courses on Students' Science Performance and Views about Laboratory Courses in General: Innovative Measurements and Analyses

ERIC Educational Resources Information Center

Lee, Silvia Wen-Yu; Lai, Yung-Chih; Yu, Hon-Tsen Alex; Lin, Yu-Teh Kirk

2012-01-01

Despite the fact that some educational researchers believe that laboratory courses promote outcomes in cognitive and affective domains in science learning, others have argued that laboratory courses are costly in relation to their value. Moreover, effective measurement of student learning in the laboratory is an area requiring further…
Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive environment promotes high order thinking skills such as problem solving, team work, communication skills and leadership. To promote the teaching of science in the classroom, and prepare the students for their mission, the program includes a pre-visit program. These classroom-based lessons model best practice in effective science teaching and learning to support the development of confident primary science teachers.
eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

ERIC Educational Resources Information Center

Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

2016-01-01

Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…
An Investigative, Cooperative Learning Approach to the General Microbiology Laboratory

ERIC Educational Resources Information Center

Seifert, Kyle; Fenster, Amy; Dilts, Judith A.; Temple, Louise

2009-01-01

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience…
Development of a Countermeasure to Enhance Postflight Locomotor Adaptability

NASA Technical Reports Server (NTRS)

Bloomberg, Jacob J.

2006-01-01

Astronauts returning from space flight experience locomotor dysfunction following their return to Earth. Our laboratory is currently developing a gait adaptability training program that is designed to facilitate recovery of locomotor function following a return to a gravitational environment. The training program exploits the ability of the sensorimotor system to generalize from exposure to multiple adaptive challenges during training so that the gait control system essentially learns to learn and therefore can reorganize more rapidly when faced with a novel adaptive challenge. We have previously confirmed that subjects participating in adaptive generalization training programs using a variety of visuomotor distortions can enhance their ability to adapt to a novel sensorimotor environment. Importantly, this increased adaptability was retained even one month after completion of the training period. Adaptive generalization has been observed in a variety of other tasks requiring sensorimotor transformations including manual control tasks and reaching (Bock et al., 2001, Seidler, 2003) and obstacle avoidance during walking (Lam and Dietz, 2004). Taken together, the evidence suggests that a training regimen exposing crewmembers to variation in locomotor conditions, with repeated transitions among states, may enhance their ability to learn how to reassemble appropriate locomotor patterns upon return from microgravity. We believe exposure to this type of training will extend crewmembers locomotor behavioral repertoires, facilitating the return of functional mobility after long duration space flight. Our proposed training protocol will compel subjects to develop new behavioral solutions under varying sensorimotor demands. Over time subjects will learn to create appropriate locomotor solution more rapidly enabling acquisition of mobility sooner after long-duration space flight. Our laboratory is currently developing adaptive generalization training procedures and the associated flight hardware to implement such a training program during regular inflight treadmill operations. A visual display system will provide variation in visual flow patterns during treadmill exercise. Crewmembers will be exposed to a virtual scene that can translate and rotate in six-degrees-of freedom during their regular treadmill exercise period. Associated ground based studies are focused on determining optimal combinations of sensory manipulations (visual flow, body loading and support surface variation) and training schedules that will produce the greatest potential for adaptive flexibility in gait function during exposure to challenging and novel environments. An overview of our progress in these areas will be discussed during the presentation.
Active-learning laboratory session to teach the four M's of diabetes care.

PubMed

Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

2009-04-07

To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.
Hypothesis-Driven Laboratories: An Innovative Way to Foster Learning in Physiology Laboratory Courses

ERIC Educational Resources Information Center

Steury, Michael D.; Poteracki, James M.; Kelly, Kevin L.; Rennhack, Jonathan; Wehrwein, Erica A.

2016-01-01

Physiology instructors often are faced with the challenge of providing informative and educationally stimulating laboratories while trying to design them in such a way that encourages students to be actively involved in their own learning. With many laboratory experiments designed with simplicity and efficiency as the primary focus, it is…
An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors

PubMed Central

2013-01-01

Background Currently only a few reports exist on how to prepare medical students for skills laboratory training. We investigated how students and tutors perceive a blended learning approach using virtual patients (VPs) as preparation for skills training. Methods Fifth-year medical students (N=617) were invited to voluntarily participate in a paediatric skills laboratory with four specially designed VPs as preparation. The cases focused on procedures in the laboratory using interactive questions, static and interactive images, and video clips. All students were asked to assess the VP design. After participating in the skills laboratory 310 of the 617 students were additionally asked to assess the blended learning approach through established questionnaires. Tutors’ perceptions (N=9) were assessed by semi-structured interviews. Results From the 617 students 1,459 VP design questionnaires were returned (59.1%). Of the 310 students 213 chose to participate in the skills laboratory; 179 blended learning questionnaires were returned (84.0%). Students provided high overall acceptance ratings of the VP design and blended learning approach. By using VPs as preparation, skills laboratory time was felt to be used more effectively. Tutors perceived students as being well prepared for the skills laboratory with efficient uses of time. Conclusion The overall acceptance of the blended learning approach was high among students and tutors. VPs proved to be a convenient cognitive preparation tool for skills training. PMID:23402663
Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course

ERIC Educational Resources Information Center

Pakhira, Deblina

2012-01-01

Exposure to organic chemistry concepts in the laboratory can positively affect student performance, learning new chemistry concepts and building motivation towards learning chemistry in the lecture. In this study, quantitative methods were employed to assess differences in student performance, learning, and motivation in an organic chemistry…
Effect of Cooperative Learning and Traditional Methods on Students' Achievements and Identifications of Laboratory Equipments in Science-Technology Laboratory Course

ERIC Educational Resources Information Center

Aydin, Suleyman

2011-01-01

Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary…

The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.
Toward a critical approach to the study of learning environments in science classrooms

NASA Astrophysics Data System (ADS)

Lorsbach, Anthony; Tobin, Kenneth

1995-03-01

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.
Development and implications of technology in reform-based physics laboratories

NASA Astrophysics Data System (ADS)

Chen, Sufen; Lo, Hao-Chang; Lin, Jing-Wen; Liang, Jyh-Chong; Chang, Hsin-Yi; Hwang, Fu-Kwun; Chiou, Guo-Li; Wu, Ying-Tien; Lee, Silvia Wen-Yu; Wu, Hsin-Kai; Wang, Chia-Yu; Tsai, Chin-Chung

2012-12-01

Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students’ science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.
An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…
AFRL Solid Propellant Laboratory Explosive Siting and Renovation Lessons Learned

DTIC Science & Technology

2010-05-19

AFRL Solid Propellant Laboratory Explosive Siting and Renovation Lessons Learned Daniel F. Schwartz Air Force Research Laboratory ...9. SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES) 10. SPONSOR/MONITOR’S ACRONYM(S) Air Force Research Laboratory (AFMC) AFRL /RZS...provide the United States Air Force with advanced rocket propulsion technologies, the Air Force Research
Effects of Combined Hands-on Laboratory and Computer Modeling on Student Learning of Gas Laws: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Liu, Xiufeng

2006-01-01

Based on current theories of chemistry learning, this study intends to test a hypothesis that computer modeling enhanced hands-on chemistry laboratories are more effective than hands-on laboratories or computer modeling laboratories alone in facilitating high school students' understanding of chemistry concepts. Thirty-three high school chemistry…
The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill

ERIC Educational Resources Information Center

Karacop, Ataman; Diken, Emine Hatun

2017-01-01

The purpose of this study is to investigate the effects of laboratory approach based on jigsaw method with cooperative learning and confirmatory laboratory approach on university students' cognitive process development in Science teaching laboratory applications, and to determine the opinions of the students on applied laboratory methods. The…
Tried and True: Tested Ideas for Teaching and Learning from the Regional Educational Laboratories.

ERIC Educational Resources Information Center

Levinson, Luna; Stonehill, Robert

This collection of 16 tested ideas for improving teaching and learning evolved from the work of the 1995 Proven Laboratory Practices Task Force charged with identifying and collecting the best and most useful work from the Regional Educational Laboratories. The Regional Educational Laboratory program is the largest research and development…
Preparing for the future: a case study of role changing and reengineering. Recognize and seize the new opportunities.

PubMed

Holland, C A

1995-01-01

Today's laboratory managers are caught in the midst of a tumultuous environment as a result of managed care, mergers and acquisitions, and downsizing. We must prepare ourselves through continuous learning, recognize the marketable value of our skills outside of the laboratory, and seize opportunities to expand into new roles. At Arkansas Children's Hospital, the Chief Executive Officer selected the Administrative Director of Laboratories to reengineer the General Pediatric Center. Our goals were to improve quality of care, efficiency, teamwork, clinic visit times, and satisfaction of patients, staff, and physicians. We developed ideal objectives from surveys, brainstorming sessions, and interviews to serve as guidelines for reengineering teams. Teams met the goals and 12 of 15 ideal objectives. Patient flow redesign resulted in different processes for different patient populations and a 35% decrease in the average clinic visit time. Patient, staff, and physician satisfaction improved, as did the clinic's financial status. The project's success confirms that our leadership and analytical skills are transferable from the laboratory to carry us to new heights in other health-care arenas.
Critical components required to improve deployable laboratory biological hazards identification

NASA Astrophysics Data System (ADS)

Niemeyer, Debra M.

2004-08-01

An ever-expanding global military mission necessitates quick and accurate identification of biological hazards, whether naturally occurring or man-made. Coupled with an ever-present threat of biological attack, an expanded U.S. presence in worn-torn locations like Southwest Asia presents unique public health challenges. We must heed modern day "lessons learned" from Operation Desert Shield and the Soviet Afghanistan Campaign and guard against rapid incapacitation of troop strength from endemic disease and biological attack. To minimize readiness impacts, field hygiene is enforced, and research on better medical countermeasures such as antibiotics and vaccines continues. However, there are no preventions or remedies for all military-relevant infectious diseases or biological agents. A deployable, streamlined, self-contained diagnostic and public health surveillance laboratory capability with a reach-back communication is critical to meeting global readiness challenges. Current deployable laboratory packages comprise primarily diagnostic or environmental sample testing capabilities. Discussion will focus on critical components needed to improve existing laboratory assets, and to facilitate deployment of small, specialized packages far forward. The ideal laboratory model described will become an essential tool for the Combatant or Incident Commander to maintain force projection in the expeditionary environment.
Modernisation of the intermediate physics laboratory

NASA Astrophysics Data System (ADS)

Kontro, Inkeri; Heino, Olga; Hendolin, Ilkka; Galambosi, Szabolcs

2018-03-01

The intermediate laboratory courses at the Department of Physics, University of Helsinki, were reformed using desired learning outcomes as the basis for design. The reformed laboratory courses consist of weekly workshops and small-group laboratory sessions. Many of the laboratory exercises are open-ended and have several possible ways of execution. They were designed around affordable devices, to allow for the purchase of multiple sets of laboratory equipment. This allowed students to work on the same problems simultaneously. Thus, it was possible to set learning goals which build on each other. Workshop sessions supported the course by letting the students solve problems related to conceptual and technical aspects of each laboratory exercise. The laboratory exercises progressed biweekly to allow for iterative problem solving. Students reached the learning goals well and the reform improved student experiences. Neither positive or negative changes in expert-like attitudes towards experimental physics (measured by E-CLASS questionnaire) were observed.
Active-Learning Laboratory Session to Teach the Four M's of Diabetes Care

PubMed Central

Plake, Kimberly S.; Nash, Christiane L.; Shepler, Brian M.

2009-01-01

Objective To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Design Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Assessment Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. Conclusion An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas. PMID:19513160
The Future of Nonproliferation in a Changed and Changing Environment: A Workshop Summary

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

Dreicer, M.

2016-08-30

The Center for Global Security Research and Global Security Principal Directorate at Lawrence Livermore National Laboratory convened a workshop in July 2016 to consider “The Future of Nonproliferation in a Changed and Changing Security Environment.” We took a broad view of nonproliferation, encompassing not just the treaty regime but also arms control, threat reduction, counter-proliferation, and countering nuclear terrorism. We gathered a group of approximately 60 experts from the technical, academic, political, defense and think tank communities and asked them what—and how much—can reasonably be accomplished in each of these areas in the 5 to 10 years ahead. Discussion wasmore » on a not-for-attribution basis. This document provides a summary of key insights and lessons learned, and is provided to help stimulate broader public discussion of these issues. It is a collection of ideas as informally discussed and debated among a group of experts. The ideas reported here are the personal views of individual experts and should not be attributed to Lawrence Livermore National Laboratory.« less
Graduate Research Assistant Program for Professional Development at Oak Ridge National Laboratory (ORNL) Global Nuclear Security Technology Division (GNSTD)

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

Eipeldauer, Mary D; Shelander Jr, Bruce R

2012-01-01

The southeast is a highly suitable environment for establishing a series of nuclear safety, security and safeguards 'professional development' courses. Oak Ridge National Laboratory (ORNL) provides expertise in the research component of these subjects while the Y-12 Nuclear Security Complex handles safeguards/security and safety applications. Several universities (i.e., University of Tennessee, Knoxville (UTK), North Carolina State University, University of Michigan, and Georgia Technology Institute) in the region, which offer nuclear engineering and public policy administration programs, and the Howard Baker Center for Public Policy make this an ideal environment for learning. More recently, the Institute for Nuclear Security (INS) wasmore » established between ORNL, Y-12, UTK and Oak Ridge Associate Universities (ORAU), with a focus on five principal areas. These areas include policy, law, and diplomacy; education and training; science and technology; operational and intelligence capability building; and real-world missions and applications. This is a new approach that includes professional development within the graduate research assistant program addressing global needs in nuclear security, safety and safeguards.« less
Group dynamic and its effect on classroom climate, achievement, and time in lab in the organic chemistry laboratory classroom

NASA Astrophysics Data System (ADS)

Hall, Rachael S.

Despite the many studies on the benefits of cooperative learning, there is surprising little research into how the classroom as a whole changes when these cooperative groups are reassigned. In one section of CHEM 3011 in Fall 2013, students were allowed to pick their partner and kept the same partner all semester. In another section during the same semester, students were assigned a different partner for every wet lab and were allowed to pick their partners during the computer simulation labs. The students in both sections were given the "preferred" version of the Science Laboratory Environment Inventory (SLEI) at the beginning of the semester to elicit student preferences for the class environment, and the "actual" version of the SLEI and the Class Life Instrument at the end of the semester to determine what actually occurred during the semester. The students' interactions were recorded using an observational instrument developed specifically for this project. The students' responses to surveys, interactions, grades, and time in lab were analyzed for differences between the two sections. The results of this study will be discussed.
Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…
A qualitative characterization of an introductory college nonmajors biology laboratory

NASA Astrophysics Data System (ADS)

Lee, Cherin Ann

The nature of an undergraduate, nonmajors biology laboratory was investigated in this study. Student participants were enrolled in a general education biology laboratory course at the University of Northern Iowa. The researcher's purpose was to gain a characterization of the instructional format and laboratory activities experienced by students. Interpretation of student and instructor responses enabled an insider's view of the biology laboratory. The laboratory period was consistently described by both students and instructors as having three parts, Beginning, Middle, and End, with the End being of special importance for conceptual development. The instructional format of the three instructors differed within the three portions of the laboratory period, ranging from an inquiry-oriented, partial learning cycle to a fairly expository model labeled inform/verify/practice. There was striking similarity in intrasectional student and teacher descriptions of instructional format. Additionally, students experiencing the alternate instructor provided the same characterizations of instructional format as those provided by the instructor's usual students. There were no discernible patterns of instructional format based on sex or reasoning level. In addition to the central role of instructional format, three areas of importance emerged: the social aspects of learning, the collaborative and cooperative nature of laboratory work and learning, and the role of self-efficacy. Theory developed from and grounded in the data showed six factors important in the introductory college biology laboratory: collaborative and cooperative learning, student-student and teacher-student interactions, attitude and self-efficacy, learning process and learning style, effective instructional format, and science content. These factors were found to be similar to factors identified in the literature as important in K-12 science education. These factors were set in the context of schooling and learning paradigms, paralleling J. J. Schwab's four conditions of a curriculum (subject matter, learners, teachers, and milieus), Benjamin Bloom's model of important factors in student achievement and schooling (cognitive entry behaviors, affective entry behaviors, and quality of instruction), and fitting a constructivist epistemological framework.
Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy.

PubMed

Mathiowetz, Virgil; Yu, Chih-Huang; Quake-Rapp, Cindee

2016-01-01

This study was designed to assess the grades, self-perceived learning, and satisfaction between occupational therapy students who used a gross anatomy laboratory versus online anatomy software (AnatomyTV) as tools to learn anatomy at a large public university and a satellite campus in the mid-western United States. The goal was to determine if equivalent learning outcomes could be achieved regardless of learning tool used. In addition, it was important to determine why students chose the gross anatomy laboratory over online AnatomyTV. A two group, post-test only design was used with data gathered at the end of the course. Primary outcomes were students' grades, self-perceived learning, and satisfaction. In addition, a survey was used to collect descriptive data. One cadaver prosection was available for every four students in the gross anatomy laboratory. AnatomyTV was available online through the university library. At the conclusion of the course, the gross anatomy laboratory group had significantly higher grade percentage, self-perceived learning, and satisfaction than the AnatomyTV group. However, the practical significance of the difference is debatable. The significantly greater time spent in gross anatomy laboratory during the laboratory portion of the course may have affected the study outcomes. In addition, some students may find the difference in (B+) versus (A-) grade as not practically significant. Further research needs to be conducted to identify what specific anatomy teaching resources are most effective beyond prosection for students without access to a gross anatomy laboratory. © 2015 American Association of Anatomists.
Development of a Web-Enabled Learning Platform for Geospatial Laboratories: Improving the Undergraduate Learning Experience

ERIC Educational Resources Information Center

Mui, Amy B.; Nelson, Sarah; Huang, Bruce; He, Yuhong; Wilson, Kathi

2015-01-01

This paper describes a web-enabled learning platform providing remote access to geospatial software that extends the learning experience outside of the laboratory setting. The platform was piloted in two undergraduate courses, and includes a software server, a data server, and remote student users. The platform was designed to improve the quality…
The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

ERIC Educational Resources Information Center

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

NASA Astrophysics Data System (ADS)

Owens, David C.; Sadler, Troy D.; Barlow, Angela T.; Smith-Walters, Cindi

2017-12-01

Several studies have found active learning to enhance students' motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants' unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.
Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16 curriculum. Ongoing formative assessment of the Cohort I project teams led to a greater emphasis on participant exploration of authentic scientific questions and tighter integration of scientific explorations and development of participant inquiry projects.
Eye-tracking novice and expert geologist groups in the field and laboratory

NASA Astrophysics Data System (ADS)

Cottrell, R. D.; Evans, K. M.; Jacobs, R. A.; May, B. B.; Pelz, J. B.; Rosen, M. R.; Tarduno, J. A.; Voronov, J.

2010-12-01

We are using an Active Vision approach to learn how novices and expert geologists acquire visual information in the field. The Active Vision approach emphasizes that visual perception is an active process wherein new information is acquired about a particular environment through exploratory eye movements. Eye movements are not only influenced by physical stimuli, but are also strongly influenced by high-level perceptual and cognitive processes. Eye-tracking data were collected on ten novices (undergraduate geology students) and 3 experts during a 10-day field trip across California focused on neotectonics. In addition, high-resolution panoramic images were captured at each key locality for use in a semi-immersive laboratory environment. Examples of each data type will be presented. The number of observers will be increased in subsequent field trips, but expert/novice differences are already apparent in the first set of individual eye-tracking records, including gaze time, gaze pattern and object recognition. We will review efforts to quantify these patterns, and development of semi-immersive environments to display geologic scenes. The research is a collaborative effort between Earth scientists, Cognitive scientists and Imaging scientists at the University of Rochester and the Rochester Institute of Technology and with funding from the National Science Foundation.
Developing Guided Inquiry-Based Student Lab Worksheet for Laboratory Knowledge Course

NASA Astrophysics Data System (ADS)

Rahmi, Y. L.; Novriyanti, E.; Ardi, A.; Rifandi, R.

2018-04-01

The course of laboratory knowledge is an introductory course for biology students to follow various lectures practicing in the biology laboratory. Learning activities of laboratory knowledge course at this time in the Biology Department, Universitas Negeri Padang has not been completed by supporting learning media such as student lab worksheet. Guided inquiry learning model is one of the learning models that can be integrated into laboratory activity. The study aimed to produce student lab worksheet based on guided inquiry for laboratory knowledge course and to determine the validity of lab worksheet. The research was conducted using research and developmet (R&D) model. The instruments used in data collection in this research were questionnaire for student needed analysis and questionnaire to measure the student lab worksheet validity. The data obtained was quantitative from several validators. The validators consist of three lecturers. The percentage of a student lab worksheet validity was 94.18 which can be categorized was very good.
Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…
Understanding the neurophysiological basis of auditory abilities for social communication: a perspective on the value of ethological paradigms.

PubMed

Bennur, Sharath; Tsunada, Joji; Cohen, Yale E; Liu, Robert C

2013-11-01

Acoustic communication between animals requires them to detect, discriminate, and categorize conspecific or heterospecific vocalizations in their natural environment. Laboratory studies of the auditory-processing abilities that facilitate these tasks have typically employed a broad range of acoustic stimuli, ranging from natural sounds like vocalizations to "artificial" sounds like pure tones and noise bursts. However, even when using vocalizations, laboratory studies often test abilities like categorization in relatively artificial contexts. Consequently, it is not clear whether neural and behavioral correlates of these tasks (1) reflect extensive operant training, which drives plastic changes in auditory pathways, or (2) the innate capacity of the animal and its auditory system. Here, we review a number of recent studies, which suggest that adopting more ethological paradigms utilizing natural communication contexts are scientifically important for elucidating how the auditory system normally processes and learns communication sounds. Additionally, since learning the meaning of communication sounds generally involves social interactions that engage neuromodulatory systems differently than laboratory-based conditioning paradigms, we argue that scientists need to pursue more ethological approaches to more fully inform our understanding of how the auditory system is engaged during acoustic communication. This article is part of a Special Issue entitled "Communication Sounds and the Brain: New Directions and Perspectives". Copyright © 2013 Elsevier B.V. All rights reserved.
Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.
Guided-Inquiry Based Laboratory Instruction: Investigation of Critical Thinking Skills, Problem Solving Skills, and Implementing Student Roles in Chemistry

ERIC Educational Resources Information Center

Gupta, Tanya

2012-01-01

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with…
Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation during a Laboratory Course

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…
Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

NASA Astrophysics Data System (ADS)

Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

2018-05-01

This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.
Blended learning within an undergraduate exercise physiology laboratory.

PubMed

Elmer, Steven J; Carter, Kathryn R; Armga, Austin J; Carter, Jason R

2016-03-01

In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offloaded to self-paced video demonstrations (∼15 min). Laboratory section 1 (n = 16) completed blended laboratories for 1) neuromuscular power and 2) blood lactate, whereas section 2 (n = 17) completed blended laboratories for 1) maximal O2 consumption and 2) muscle electromyography. Both sections completed the same assignments (scored in a blinded manner using a standardized rubric) and practicum exams (evaluated by two independent investigators). Pre- and postcourse surveys were used to assess student perceptions. Most students (∼79%) watched videos for both blended laboratories. Assignment scores did not differ between blended and traditional laboratories (P = 0.62) or between sections (P = 0.91). Practicum scores did not differ between sections (both P > 0.05). At the end of the course, students' perceived value of the blended format increased (P < 0.01) and a greater percentage of students agreed that learning key foundational content through video demonstrations before class greatly enhanced their learning of course material compared with a preassigned reading (94% vs. 78%, P < 0.01). Blended exercise physiology laboratories provided an alternative method for delivering content that was favorably perceived by students and did not compromise student performance. Copyright © 2016 The American Physiological Society.
Adaptive process control using fuzzy logic and genetic algorithms

NASA Technical Reports Server (NTRS)

Karr, C. L.

1993-01-01

Researchers at the U.S. Bureau of Mines have developed adaptive process control systems in which genetic algorithms (GA's) are used to augment fuzzy logic controllers (FLC's). GA's are search algorithms that rapidly locate near-optimum solutions to a wide spectrum of problems by modeling the search procedures of natural genetics. FLC's are rule based systems that efficiently manipulate a problem environment by modeling the 'rule-of-thumb' strategy used in human decision making. Together, GA's and FLC's possess the capabilities necessary to produce powerful, efficient, and robust adaptive control systems. To perform efficiently, such control systems require a control element to manipulate the problem environment, and a learning element to adjust to the changes in the problem environment. Details of an overall adaptive control system are discussed. A specific laboratory acid-base pH system is used to demonstrate the ideas presented.
The Implementation of a Service-Learning Component in an Organic Chemistry Laboratory Course

ERIC Educational Resources Information Center

Glover, Sarah R.; Sewry, Joyce D.; Bromley, Candice L.; Davies-Coleman, Michael T.; Hlengwa, Amanda

2013-01-01

avenues for the implementation of service-learning into their curricula. A second-year undergraduate organic chemistry laboratory experiment, in which the undergraduate students make azo dyes, can provide a vehicle for a service-learning module in which university undergraduate…
Experiential learning for education on Earth Sciences

NASA Astrophysics Data System (ADS)

Marsili, Antonella; D'Addezio, Giuliana; Todaro, Riccardo; Scipilliti, Francesca

2015-04-01

The Laboratorio Divulgazione Scientifica e Attività Museali of the Istituto Nazionale di Geofisica e Vulcanologia (INGV's Laboratory for Outreach and Museum Activities) in Rome, organizes every year intense educational and outreach activities to convey scientific knowledge and to promote research on Earth Science, focusing on volcanic and seismic hazard. Focusing on kids, we designed and implemented the "greedy laboratory for children curious on science (Laboratorio goloso per bambini curiosi di scienza)", to intrigue children from primary schools and to attract their interest by addressing in a fun and unusual way topics regarding the Earth, seismicity and seismic risk. We performed the "greedy laboratory" using experiential teaching, an innovative method envisaging the use and handling commonly used substances. In particular, in the "greedy laboratory" we proposed the use of everyday life's elements, such as food, to engage, entertain and convey in a simple and interesting communication approach notions concerning Earth processes. We proposed the initiative to public during the "European Researchers Night" in Rome, on September 26, 2014. Children attending the "greedy laboratory", guided by researchers and technicians, had the opportunity to become familiar with scientific concepts, such as the composition of the Earth, the Plate tectonics, the earthquake generation, the propagation of seismic waves and their shaking effects on the anthropogenic environment. During the hand-on laboratory, each child used not harmful substances such as honey, chocolate, flour, barley, boiled eggs and biscuits. At the end, we administered a questionnaire rating the proposed activities, first evaluating the level of general satisfaction of the laboratory and then the various activities in which it was divided. This survey supplied our team with feedbacks, revealing some precious hints on appreciation and margins of improvement. We provided a semi-quantitative assessment with a questionnaire focused on the appreciation, on the emotional and cognitive learning and trying to test the issue we addressed when we built up the performance. The questionnaire are set in a semi-structured way, keeping free only a few questions. One hundred of both boys and girls attended the laboratory, seventy-one of whom completed the questionnaire. As a general results, we register a very high level of satisfaction and interest. We analyzed the questionnaires, using as first the variables "age" and "gender". Children 5 to 11 years old completed the questionare, about 72% were girls. This experential teaching for primary schools intrigues and involves child using the methodology of ''learning by doing". Our experience demonstrates that this teaching approach may represents a successful and effective method to transfer useful information about geo-hazards strengthening the culture of prevention.
RealTime Physics: Active learning laboratory

NASA Astrophysics Data System (ADS)

Thornton, Ronald K.; Sokoloff, David R.

1997-03-01

Our research shows that student learning of physics concepts in introductory physics courses is enhanced by the use of special guided discovery laboratory curricula which embody the results of educational research and which are supported by the use of the Tools for Scientific Thinking microcomputer-based laboratory (MBL) tools. In this paper we first describe the general characteristics of the research-based RealTime Physics laboratory curricula developed for use in introductory physics classes in colleges, universities and high schools. We then describe RealTime Physics Mechanics in detail. Finally we examine student learning of dynamics in traditional physics courses and in courses using RealTime Physics Mechanics, primarily by the use of correlated questions on the Force and Motion Conceptual Evaluation. We present considerable evidence that students who use the new laboratory curricula demonstrate significantly improved learning and retention of dynamics concepts compared to students taught by traditional methods.
On-the-Job Evidence-Based Medicine Training for Clinician-Scientists of the Next Generation

PubMed Central

Leung, Elaine YL; Malick, Sadia M; Khan, Khalid S

2013-01-01

Clinical scientists are at the unique interface between laboratory science and frontline clinical practice for supporting clinical partnerships for evidence-based practice. In an era of molecular diagnostics and personalised medicine, evidence-based laboratory practice (EBLP) is also crucial in aiding clinical scientists to keep up-to-date with this expanding knowledge base. However, there are recognised barriers to the implementation of EBLP and its training. The aim of this review is to provide a practical summary of potential strategies for training clinician-scientists of the next generation. Current evidence suggests that clinically integrated evidence-based medicine (EBM) training is effective. Tailored e-learning EBM packages and evidence-based journal clubs have been shown to improve knowledge and skills of EBM. Moreover, e-learning is no longer restricted to computer-assisted learning packages. For example, social media platforms such as Twitter have been used to complement existing journal clubs and provide additional post-publication appraisal information for journals. In addition, the delivery of an EBLP curriculum has influence on its success. Although e-learning of EBM skills is effective, having EBM trained teachers available locally promotes the implementation of EBM training. Training courses, such as Training the Trainers, are now available to help trainers identify and make use of EBM training opportunities in clinical practice. On the other hand, peer-assisted learning and trainee-led support networks can strengthen self-directed learning of EBM and research participation among clinical scientists in training. Finally, we emphasise the need to evaluate any EBLP training programme using validated assessment tools to help identify the most crucial ingredients of effective EBLP training. In summary, we recommend on-the-job training of EBM with additional focus on overcoming barriers to its implementation. In addition, future studies evaluating the effectiveness of EBM training should use validated outcome tools, endeavour to achieve adequate power and consider the effects of EBM training on learning environment and patient outcomes. PMID:24151345
On-the-Job Evidence-Based Medicine Training for Clinician-Scientists of the Next Generation.

PubMed

Leung, Elaine Yl; Malick, Sadia M; Khan, Khalid S

2013-08-01

Clinical scientists are at the unique interface between laboratory science and frontline clinical practice for supporting clinical partnerships for evidence-based practice. In an era of molecular diagnostics and personalised medicine, evidence-based laboratory practice (EBLP) is also crucial in aiding clinical scientists to keep up-to-date with this expanding knowledge base. However, there are recognised barriers to the implementation of EBLP and its training. The aim of this review is to provide a practical summary of potential strategies for training clinician-scientists of the next generation. Current evidence suggests that clinically integrated evidence-based medicine (EBM) training is effective. Tailored e-learning EBM packages and evidence-based journal clubs have been shown to improve knowledge and skills of EBM. Moreover, e-learning is no longer restricted to computer-assisted learning packages. For example, social media platforms such as Twitter have been used to complement existing journal clubs and provide additional post-publication appraisal information for journals. In addition, the delivery of an EBLP curriculum has influence on its success. Although e-learning of EBM skills is effective, having EBM trained teachers available locally promotes the implementation of EBM training. Training courses, such as Training the Trainers, are now available to help trainers identify and make use of EBM training opportunities in clinical practice. On the other hand, peer-assisted learning and trainee-led support networks can strengthen self-directed learning of EBM and research participation among clinical scientists in training. Finally, we emphasise the need to evaluate any EBLP training programme using validated assessment tools to help identify the most crucial ingredients of effective EBLP training. In summary, we recommend on-the-job training of EBM with additional focus on overcoming barriers to its implementation. In addition, future studies evaluating the effectiveness of EBM training should use validated outcome tools, endeavour to achieve adequate power and consider the effects of EBM training on learning environment and patient outcomes.
Hands-on laboratory Experience in Teaching-Learning Physiology.

ERIC Educational Resources Information Center

Randall, Walter C.; Burkholder, Timothy

1990-01-01

The results of actual student participation, with organized group discussions, which show that laboratory teaching remains the premiere mechanism for teaching and learning organ-system physiology are discussed. Laboratories using a pithed frog, a turtle heart, an anesthetized rabbit, and noninvasive recordings from students during exercise are…
The Influence of Modern Instrumentation on the Analytical and General Chemistry Curriculum at Bates College

NASA Astrophysics Data System (ADS)

Wenzel, Thomas J.

2001-09-01

The availability of state-of-the-art instruments such as high performance liquid chromatograph, gas chromatograph-mass spectrometer, inductively coupled plasma-atomic emission spectrometer, capillary electrophoresis system, and ion chromatograph obtained through four Instructional Laboratory Improvement and one Course, Curriculum, and Laboratory Improvement grants from the National Science Foundation has led to a profound change in the structure of the analytical and general chemistry courses at Bates College. Students in both sets of courses now undertake ambitious, semester-long, small-group projects. The general chemistry course, which fulfills the prerequisite requirement for all upper-level chemistry courses, focuses on the connection between chemistry and the study of the environment. The projects provide students with an opportunity to conduct a real scientific investigation. The projects emphasize problem solving, team work, and communication, while still fostering the development of important laboratory skills. Cooperative learning is also used extensively in the classroom portion of these courses.
Problem-based learning biotechnology courses in chemical engineering.

PubMed

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

Successes and Challenges in Transitioning to Large Enrollment NEXUS/Physics IPLS Labs

NASA Astrophysics Data System (ADS)

Moore, Kimberly

2017-01-01

UMd-PERG's NEXUS/Physics for Life Sciences laboratory curriculum, piloted in 2012-2013 in small test classes, has been implemented in large-enrollment environments at UMD from 2013-present. These labs address physical issues at biological scales using microscopy, image and video analysis, electrophoresis, and spectroscopy in an open, non-protocol-driven environment. We have collected a wealth of data (surveys, video analysis, etc.) that enables us to get a sense of the students' responses to this curriculum in a large-enrollment environment and with teaching assistants both `new to' and `experienced in' the labs. In this talk, we will provide a brief overview of what we have learned, including the challenges of transitioning to large N, student perception then and now, and comparisons of our large-enrollment results to the results from our pilot study. We will close with a discussion of the acculturation of teaching assistants to this novel environment and suggestions for sustainability.
Case study of the science, engineering, mathematics, and aerospace academy: Participant and parental perceptions

NASA Astrophysics Data System (ADS)

Graves, Catherine

The science, engineering, mathematics, and aerospace academy (SEMAA) is a federally-funded national out-of-school time (OST) science, technology, engineering, and mathematics (STEM) program that provides K-12 grade participants with hands-on activities and access to an aerospace education laboratory with the goals of increasing participants' engagement and interest in STEM and STEM careers. The SEMAA also provides support, resources, and training for SEMAA participants' parents through the Family Cafe. This multiple-case study investigated participants' and their parents' reasons for enrolling in the SEMAA and characterized the SEMAA in terms of its operations and infrastructure, instructors, learning environment, curriculum and instruction, and parental engagement. This study also assessed the role of the SEMAA in supporting participants' STEM college degree and career interests. Additionally, this study assessed the participants' attitudes towards science and science motivation factors. The findings of this study have implications for SEMAA and other OST STEM program providers related to: (a) recruitment and retention, (b) operations and infrastructure, (c) learning environments, (d) instructors, (e) curriculum and instruction, (f) parental engagement, and (g) OST STEM program outcomes.
Shifting Sands and Turning Tides: Using 3D Visualization Technology to Shape the Environment for Undergraduate Students

NASA Astrophysics Data System (ADS)

Jenkins, H. S.; Gant, R.; Hopkins, D.

2014-12-01

Teaching natural science in a technologically advancing world requires that our methods reach beyond the traditional computer interface. Innovative 3D visualization techniques and real-time augmented user interfaces enable students to create realistic environments to understand the world around them. Here, we present a series of laboratory activities that utilize an Augmented Reality Sandbox to teach basic concepts of hydrology, geology, and geography to undergraduates at Harvard University and the University of Redlands. The Augmented Reality (AR) Sandbox utilizes a real sandbox that is overlain by a digital projection of topography and a color elevation map. A Microsoft Kinect 3D camera feeds altimetry data into a software program that maps this information onto the sand surface using a digital projector. Students can then manipulate the sand and observe as the Sandbox augments their manipulations with projections of contour lines, an elevation color map, and a simulation of water. The idea for the AR Sandbox was conceived at MIT by the Tangible Media Group in 2002 and the simulation software used here was written and developed by Dr. Oliver Kreylos of the University of California - Davis as part of the NSF funded LakeViz3D project. Between 2013 and 2014, we installed AR Sandboxes at Harvard and the University of Redlands, respectively, and developed laboratory exercises to teach flooding hazard, erosion and watershed development in undergraduate earth and environmental science courses. In 2013, we introduced a series of AR Sandbox laboratories in Introductory Geology, Hydrology, and Natural Disasters courses. We found laboratories that utilized the AR Sandbox at both universities allowed students to become quickly immersed in the learning process, enabling a more intuitive understanding of the processes that govern the natural world. The physical interface of the AR Sandbox reduces barriers to learning, can be used to rapidly illustrate basic concepts of geology, geography and hydrology, and enabled our undergraduate students to understand topography intuitively. We therefore find the AR Sandbox to be a novel teaching tool and an effective demonstration of the capabilities of 3D visualization and real-time augmented user interfaces that enable students to better understand environmental processes.
Do you kiss your mother with that mouth? An authentic large-scale undergraduate research experience in mapping the human oral microbiome.

PubMed

Wang, Jack T H; Daly, Joshua N; Willner, Dana L; Patil, Jayee; Hall, Roy A; Schembri, Mark A; Tyson, Gene W; Hugenholtz, Philip

2015-05-01

Clinical microbiology testing is crucial for the diagnosis and treatment of community and hospital-acquired infections. Laboratory scientists need to utilize technical and problem-solving skills to select from a wide array of microbial identification techniques. The inquiry-driven laboratory training required to prepare microbiology graduates for this professional environment can be difficult to replicate within undergraduate curricula, especially in courses that accommodate large student cohorts. We aimed to improve undergraduate scientific training by engaging hundreds of introductory microbiology students in an Authentic Large-Scale Undergraduate Research Experience (ALURE). The ALURE aimed to characterize the microorganisms that reside in the healthy human oral cavity-the oral microbiome-by analyzing hundreds of samples obtained from student volunteers within the course. Students were able to choose from selective and differential culture media, Gram-staining, microscopy, as well as polymerase chain reaction (PCR) and 16S rRNA gene sequencing techniques, in order to collect, analyze, and interpret novel data to determine the collective oral microbiome of the student cohort. Pre- and postsurvey analysis of student learning gains across two iterations of the course (2012-2013) revealed significantly higher student confidence in laboratory skills following the completion of the ALURE (p < 0.05 using the Mann-Whitney U-test). Learning objectives on effective scientific communication were also met through effective student performance in laboratory reports describing the research outcomes of the project. The integration of undergraduate research in clinical microbiology has the capacity to deliver authentic research experiences and improve scientific training for large cohorts of undergraduate students.
Hypermedia in Vocational Learning: A Hypermedia Learning Environment for Training Management Skills

ERIC Educational Resources Information Center

Konradt, Udo

2004-01-01

A learning environment is defined as an arrangement of issues, methods, techniques, and media in a given domain. Besides temporal and spatial features a learning environment considers the social situation in which learning takes place. In (hypermedia) learning environments the concept of exploration and the active role of the learner is…
Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…
Assessing culturally sensitive factors in the learning environment of science classrooms

NASA Astrophysics Data System (ADS)

Fisher, Darrell L.; Waldrip, Bruce G.

1997-03-01

As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.
Modernizing and transforming medical education at the Kilimanjaro Christian Medical University College.

PubMed

Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

2014-08-01

The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college's medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college's administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued.
Modernizing and Transforming Medical Education at the Kilimanjaro Christian Medical University College

PubMed Central

Lisasi, Esther; Kulanga, Ahaz; Muiruri, Charles; Killewo, Lucy; Fadhili, Ndimangwa; Mimano, Lucy; Kapanda, Gibson; Tibyampansha, Dativa; Ibrahim, Glory; Nyindo, Mramba; Mteta, Kien; Kessi, Egbert; Ntabaye, Moshi; Bartlett, John

2014-01-01

The Kilimanjaro Christian Medical University (KCMU) College and the Medical Education Partnership Initiative (MEPI) are addressing the crisis in Tanzanian health care manpower by modernizing the college’s medical education with new tools and techniques. With a $10 million MEPI grant and the participation of its partner, Duke University, KCMU is harnessing the power of information technology (IT) to upgrade tools for students and faculty. Initiatives in eLearning have included bringing fiber-optic connectivity to the campus, offering campus-wide wireless access, opening student and faculty computer laboratories, and providing computer tablets to all incoming medical students. Beyond IT, the college is also offering wet laboratory instruction for hands-on diagnostic skills, team-based learning, and clinical skills workshops. In addition, modern teaching tools and techniques address the challenges posed by increasing numbers of students. To provide incentives for instructors, a performance-based compensation plan and teaching awards have been established. Also for faculty, IT tools and training have been made available, and a medical education course management system is now being widely employed. Student and faculty responses have been favorable, and the rapid uptake of these interventions by students, faculty, and the college’s administration suggests that the KCMU College MEPI approach has addressed unmet needs. This enabling environment has transformed the culture of learning and teaching at KCMU College, where a path to sustainability is now being pursued. PMID:25072581
Learning Science in the 21st century - a shared experience between schools

NASA Astrophysics Data System (ADS)

Pinto, Tânia; Soares, Rosa; Ruas, Fátima

2015-04-01

Problem Based Learning is considered an innovative teaching and learning inquiry methodology that is student centered, focused in the resolution of an authentic problem and in which the teacher acts like a facilitator of the work in small groups. In this process, it is expected that students develop attitudinal, procedural and communication skills, in addition to the cognitive typically valued. PBL implementation also allows the use of multiple educational strategies, like laboratorial experiments, analogue modeling or ICT (video animations, electronic presentations or software simulations, for instance), which can potentiate a more interactive environment in the classroom. In this study, taken in three schools in the north of Portugal, which resulted from the cooperation between three science teachers, with a 75 individuals sample, were examined students' opinions about the main difficulties and strengths concerning the PBL methodology, having as a common denominator the use of a laboratorial experiment followed by an adequate digital software as educational resource to interpret the obtained results and to make predictions (e.g. EarthQuake, Virtual Quake, Stellarium). The data collection methods were based on direct observation and questionnaires. The results globally show that this educational approach motivates students' towards science, helping them to solve problems from daily life and that the use of software was relevant, as well as the collaborative working. The cognitive strand continues to be the most valued by pupils.
Assessment of noise levels of the equipments used in the dental teaching institution, Bangalore.

PubMed

Kadanakuppe, Sushi; Bhat, Padma K; Jyothi, C; Ramegowda, C

2011-01-01

In dental practical classes, the acoustic environment is characterized by high noise levels in relation to other teaching areas, due to the exaggerated noise produced by some of these devices and use of dental equipment by many users at the same time. To measure, analyze and compare noise levels of equipments among dental learning areas under different working conditions and also to measure and compare noise levels between used and brand new handpieces under different working conditions. Noise levels were measured and analyzed in different dental learning areas that included clinical, pre-clinical areas and laboratories selected as representatives of a variety of learning-teaching activities. The noise levels were determined using a precision noise level meter (CENTER® 325 IEC 651 TYPE II) with a microphone. The mean of the maxima was determined. The data were collected, tabulated, and statistically analyzed using t tests. The noise levels measured varied between 64 and 97 dB(A).The differences in sound levels when the equipment was merely turned on and during cutting operations and also between used and brand new equipments were recorded. The laboratory engines had the highest noise levels, whereas the noise levels in high-speed turbine handpieces and the low-speed contra angle handpieces were decreased. The noise levels detected in this study are considered to be close to the limit of risk of hearing loss.
A study of social interaction and teamwork in reformed physics laboratories

NASA Astrophysics Data System (ADS)

Gresser, Paul W.

It is widely accepted that, for many students, learning can be accomplished most effectively through social interaction with peers, and there have been many successes in using the group environment to improve learning in a variety of classroom settings. What is not well understood, however, are the dynamics of student groups, specifically how the students collectively apprehend the subject matter and share the mental workload. This research examines recent developments of theoretical tools for describing the cognitive states of individual students: associational patterns such as epistemic games and cultural structures such as epistemological framing. Observing small group interaction in authentic classroom situations (labs, tutorials, problem solving) suggests that these tools could be effective in describing these interactions. Though conventional wisdom tells us that groups may succeed where individuals fail, there are many reasons why group work may also run into difficulties, such as a lack or imbalance of knowledge, an inappropriate mix of learning styles, or a destructive power arrangement. This research explores whether or not inconsistent epistemological framing among group members can also be a cause of group failure. Case studies of group interaction in the laboratory reveal evidence of successful groups employing common framing, and unsuccessful groups failing from lack of a shared frame. This study was conducted in a large introductory algebra-based physics course at the University of Maryland, College Park, in a laboratory designed specifically to foster increased student interaction and cooperation. Videotape studies of this environment reveal that productive lab groups coordinate their efforts through a number of locally coherent knowledge-building activities, which are described through the framework of epistemic games. The existence of these epistemic games makes it possible for many students to participate in cognitive activities without a complete shared understanding of the specific activity's goal. Also examined is the role that social interaction plays in initiating, negotiating, and carrying out these epistemic games. This behavior is illustrated through the model of distributed cognition. An attempt is made to analyze this group activity using Tuckman's stage model, which is a prominent description of group development within educational psychology. However, the shortcomings of this model in dealing with specific cognitive tasks lead us to seek another explanation. The model used in this research seeks to expand existing cognitive tools into the realm of social interaction. In doing so, we can see that successful groups approach tasks in the lab by negotiating a shared frame of understanding. Using the findings from these case studies, recommendations are made concerning the teaching of introductory physics laboratory courses.
Inference and Discovery in an Exploratory Laboratory. Technical Report No. 10.

ERIC Educational Resources Information Center

Shute, Valerie; And Others

This paper describes the results of a study done as part of a research program investigating the use of computer-based laboratories to support self-paced discovery learning in related to microeconomics, electricity, and light refraction. Program objectives include maximizing the laboratories' effectiveness in helping students learn content…
General Chemistry Students' Goals for Chemistry Laboratory Coursework

ERIC Educational Resources Information Center

DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…
Wiki Laboratory Notebooks: Supporting Student Learning in Collaborative Inquiry-Based Laboratory Experiments

ERIC Educational Resources Information Center

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

2016-01-01

Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual…
Effective Laboratory Work in Biochemistry Subject: Students' and Lecturers' Perspective in Indonesia

ERIC Educational Resources Information Center

Anwar, Yunita Arian Sani; Senam; Laksono F. X., Endang Widjajanti

2017-01-01

Biochemistry subject had problem in learning and teaching, especially in laboratory work. We explored laboratory learning implementation in Biochemistry subject. Participants of this research were 195 students who took biochemistry subject and 4 lecturers of biochemistry in three universities in Indonesia. We obtained data using questionnaires and…
Retailing Laboratory: Delivering Skills through Experiential Learning

ERIC Educational Resources Information Center

Franco Valdez, Ana Dolores; Valdez Cervantes, Alfonso

2018-01-01

Building from a theoretical foundation of active learning, this article describes how using a retail laboratory in an educational curriculum can benefit both students and strategic partners. Students work alongside strategic partners, and the retail laboratory enables them to probe and design novel retailing strategies, such as launching new…
Teacher Immediacy and Student Learning: An Examination of Lecture/Laboratory and Self-Contained Course Sections

ERIC Educational Resources Information Center

LeFebvre, Luke; Allen, Mike

2014-01-01

This study examined teaching assistant's immediacy in lecture/laboratory and self-contained classes. Two hundred fifty-six students responded to instruments measuring teachers' immediacy behavior frequency, perceptions of instruction quality, and cognitive learning. No significant difference was identified when comparing lecture/laboratory and…
The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course

ERIC Educational Resources Information Center

Aydin, Abdullah; Biyikli, Filiz

2017-01-01

This research aims to compare the effects of Jigsaw technique from the cooperative learning methods and traditional learning method on laboratory material recognition and usage skills of students in General Physics Lab-I Course. This study was conducted with 63 students who took general physics laboratory-I course in the department of science…
Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

ERIC Educational Resources Information Center

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…
Comparison of student achievement among two science laboratory types: traditional and virtual

NASA Astrophysics Data System (ADS)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.
Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.
Active Learning Strategies for Introductory Light and Optics

NASA Astrophysics Data System (ADS)

Sokoloff, David R.

2016-01-01

There is considerable evidence that traditional approaches are ineffective in teaching physics concepts, including light and optics concepts. A major focus of the work of the Activity Based Physics Group has been on the development of active learning curricula like RealTime Physics (RTP) labs and Interactive Lecture Demonstrations (ILDs). Among the characteristics of these curricula are: (1) use of a learning cycle in which students are challenged to compare predictions—discussed with their peers in small groups—to observations of the physical world, (2) use of guided hands-on work to construct basic concepts from observations, and (3) use of computer-based tools. It has been possible to change the lecture and laboratory learning environments at a large number of universities, colleges, and high schools without changing the structure of the introductory course. For example, in the United States, nearly 200 physics departments have adopted RTP, and many others use pre-publication, open-source versions or have adopted the RTP approach to develop their own labs. Examples from RTP and ILDs (including optics magic tricks) are described in this paper.
Using the Technology: Introducing Point of View Video Glasses Into the Simulated Clinical Learning Environment.

PubMed

Metcalfe, Helene; Jonas-Dwyer, Diana; Saunders, Rosemary; Dugmore, Helen

2015-10-01

The introduction of learning technologies into educational settings continues to grow alongside the emergence of innovative technologies into the healthcare arena. The challenge for health professionals such as medical, nursing, and allied health practitioners is to develop an improved understanding of these technologies and how they may influence practice and contribute to healthcare. For nurse educators to remain contemporary, there is a need to not only embrace current technologies in teaching and learning but to also ensure that students are able to adapt to this changing pedagogy. One recent technological innovation is the use of wearable computing technology, consisting of video recording with the capability of playback analysis. The authors of this article discuss the introduction of the use of wearable Point of View video glasses by a cohort of nursing students in a simulated clinical learning laboratory. Of particular interest was the ease of use of the glasses, also termed the usability of this technology, which is central to its success. Students' reflections were analyzed together with suggestions for future use.
Virtual Mechatronic/Robotic Laboratory--A Step Further in Distance Learning

ERIC Educational Resources Information Center

Potkonjak, Veljko; Vukobratovi, Miomir; Jovanovi, Kosta; Medenica, Miroslav

2010-01-01

The implementation of the distance learning and e-learning in technical disciplines (like Mechanical and Electrical Engineering) is still far behind the grown practice in narrative disciplines (like Economy, management, etc.). This comes out from the fact that education in technical disciplines inevitably involves laboratory exercises and this…
Observing Animal Behavior at the Zoo: A Learning Laboratory

ERIC Educational Resources Information Center

Hull, Debra B.

2003-01-01

Undergraduate students in a learning laboratory course initially chose a species to study; researched that species' physical and behavioral characteristics; then learned skills necessary to select, operationalize, observe, and record animal behavior accurately. After their classroom preparation, students went to a local zoo to observe the behavior…
How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

ERIC Educational Resources Information Center

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…
Scaffolding in Connectivist Mobile Learning Environment

ERIC Educational Resources Information Center

Ozan, Ozlem

2013-01-01

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…
Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…
The Predicaments of Language Learners in Traditional Learning Environments

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…
The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…
Experiential Learning and Learning Environments: The Case of Active Listening Skills

ERIC Educational Resources Information Center

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…
The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.
Workshop report: "Using Social Media and Smartphone Applications in Practical Lessons to Enhance Student Learning" in Búzios, Brazil (August 6-8, 2017).

PubMed

Lellis-Santos, Camilo; Halpin, Patricia A

2018-06-01

Cost-effective student engagement poses a challenge for instructors, especially those who may not be familiar with new technologies and mobile devices. In this workshop, participants, experienced and discussed two ways of using smartphones in physiology classes: to engage in an online learning environment for discussions, and to make physiological measurements. Participants signed up for individual Twitter accounts and learned how to tweet, retweet, message, use a URL shortener, and use hashtags. They then went on to locate articles on an assigned topic from the Twitter accounts of credible science sources ( American Journal of Physiology, The Scientist, CDC.gov, WHO.int) and applied their Twitter skills to discuss the science topic of current interest. Additionally, participants shared their knowledge about the use of smartphones as a tool for teaching; they discussed the foundations of smartphone-assisted learning and the concept of mobile-learning laboratories, which we refer to as MobLeLabs. Participants also performed an experiment that used an Axé dance video and smartphone applications to measure changes in heart rate and reaction time. Our report describes this international hands-on teaching workshop and highlights its outcomes.
Learned helplessness in the rat: effect of response topography in a within-subject design.

PubMed

dos Santos, Cristiano Valerio; Gehm, Tauane; Hunziker, Maria Helena Leite

2011-02-01

Three experiments investigated learned helplessness in rats manipulating response topography within-subject and different intervals between treatment and tests among groups. In Experiment 1, rats previously exposed to inescapable shocks were tested under an escape contingency where either jumping or nose poking was required to terminate shocks; tests were run either 1, 14 or 28 days after treatment. Most rats failed to jump, as expected, but learned to nose poke, regardless of the interval between treatment and tests and order of testing. The same results were observed in male and female rats from a different laboratory (Experiment 2) and despite increased exposure to the escape contingencies using a within-subject design (Experiment 3). Furthermore, no evidence of helplessness reversal was observed, since animals failed to jump even after having learned to nose-poke in a previous test session. These results are not consistent with a learned helplessness hypothesis, which claims that shock (un)controllability is the key variable responsible for the effect. They are nonetheless consistent with the view that inescapable shocks enhance control by irrelevant features of the relationship between the environment and behavior. Copyright © 2010 Elsevier B.V. All rights reserved.
Describing the apprenticeship of chemists through the language of faculty scientists

NASA Astrophysics Data System (ADS)

Skjold, Brandy Ann

Attempts to bring authentic science into the K-16 classroom have led to the use of sociocultural theories of learning, particularly apprenticeship, to frame science education research. Science educators have brought apprenticeship to science classrooms and have brought students to research laboratories in order to gauge its benefits. The assumption is that these learning opportunities are representative of the actual apprenticeship of scientists. However, there have been no attempts in the literature to describe the apprenticeship of scientists using apprenticeship theory. Understanding what science apprenticeship looks like is a critical component of translating this experience into the classroom. This study sought to describe and analyze the apprenticeship of chemists through the talk of faculty scientists. It used Lave and Wenger’s (1991) theory of Legitimate Peripheral Participation as its framework, concentrating on describing the roles of the participants, the environment and the tasks in the apprenticeship, as per Barab, Squire and Dueber (2000). A total of nine chemistry faculty and teaching assistants were observed across 11 settings representing a range of learning experiences from introductory chemistry lectures to research laboratories. All settings were videotaped, focusing on the instructor. About 89 hours of video was taken, along with observer field notes. All videos were transcribed and transcriptions and field notes were analyzed qualitatively as a broad level discourse analysis. Findings suggest that learners are expected to know basic chemistry content and how to use basic research equipment before entering the research lab. These are taught extensively in classroom settings. However, students are also required to know how to use the literature base to inform their own research, though they were rarely exposed to this in the classrooms. In all settings, conflicts occurred when student under or over-estimated their role in the learning environment. While faculty moved effortlessly between settings, students had difficulty adjusting to new roles in different settings. The findings suggest that one beneficial way of bringing apprenticeship into the classroom, would be to expose students to scientific literature early, emphasizing the community of practice and the roles that learners, faculty and scientists play within it.
An integrative review and evidence-based conceptual model of the essential components of pre-service education.

PubMed

Johnson, Peter; Fogarty, Linda; Fullerton, Judith; Bluestone, Julia; Drake, Mary

2013-08-28

With decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater. We performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes. The literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors' skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact. Our model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.
The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

ERIC Educational Resources Information Center

Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…
Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

PubMed

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright Â© 2010 Elsevier Ltd. All rights reserved.

Using a Module-based Laboratory To Incorporate Inquiry into a Large Cell Biology Course

PubMed Central

2005-01-01

Because cell biology has rapidly increased in breadth and depth, instructors are challenged not only to provide undergraduate science students with a strong, up-to-date foundation of knowledge, but also to engage them in the scientific process. To these ends, revision of the Cell Biology Lab course at the University of Wisconsin–La Crosse was undertaken to allow student involvement in experimental design, emphasize data collection and analysis, make connections to the “big picture,” and increase student interest in the field. Multiweek laboratory modules were developed as a method to establish an inquiry-based learning environment. Each module utilizes relevant techniques to investigate one or more questions within the context of a fictional story, and there is a progression during the semester from more instructor-guided to more open-ended student investigation. An assessment tool was developed to evaluate student attitudes regarding their lab experience. Analysis of five semesters of data strongly supports the module format as a successful model for inquiry education by increasing student interest and improving attitude toward learning. In addition, student performance on inquiry-based assignments improved over the course of each semester, suggesting an improvement in inquiry-related skills. PMID:16220145
Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

PubMed Central

Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

2007-01-01

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. PMID:17785403
Virtually the Same: A Comparison of STEM Students' Content Knowledge, Course Performance, and Motivation to Learn in Virtual and Face-to-Face Introductory Biology Laboratories. Research and Teaching

ERIC Educational Resources Information Center

Reece, Amber J.; Butler, Malcolm B.

2017-01-01

Biology I is a required course for many science, technology, engineering, and mathematics (STEM) majors and is often their first college-level laboratory experience. The replacement of the traditional face-to-face laboratory experience with virtual laboratories could influence students' content knowledge, motivation to learn biology, and overall…
EDITORIAL: Student undergraduate laboratory and project work

NASA Astrophysics Data System (ADS)

Schumacher, Dieter

2007-05-01

During the last decade 'labwork' courses at university level have changed significantly. The beginning of this development was indicated and partly initiated by the EU-project 'Labwork in Science Education' funded by the European Community (1999-2001). The present special issue of the European Journal of Physics focuses on a multitude of different aspects of this process. The aim of this publication is to improve the exchange of experience and to promote this important trend. In physics research labs a silent revolution has taken place. Today the personal computer is omnipresent. It controls the experiment via stepping motors, piezo-microdrives etc, it monitors all parameters and collects the experimental data with the help of smart sensors. In particular, computer-based modern scanning and imaging techniques open the possibility of creating really new types of experiments. The computer allows data storage and processing on the one hand and simulation and modelling on the other. These processes occur in parallel or may even be interwoven. The web plays an important role in modern science for inquiry, communication, cooperation and publication. Traditional labwork courses do not prepare students for the many resulting demands. Therefore it is necessary to redefine the learning targets and to reconsider the learning methods. Two contributions show exemplarily how modern experimental devices could find their way into students' labs. In the article 'Infrared thermal imaging as a tool in university physics education' by Klaus-Peter Möllmann and Michael Vollmer we can see that infrared thermal imaging is a valuable tool in physics education at university level. It can help to visualize and thereby enhance understanding of physical phenomena of mechanics, thermal physics, electromagnetism, optics and radiation physics. The contribution 'Using Peltier cells to study solid-liquid-vapor transitions and supercooling' by Giacomo Torzo, Isabella Soletta and Mario Branca proves that new experiments which illustrate both fundamental physics and modern technology can be realized even with a small budget. Traditional labwork courses often provide a catalogue of well known experiments. The students must first learn the theoretical background. They then assemble the setup from specified equipment, collect the data and perform the default data processing. However, there is no way to learn to swim without water. In order to achieve a constructivist access to learning, 'project labs' are needed. In a project labwork course a small group of students works as a team on a mini research project. The students have to specify the question of research, develop a suitable experimental setup, conduct the experiment and find a suitable way to evaluate the data. Finally they must present their results e.g. in the framework of a public poster session. Three contributions refer to this approach, however they focus on different aspects: 'Project laboratory for first-year students' by Gorazd Planinšič, 'RealTime Physics: active learning laboratories' by David Sokoloff et al and 'Labs outside labs: miniprojects at a spring camp for future physics teachers' by Leos Dvorák. Is it possible to prepare the students specifically for project labwork? This question is answered by the contribution 'A new labwork course for physics students: devices, methods and research projects' by Knut Neumann and Manuela Welzel. The two main parts of the labwork course cover first experimental devices (e.g. multimeters, oscilloscopes, different sensors, operational amplifiers, step motors, AD/DA-converters). Then subjects such as data processing, consideration of measurement uncertainties, keeping records or using tools like LABVIEW etc are focused on. Another concrete proposal for a new curriculum is provided by James Sharp et al, in 'Computer based learning in an undergraduate physics laboratory: interfacing and instrument control using MATLAB'. One can well imagine that project labs will be the typical learning environment for physics students in the future. However, the details of this change should be based on a better understanding of the learning process in a students' lab. A deeper insight is given by the contribution of Claudia von Aufschnaiter and Stefan von Aufschnaiter in 'University students' activities, thinking and learning during laboratory work'. A second important alteration has taken place in physics education during the last decade. The so-called new media have changed the world of learning and teaching to an unprecedented extent. Learning with new media is often much more related to physics labwork than to traditional lectures or seminars (e.g. small learning groups, problem based learning, a high level of interactivity). We need to take these new tools into consideration as suitable amendment (blended learning) or substitution (e-learning, distance learning) of labwork courses. The developments with presumably the highest impact on physics education are modelling tools, interactive screen experiments and remote labs. Under 'modelling tools', all computer programs are summarized which enable the simulation of a physical process based on an explicit or implicit given formula. Many commercial program packages are available. The application of modelling tools in labwork courses permits a tight binding of theory and experiment. This is particularly valid and necessary in the case of project work. An interactive screen experiment (ISE) is a computer assisted representation of a physical experiment. When watching a video clip of an experiment students are forced to be passive observers. In the case of an ISE they can manipulate the setup on the screen with the help of a hand-like mouse pointer and the computer will show the appropriate result. The ISE consists of a large number of digital photos taken from the real experiment. From an epistemological point of view an ISE has the character of an experiment and can be used to discover or to prove a physical law. Many more details and an overview of possible applications can be found in the contribution 'Multimedia representation of experiments in physics' by Juergen Kirstein and Volkhard Nordmeier. A remotely controlled lab (RCL) or 'remote lab' (RL) is a physical experiment which can be remotely controlled via web-interface (server) and client-PC. During recent years a lot of RLs have appeared and also disappeared on the web. At first sight it seems fascinating to use a rare and sophisticated experiment from any PC which is connected to the web. However, in order to provide such a high level experiment continuously and to manage the schedule for sequential access, an enormous amount of manpower is necessary. Sebastian Gröber et al describe their efforts to provide a number of useful RCLs in the contribution 'Experimenting from a distance—remotely controlled laboratory (RCL)'. At many universities, physics labwork courses are also provided for students of other disciplines. Usually these groups are significantly larger than the group of physics students. Labwork courses for these groups must account for the specific objectives and students' learning conditions (previous knowledge, motivation). Heike Theyßen describes a targeted labwork course especially designed for medical students: 'Towards targeted labwork in physics as a subsidiary subject: enhancing the learning efficiency by new didactical concepts and media'. The term 'targeted' refers to the specific choice of content and methods regarding the students' learning conditions as well as the objectives of the labwork course. These differ significantly from those of labwork courses for physics students. In this case two targeted learning environments were developed, implemented and evaluated by means of several comparative studies. Both learning environments differ from traditional physics labwork courses in their objectives, didactical concept, content and experimental setups. One of them is a hypermedia learning environment, in which the real experiments are represented by ISEs. We are just at the beginning of the process of developing new labwork courses. Students' labs are often provided for large learning groups. Therefore the development of new methods as well as the acquisition of new equipment demands a large amount of investment. Using the paths of communication and cooperation established in science, we can optimize the process of renewal in order to spare manpower and financial means. Robert Lambourne exemplarily presented the cooperation project piCETL in his article 'Laboratory-based teaching and the Physics Innovations Centre for Excellence in Teaching and Learning'. The articles show that the renewal process has many different facets. New concepts are in demand as well as new experimental setups; the new media as well as the recent progress in didactic research have a strong influence on the trends. All aspects are closely linked, which can be seen by the number of mutual citations in the contributions. In order to give the reader an orientation we have structured the content of this special issue along the following lines: • successful new ideas for student labs and projects • new roles of student labs and project work • information and communication technology in laboratory and project work. This special issue provides an overview and examples of best practice as well as general concepts and personal contacts as stimuli for an enhancement of the renewal of labwork courses at university level.
The Dialectics of Authoring Expansive Learning: Tracing the Long Tail of a Change Laboratory

ERIC Educational Resources Information Center

Sannino, Annalisa; Engeström, Yrjö; Lahikainen, Johanna

2016-01-01

Purpose: The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention…
Learning about Genetic Engineering in an Outreach Laboratory: Influence of Motivation and Gender on Students' Cognitive Achievement

ERIC Educational Resources Information Center

Goldschmidt, Marlen; Bogner, Franz X.

2016-01-01

During the last 10 years, outreach science laboratories have become increasingly popular due to resource and time limitations in schools. Outreach laboratories offer hands-on projects in a situated and authentic learning setting, thereby promoting the development of students' scientific literacy. However, students' cognitive achievement within…
The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory

ERIC Educational Resources Information Center

Seyhan, Hatice Güngör

2016-01-01

In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were…
A Comparison of Student Reactions to Biology Instruction by Interactive Videodisc or Conventional Laboratory.

ERIC Educational Resources Information Center

Leonard, William H.

1989-01-01

Examines college students' perception of an interactive videodisc learning system as an alternative to the conventional laboratory for learning biology skills and concepts taught under classroom laboratory conditions. Reports that the videodisc instruction gave more experimental and procedural options and more efficient use of time than the…
Development and Evaluation of an Interactive Electronic Laboratory Manual for Cooperative Learning of Medical Histology

ERIC Educational Resources Information Center

Khalil, Mohammed K.; Kirkley, Debbie L.; Kibble, Jonathan D.

2013-01-01

This article describes the development of an interactive computer-based laboratory manual, created to facilitate the teaching and learning of medical histology. The overarching goal of developing the manual is to facilitate self-directed group interactivities that actively engage students during laboratory sessions. The design of the manual…
Students' Cognitive Focus during a Chemistry Laboratory Exercise: Effects of a Computer-Simulated Prelab

ERIC Educational Resources Information Center

Winberg, T. Mikael; Berg, C. Anders R.

2007-01-01

To enhance the learning outcomes achieved by students, learners undertook a computer-simulated activity based on an acid-base titration prior to a university-level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant…
To Enhance Collaborative Learning and Practice Network Knowledge with a Virtualization Laboratory and Online Synchronous Discussion

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita

2014-01-01

Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux…
What Can Students Learn about Lab Safety from Mr. Bean?

ERIC Educational Resources Information Center

Carr, Jeremy M.; Carr, June M.

2016-01-01

Chemical laboratory safety education is often synonymous with boring, dry, drawn-out lectures. In an effort to challenge this norm and stimulate vivid learning opportunities about laboratory safety, college chemistry classes analyzed a short, humorous video clip of a character, named Mr. Bean, who visits a chemistry laboratory and commits several…
Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

NASA Astrophysics Data System (ADS)

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-10-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In this study, the method is applied to laboratory sessions of a higher education institution course, and the students who act as teachers are referred to as "laboratory monitors." A particular way to select the monitors and its impact in the final marks is proposed. A total of 181 students participated in the experiment, experiences with laboratory monitors are discussed, and methods for motivating and training laboratory monitors and regular students are proposed. The types of laboratory sessions that can be led by classmates are discussed. This work is related to the changes in teaching methods in the Spanish higher education system, prompted by the Bologna Process for the construction of the European Higher Education Area
Social learning of floral odours inside the honeybee hive.

PubMed

Farina, Walter M; Grüter, Christoph; Díaz, Paula C

2005-09-22

A honeybee hive serves as an information centre in which communication among bees allows the colony to exploit the most profitable resources in a continuously changing environment. The best-studied communication behaviour in this context is the waggle dance performed by returning foragers, which encodes information about the distance and direction to the food source. It has been suggested that another information cue, floral scents transferred within the hive, is also important for recruitment to food sources, as bee recruits are more strongly attracted to odours previously brought back by foragers in both honeybees and bumble-bees. These observations suggested that honeybees learn the odour from successful foragers before leaving the hive. However, this has never been shown directly and the mechanisms and properties of the learning process remain obscure. We tested the learning and memory of recruited bees in the laboratory using the proboscis extension response (PER) paradigm, and show that recruits indeed learn the nectar odours brought back by foragers by associative learning and retrieve this memory in the PER paradigm. The associative nature of this learning reveals that information was gained during mouth-to-mouth contacts among bees (trophallaxis). Results further suggest that the information is transferred to long-term memory. Associative learning of food odours in a social context may help recruits to find a particular food source faster.
Impulsivity makes more susceptible to overeating after contextual appetitive conditioning.

PubMed

van den Akker, Karolien; Jansen, Anita; Frentz, Florentine; Havermans, Remco C

2013-11-01

Animals can learn that specific contexts are associated with important biological events such as food intake through classical conditioning. Very few studies suggest this is also possible in humans and contextual appetitive conditioning might even be a main determinant of habitual overeating in vulnerable humans. A Virtual Reality laboratory was used to test whether humans show conditioned responding (increased food desires and expectations, increased salivation and increased food intake) to a specific context after repeated pairings of this context with intake. It was also examined whether the personality trait impulsivity strengthens this contextual appetitive conditioning. Conditioned context-induced reactivity was indeed demonstrated and impulsivity predicted increased intake in only the intake-associated context. It is concluded that humans easily learn desires to eat in intake-related environments. The data also suggest that in particular more impulsive people are vulnerable for conditioned context-induced overeating. This relatively easy learning of associations between specific contexts and intake might stimulate habitual overeating and contribute to increased obesity prevalence. Copyright © 2013 Elsevier Ltd. All rights reserved.
Microplastic Exposure Assessment in Aquatic Environments: Learning from Similarities and Differences to Engineered Nanoparticles.

PubMed

Hüffer, Thorsten; Praetorius, Antonia; Wagner, Stephan; von der Kammer, Frank; Hofmann, Thilo

2017-03-07

Microplastics (MPs) have been identified as contaminants of emerging concern in aquatic environments and research into their behavior and fate has been sharply increasing in recent years. Nevertheless, significant gaps remain in our understanding of several crucial aspects of MP exposure and risk assessment, including the quantification of emissions, dominant fate processes, types of analytical tools required for characterization and monitoring, and adequate laboratory protocols for analysis and hazard testing. This Feature aims at identifying transferrable knowledge and experience from engineered nanoparticle (ENP) exposure assessment. This is achieved by comparing ENP and MPs based on their similarities as particulate contaminants, whereas critically discussing specific differences. We also highlight the most pressing research priorities to support an efficient development of tools and methods for MPs environmental risk assessment.
USEPA Environmental Quality Index (EQI) and Associated Domain Indices by County for the United States

EPA Pesticide Factsheets

The US Environmental Protection Agency's (EPA) National Health and Environmental Effects Research Laboratory (NHEERL) in the Environmental Public Health Division (EPHD) is currently engaged in research aimed at developing a measure that estimates overall environmental quality at the county level for the United States. This work is being conducted as an effort to learn more about how various environmental factors simultaneously contribute to health disparities in low-income and minority populations, and to better estimate the total environmental and social context to which humans are exposed. This dataset contains the finalized Environmental Quality Index (EQI), and an index for each of the associated domains (air, water, land, built environment, and sociodemographic environment). Indices are at the county level for all counties in the United States.
Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…
A Simultaneous Mobile E-Learning Environment and Application

ERIC Educational Resources Information Center

Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

2010-01-01

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…
Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…

The development and evaluation of a medical imaging training immersive environment

PubMed Central

Bridge, Pete; Gunn, Therese; Kastanis, Lazaros; Pack, Darren; Rowntree, Pamela; Starkey, Debbie; Mahoney, Gaynor; Berry, Clare; Braithwaite, Vicki; Wilson-Stewart, Kelly

2014-01-01

Introduction A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. Methods A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Results Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice. Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Conclusions Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment. PMID:26229652
Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

ERIC Educational Resources Information Center

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…
Inspiring the Next Generation in Space Life Sciences

NASA Technical Reports Server (NTRS)

Hayes, Judith

2010-01-01

Competitive summer internships in space life sciences at NASA are awarded to college students every summer. Each student is aligned with a NASA mentor and project that match his or her skills and interests, working on individual projects in ongoing research activities. The interns consist of undergraduate, graduate, and medical students in various majors and disciplines from across the United States. To augment their internship experience, students participate in the Space Life Sciences Summer Institute (SLSSI). The purpose of the Institute is to offer a unique learning environment that focuses on the current biomedical issues associated with human spaceflight; providing an introduction of the paradigms, problems, and technologies of modern spaceflight cast within the framework of life sciences. The Institute faculty includes NASA scientists, physicians, flight controllers, engineers, managers, and astronauts; and fosters a multi-disciplinary science approach to learning with a particular emphasis on stimulating experimental creativity and innovation within an operational environment. This program brings together scientists and students to discuss cutting-edge solutions to problems in space physiology, environmental health, and medicine; and provides a familiarization of the various aspects of space physiology and environments. In addition to the lecture series, behind-the-scenes tours are offered that include the Neutral Buoyancy Laboratory, Mission Control Center, space vehicle training mockups, and a hands-on demonstration of the Space Shuttle Advanced Crew Escape Suit. While the SLSSI is managed and operated at the Johnson Space Center in Texas, student interns from the other NASA centers (Glenn and Ames Research Centers, in Ohio and California) also participate through webcast distance learning capabilities.
Ego-Motion and Tracking for Continuous Object Learning: A Brief Survey

DTIC Science & Technology

2017-09-01

ARL-TR-8167• SEP 2017 US Army Research Laboratory Ego-motion and Tracking for ContinuousObject Learning: A Brief Survey by Jason Owens and Philip...SEP 2017 US Army Research Laboratory Ego-motion and Tracking for ContinuousObject Learning: A Brief Survey by Jason Owens and Philip OsteenVehicle...
The Effectiveness of Active and Traditional Teaching Techniques in the Orthopedic Assessment Laboratory

ERIC Educational Resources Information Center

Nottingham, Sara; Verscheure, Susan

2010-01-01

Active learning is a teaching methodology with a focus on student-centered learning that engages students in the educational process. This study implemented active learning techniques in an orthopedic assessment laboratory, and the effects of these teaching techniques. Mean scores from written exams, practical exams, and final course evaluations…
Evaluation of Student Learning in Remotely Controlled Instrumental Analyses

ERIC Educational Resources Information Center

Meintzer, Chris; Sutherland, Frances; Kennepohl, Dietmar K.

2017-01-01

The Canadian Remote Sciences Laboratories (CRSL) website (www.remotelab.ca) was successfully employed in a study of the differences in the performance and perceptions of students' about their learning in the laboratory (in-person) versus learning at a remote location (remote access). The experiment was completed both in-person and via remote…
Multiple Perspectives on Student Learning, Engagement, and Motivation in High School Biology Labs

ERIC Educational Resources Information Center

Shumow, Lee; Schmidt, Jennifer A.; Zaleski, Diana J.

2013-01-01

We present three studies pertaining to learning, engagement and motivation during laboratory lessons in three high school biology classrooms. In the first, quantitative methods are used to compare students' in-the-moment reports of learning, engagement, and motivation during laboratory with other classroom activities. Data were collected with the…
Exploring the Living Learning Laboratory: An Approach to Strengthen Campus Sustainability Initiatives by Using Sustainability Science Approach

ERIC Educational Resources Information Center

Zen, Irina Safitri

2017-01-01

Purpose: The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach.…
Distance Learning and Skill Acquisition in Engineering Sciences: Present State and Prospects

ERIC Educational Resources Information Center

Potkonjak, Veljko; Jovanovic, Kosta; Holland, Owen; Uhomoibhi, James

2013-01-01

Purpose: The purpose of this paper is to present an improved concept of software-based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES). Design/methodology/approach: The implementation of distance learning and e-learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind…
Learning Laboratories for Unemployed, Out-of-School Youth. Health Education, Part 2.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Continuing Education Curriculum Development.

The learning activities suggested in this publication supplement those found in the curriculum resource handbook "Learning Laboratories for Unemployed Out-of-School Youth." This phase of the program deals on a practical level with various health problems in short, achievable units. Activities keyed to the curriculum resource handbook and followed…
Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

ERIC Educational Resources Information Center

Teplitski, Max; McMahon, Margaret J.

2006-01-01

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…
Science Laboratory Depth of Learning: Interactive Multimedia Simulation and Virtual Dissection Software

ERIC Educational Resources Information Center

Yuza, Steve C.

2010-01-01

The purpose of this study was to determine the effects of interactive multimedia simulations and virtual dissection software on depth of learning among students participating in biology and chemistry laboratory courses. By understanding more about how simulation and virtual dissection software changes depth of learning, educators will have the…
Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.
40 CFR 160.49 - Laboratory operation areas.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 23 2010-07-01 2010-07-01 false Laboratory operation areas. 160.49 Section 160.49 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS GOOD LABORATORY PRACTICE STANDARDS Facilities § 160.49 Laboratory operation areas. Separate laboratory...
40 CFR 160.49 - Laboratory operation areas.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 24 2011-07-01 2011-07-01 false Laboratory operation areas. 160.49 Section 160.49 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS GOOD LABORATORY PRACTICE STANDARDS Facilities § 160.49 Laboratory operation areas. Separate laboratory...
Inquiry learning: Students' perception of light wave phenomena in an informal environment

NASA Astrophysics Data System (ADS)

Ford, Ken

This study involved identifying students' perception of light phenomena and determined if they learned the scientific concepts of light that were presented to them by an interactive science exhibit. The participants in this study made scientific inquiry about light by using a powerful white light source, a prism, converging lenses, diverging lenses, concave and convex mirrors in an informal science setting. The sample used in the study consisted of 40 subjects (15 males and 25 females) in a college program at a University located in the Southern region of the United States. The participants were selected using a convenient sampling process from a population enrolled in a pre-calculus class and a physics class. The participants were engaged in pretest on light wave phenomena using the Inquiry Laboratory Light Island exhibit. After the pretest, the participants were engaged in activities, where they reflected white light off the surface of concave and convex mirrors, refracted white light through converging and diverging lens, and passed white light through a prism. They also made observations of the behavior and characteristics of light from the patterns that it created. After three weeks, the participants were given the Inquiry Laboratory Light Island exhibit posttest. The findings of the study indicated that the means yielded a higher average for the participants' posttest scores. The t-Test results were statistically significant, which confirmed that the concepts of light wave phenomena were perceived and learned by the participants. The Inquiry Laboratory survey questions analyzed using the chi-square test suggested that participants were in agreement with the concepts about light. In addition, Cramer's phi and Cramer's V suggested a moderate relationship and association between the genders of the participants on the concepts of light wave phenomena. Furthermore, the interview and observation protocol processes confirmed that students perceived and learned the science concepts of light wave phenomena by the way they responded to the researcher's interview questions. Implications from the study suggested that further study be carried out on the learning process in an informal science setting and should be supported by corporations, businesses, educational institutions, and organizations. Although the findings from this study aided in the development of a structured approach that enhanced student motivation, interest, and learning about light waves in physics/physical science there is still a need to do more research in this area.
A study of the impact of collaborative learning on student learning of major concepts in a microbiology laboratory exercise

NASA Astrophysics Data System (ADS)

Baumgarten, Kristyne A.

This study investigated the possible relationship between collaborative learning strategies and the learning of core concepts. This study examined the differences between two groups of nursing students enrolled in an introductory microbiology laboratory course. The control group consisted of students enrolled in sections taught in the traditional method. The experimental group consisted of those students enrolled in the sections using collaborative learning strategies. The groups were assessed on their degrees of learning core concepts using a pre-test/post-test method. Scores from the groups' laboratory reports were also analyzed. There was no difference in the two group's pre-test scores. The post-test scores of the experimental group averaged 11 points higher than the scores of the control group. The lab report scores of the experimental group averaged 15 points higher than those scores of the control group. The data generated from this study demonstrated that collaborative learning strategies can be used to increase students learning of core concepts in microbiology labs.
Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…
Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…
Learning in a u-Museum: Developing a Context-Aware Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Chia-Chen; Huang, Tien-Chi

2012-01-01

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the…

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