Evaluation of flood inundation in Crystal Springs Creek, Portland, Oregon

USGS Publications Warehouse

Stonewall, Adam; Hess, Glen

2016-05-25

Efforts to improve fish passage have resulted in the replacement of six culverts in Crystal Springs Creek in Portland, Oregon. Two more culverts are scheduled to be replaced at Glenwood Street and Bybee Boulevard (Glenwood/Bybee project) in 2016. Recently acquired data have allowed for a more comprehensive understanding of the hydrology of the creek and the topography of the watershed. To evaluate the impact of the culvert replacements and recent hydrologic data, a Hydrologic Engineering Center-River Analysis System hydraulic model was developed to estimate water-surface elevations during high-flow events. Longitudinal surface-water profiles were modeled to evaluate current conditions and future conditions using the design plans for the culverts to be installed in 2016. Additional profiles were created to compare with the results from the most recent flood model approved by the Federal Emergency Management Agency for Crystal Springs Creek and to evaluate model sensitivity.Model simulation results show that water-surface elevations during high-flow events will be lower than estimates from previous models, primarily due to lower estimates of streamflow associated with the 0.01 and 0.002 annual exceedance probability (AEP) events. Additionally, recent culvert replacements have resulted in less ponding behind crossings. Similarly, model simulation results show that the proposed replacement culverts at Glenwood Street and Bybee Boulevard will result in lower water-surface elevations during high-flow events upstream of the proposed project. Wider culverts will allow more water to pass through crossings, resulting in slightly higher water-surface elevations downstream of the project during high-flows than water-surface elevations that would occur under current conditions. For the 0.01 AEP event, the water-surface elevations downstream of the Glenwood/Bybee project will be an average of 0.05 ft and a maximum of 0.07 ft higher than current conditions. Similarly, for the 0.002 AEP event, the water-surface elevations will be an average of 0.04 ft and a maximum of 0.19 ft higher than current conditions.

The Potentials of Student Initiated Netspeak in a Middle Primary Science-inspired Multiliteracies Project

NASA Astrophysics Data System (ADS)

Ridgewell, Jay; Exley, Beryl

2011-11-01

There is no denying that the information technology revolution of the late twentieth century has arrived. Whilst not equitably accessible for many, others hold high expectations for the contributions online activity will make to student learning outcomes. Concurrently, and not necessarily consequentially, the number of science and technology secondary school and university graduates throughout the world has declined substantially, as has their motivation and engagement with school science (OECD 2006). The aim of this research paper is to explore one aspect of online activity, that of forum-based netspeak (Crystal 2006), in relation to the possibilities and challenges it provides for forms of scientific learning. This paper reports findings from a study investigating student initiated netspeak in a science inspired multiliteracies (New London Group 2000) project in one middle primary (aged 7-10 years) multi-age Australian classroom. Drawing on the theoretical description of the five phases of enquiry proposed by Bybee (1997), an analytic framework is proffered that allows identification of student engagement, exploration, explanation, elaboration and evaluation of scientific enquiry. The findings provide insight into online forums for advancing learning in, and motivation for, science in the middle primary years.

Scientific Literacy: Resurrecting the Phoenix with Thinking Skills

ERIC Educational Resources Information Center

Deming, John C.; O'Donnell, Jacqueline R.; Malone, Christopher J.

2012-01-01

Prior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges is that there are two divergent philosophical models of scientific literacy. The first describes the…

Formative Assessment Probes: Pendulums and Crooked Swings--Connecting Science and Engineering

ERIC Educational Resources Information Center

Keeley, Page

2013-01-01

The "Next Generation Science Standards" provide opportunities for students to experience the link between science and engineering. In the December 2011 issue of "Science and Children," Rodger Bybee explains: "The relationship between science and engineering practices is one of complementarity. Given the inclusion of…

Regular Morphology and the Lexicon.

ERIC Educational Resources Information Center

Bybee, Joan

1995-01-01

This article compares three models of morphological storage and processing: (1) the dual-processing model of Pinker, Marcus and others; (2) the connectionist model of Marchman, Plunkett, Seidenberg, and others; and (3) the network model of Bybee and Langacker. Type frequency of a morphological pattern is shown to be important in determining…

University of New Mexico Working Papers in Linguistics, Volume 1.

ERIC Educational Resources Information Center

Meehan, Teresa M., Ed.; Schwenter, Scott A., Ed.

This volume contains working papers on a variety of topics in linguistics. They include: "A View of Phonology from a Cognitive and Functional Perspective" (Joan Bybee); "The Geography of Language Shift: Distance from the Mexican Border and Spanish Language Claiming in the Southwestern United States" (Garland D. Bills, Eduardo…

Core Ideas of Engineering and Technology

ERIC Educational Resources Information Center

Sneider, Cary

2012-01-01

Last month, Rodger Bybee's article, "Scientific and Engineering Practices in K-12 Classrooms," provided an overview of Chapter 3 in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (NRC 2011). Chapter 3 describes the practices of science and engineering that students are expected to develop during 13 years…

Global Environmental Priorities of Engineering Students in Krakow Poland.

ERIC Educational Resources Information Center

Robinson, Michael; Bowen, William M.

2000-01-01

Reports and interprets the rankings of Rodger Bybee's 12 global-environmental issues/threats by first and second year engineering students (n=175) at the Technical University of Krakow, Poland. Results indicate that personal experience with local environmental issues are the most important determinant for ranking global environmental threats.…

Spanish Velar-Insertion and Analogy: A Usage-Based Diachronic Analysis

ERIC Educational Resources Information Center

Fondow, Steven Richard

2010-01-01

The theory of Analogical and Exemplar Modeling (AEM) suggests renewed discussion of the formalization of analogy and its possible incorporation in linguistic theory. AEM is a usage-based model founded upon Exemplar Modeling (Bybee 2007, Pierrehumbert 2001) that utilizes several principles of the Analogical Modeling of Language (Skousen 1992, 1995,…

Development of Mathematical Literacy: Results of an Empirical Study

ERIC Educational Resources Information Center

Kaiser, Gabriele; Willander, Torben

2005-01-01

In the paper the results of an empirical study, which has evaluated the development of mathematical literacy in an innovative teaching programme, are presented. The theoretical approach of mathematical literacy relies strongly on applications and modelling and the study follows the approach of R. Bybee, who develops a theoretical concept of…

Gender-Based Preferences toward Technology Education Content, Activities, and Instructional Methods

ERIC Educational Resources Information Center

Weber, Katherine; Custer, Rodney

2005-01-01

Prominent U.S. economists and educational leaders have argued that citizens must become technologically literate to maintain economic growth (Bybee, 2003; Colaianne, 2000; Greenspan, 1997). All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in…

What Makes a Superhero "Super"? Graphic Novels Inspire a Gravity Investigation

ERIC Educational Resources Information Center

Gross, Lisa A.; Bradbury, Leslie Upson; Frye, Elizabeth M.; Watkins, Bonnie

2016-01-01

To further students' understanding about gravity, forces, and motion, multiple types of text were integrated into instruction. As part of a 5E lesson (Bybee et al. 2006), the authors used a selection from Capstone Press's Graphic Science series, "A Crash Course in Forces and Motion with Max Axiom" (Sohn and Barnett 2007) to support…

Determinants of Parental Guidance of Children's Television Viewing: A Dutch Replication Study.

ERIC Educational Resources Information Center

van der Voort, Tom H. A.; And Others

1992-01-01

Dutch replication of Bybee, Robinson and Turow's 1982 study of parental influence on television viewing by children between 3 and 18 years old found 3 distinct parental models: restrictive, evaluative, and unfocused guidance. Parental attitudes toward television and its effects on children were found to be important determinants in the type of…

Past Tense Production by English Second Language Learners with and without Language Impairment

ERIC Educational Resources Information Center

Blom, Elma; Paradis, Johanne

2013-01-01

Purpose: This study investigated whether past tense use could differentiate children with language impairment (LI) from their typically developing (TD) peers when English is children's second language (L2) and whether L2 children's past tense profiles followed the predictions of Bybee's (2007) usage-based network model. Method: A group of L2…

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

An exploration of the impact of reform-based science instruction on second graders' academic achievement

NASA Astrophysics Data System (ADS)

Ellis, Valeisha Michelle

The purpose of this study was to examine whether possible relationships might exist between the quality of reform-based science instruction and science and reading achievement in second grade. The study also examined separately possible interactions between quality of instruction and gender and race. The study involved an analysis of data previously collected in a larger one-group pre/post test study of a science instructional intervention (ISI Science) (Connor et al., 2010). In the original study, six teachers and two graduate assistants taught two science units designed based upon constructivist principles and reform-based practices. Using the 5-E Learning Cycle (Bybee, 1997), reading and science were integrated into each lesson. Videotapes were made of all lessons and science and reading achievement data were collected. For the current study, dependent achievement variables were science achievement measured by the Iowa Science Test; reading comprehension, by the Woodcock Passage Comprehension; and vocabulary, by the Iowa Vocabulary. Pre- and post-tests scores on the dependent measures were available for 96 children from the original study. Quality of instruction was measured using the Reformed Teaching Observation Protocol (RTOP) (Sawanda & Piburn, 2000). Videotapes of 24 science lessons from the larger study were analyzed using the RTOP. Reliability of ratings for the RTOP in the study was determined to be .96. No significant results were found for relations between instructional quality (RTOP) and any of the achievement variables although significant pre to post increases on all three measures were observed. No differences by race or gender were found. This latter finding was noteworthy given the research in science identifying both gender and race differences in science achievement. Recommendations for future research and teacher education are discussed.

Growth of Douglas-fir in Southwestern Oregon after removal of competing vegetation.

Treesearch

Annabelle E. Jaramillo

1988-01-01

After three growing seasons, young Douglas-fir trees in plots of various sizes that had been totally cleared of nonconifer vegetation were larger than trees in plots that had been partially cleared or not cleared at all. On the Bybee unit (Illinois Valley Ranger District, Siskiyou National Forest), height and diameter differences were highly significant between...

Formulaic Language and Adjective Categories in Eight Centuries of the Spanish Expression of "Becoming" /Quedar(se)/ + ADJ

ERIC Educational Resources Information Center

Wilson, Damian Chase Vergara

2009-01-01

The purpose of this study is to track the diachronic development of exemplar clusters formed by the adjectives in the Spanish expression of becoming "quedar(se)" + ADJ (e.g. "quedar(se) solo" "to be left alone", "quedar(se) espantado" "to get scared"). This approach applies the same system of analysis used by Bybee & Eddington (2006) in their…

SNIFFER: a System that Understands Bugs.

DTIC Science & Technology

1981-06-01

NUMBER •) A~ ATHO... S CONTRACT OR GRANT NUMBER(s) I Daniel G..Shapiro ’ NO014-80-C-0505 9. PERFORMING ORGANIZATION NAME AND ADDRESS .|O. PROGRAM...debugginoi knowledge in Sniffer is organized as a collectioni of indcpendent experts which understand spcciftc errors. Each expert fuinctions by...be organized , as opposed to representing them as differences from an established norm. This mechanism makes it possible for individual bug experts to

Naval Survivability and Susceptibility Reduction Study-Surface Ship

DTIC Science & Technology

2012-09-01

the ship, causing damage. There are four properties affecting the susceptibility of a ship. The first property is the ease at which the ship can be...will affect how easily she can be detected. The second property is the ease at which the ship can be effective tracked, identified and classified by...being tracked by the active sensor after the she had been detected (PT|D). The third property is the ability to avoid being targeted. Again this is

U.S. Pacific Command Theater Security Cooperation: A Building Block to Cooperative Security in the Asia Pacific Region

DTIC Science & Technology

2010-03-17

the sole "superpower" and once again changed the international security paradigm. Finally, on September 11, 2001, a terrorist attack on the U.S. by...be employed in the near term in order to improve operations in today’s security environment. Cooperative security is intended to change how militruy...default. However, the changing world security environment has dictated that the U.S. avoids any actions that could be perceived as heavy-handed

The Natural History of Human Language: Bridging the Gaps without Magic

NASA Astrophysics Data System (ADS)

Merker, Bjorn; Okanoya, Kazuo

Human languages are quintessentially historical phenomena. Every known aspect of linguistic form and content is subject to change in historical time (Lehmann, 1995; Bybee, 2004). Many facts of language, syntactic no less than semantic, find their explanation in the historical processes that generated them. If adpositions were once verbs, then the fact that they tend to occur on the same side of their arguments as do verbs ("cross-category harmony": Hawkins, 1983) is a matter of historical contingency rather than a reflection of inherent structural constraints on human language (Delancey, 1993).

Master and novice secondary science teachers' understandings and use of the learning cycle

NASA Astrophysics Data System (ADS)

Reap, Melanie Ann

2000-09-01

The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use of questioning and discussion. The master teacher used diverse questioning techniques and guided students in discussion of their findings while the novice teachers used more rote response questions and controlled the discussion. The findings of this study have implications for science teacher education, especially in the preparation of teachers in science methods courses and student teaching, and in in-service education programs.

The Sequence of Learning Cycle Activities in High School Chemistry.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

1986-01-01

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

Instructional games: Scientific language use, concept understanding, and attitudinal development of middle school learners

NASA Astrophysics Data System (ADS)

Mongillo, Geraldine

The purpose of this qualitative study was to discover the influence of instructional games on middle school learners' use of scientific language, concept understanding, and attitude toward learning science. The rationale for this study stemmed from the lack of research concerning the value of play as an instructional strategy for older learners. Specifically, the study focused on the ways in which 6 average ability 7th grade students demonstrated scientific language and concept use during gameplay. The data were collected for this 6-week study in a southern New Jersey suburban middle school and included audio recordings of the 5 games observed in class, written documents (e.g., student created game questions, self-evaluation forms, pre- and post-assessments, and the final quiz) interviews, and researcher field notes. Data were coded and interpreted borrowing from the framework for scientific literacy developed by Bybee (1997). Based on the findings, the framework was modified to reflect the level of scientific understanding demonstrated by the participants and categorized as: Unacquainted, Nominal, Functional, and Conceptual. Major findings suggested that the participants predominantly achieved the Functional level of scientific literacy (i.e., the ability to adequately and appropriately use scientific language in both written and oral discourse) during games. Further, it was discovered that the participants achieved the Conceptual level of scientific literacy during gameplay. Through games participants were afforded the opportunity to use common, everyday language to explore concepts, promoted through peer collaboration. In games the participants used common language to build understandings that exceeded Nominal or token use of the technical vocabulary and concepts. Additionally, the participants reported through interviews and self-evaluation forms that their attitude (patterns included: Motivation, Interest, Fun, Relief from Boredom, and an Alternate Learning Approach) toward learning science was positively affected by playing games. This research confirmed the value of playing instructional games and indicated the potential benefits for teaching and learning scientific vocabulary and concepts in middle school settings. Educators are in need of finding methods that stimulate the often disinterested or disengaged adolescent student. Results from this investigation suggested that games provided a meaningful alternate learning approach that relieved the boredom associated with traditional science instruction.

Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

PubMed

Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

2013-12-01

The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing. Copyright 2013, SLACK Incorporated.

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Integrating Research on Misconceptions, Reasoning Patterns and Three Types of Learning Cycles.

ERIC Educational Resources Information Center

Lawson, Anton E.

This paper describes how the learning cycle leads students to become more skilled reasoners. The three phases of the learning cycle are described and examples and goals of each are provided. Information is also offered on the three types of learning cycles: the descriptive; the empirical-inductive; and the hypothetical-deductive. Each is described…

The Learning Cycle: A Reintroduction

NASA Astrophysics Data System (ADS)

Maier, Steven J.; Marek, Edmund A.

2006-02-01

The learning cycle is an inquiry approach to instruction that continues to demonstrate significant effectiveness in the classroom.1-3 Rooted in Piaget's theory of intellectual development, learning cycles provide a structured means for students to construct concepts from direct experiences with science phenomena. Learning cycles have been the subject of numerous articles in science practitioner periodicals as well as the focus of much research in science education journals.4 This paper reintroduces the learning cycle by giving a brief description, followed by an example suitable for a range of physics classrooms.

Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

ERIC Educational Resources Information Center

Lin, Jing

2016-01-01

This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and…

Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

ERIC Educational Resources Information Center

Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.

2017-01-01

Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…

Assessing Understanding of the Learning Cycle: The ULC

NASA Astrophysics Data System (ADS)

Marek, Edmund A.; Maier, Steven J.; McCann, Florence

2008-08-01

An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ( Journal of Science Teacher Education, 7, 123 142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC. The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with Piaget’s ( Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated for internal consistency with Cronbach’s alpha, yielding a coefficient of .791.

Guided Inquiry Learning With Sea Water Battery Project

NASA Astrophysics Data System (ADS)

Mashudi, A.

2017-02-01

Science learning process is expected to produce valuable product, innovative and real learning environment, and provide memorable learning experience. That orientation can be contained in Inquiry Based Learning. SMP N 4 Juwana is located close to the beach. That’s why, Sea Water Battery Project is very suitable to be applied in learning activity as an effort to fulfill the renewable energy based on local wisdom. This study aims to increase interest, activity and achievement of students. Learning implementation stage, namely : Constructing Sea Water Battery project, observation, group presentations, and feedback. Sea Water Battery is renewable energy battery from materials easily found around the learner. The materials used are copper plate as the anode, zinc plate as the cathode and sea water as the electrolyte. Average score of students Interest on the first cycle 76, while on the second cycle 85. Average score of students Activity on the first cycle 76 and on the second cycle 86. Average score of students achievement on the first cycle 75, while on the second cycle 84. This learning process gave nurturant effect for students to keep innovating and construct engineering technology for the future.

Convection Connections.

ERIC Educational Resources Information Center

Cavallo, Ann M. L.

2001-01-01

Introduces three science activities for elementary and middle school students on the concepts of heat transfer and temperature. Includes two learning cycles. The first learning cycle examines the effects of temperature on air movement, and the second learning cycle investigates heat movement in water. (YDS)

Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

NASA Astrophysics Data System (ADS)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

NASA Astrophysics Data System (ADS)

Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

ERIC Educational Resources Information Center

Su, C. Y.; Chiu, C. H.; Wang, T. I.

2010-01-01

This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration,…

A 5E Learning Cycle Approach-Based, Multimedia-Supplemented Instructional Unit for Structured Query Language

ERIC Educational Resources Information Center

Piyayodilokchai, Hongsiri; Panjaburee, Patcharin; Laosinchai, Parames; Ketpichainarong, Watcharee; Ruenwongsa, Pintip

2013-01-01

With the benefit of multimedia and the learning cycle approach in promoting effective active learning, this paper proposed a learning cycle approach-based, multimedia-supplemented instructional unit for Structured Query Language (SQL) for second-year undergraduate students with the aim of enhancing their basic knowledge of SQL and ability to apply…

A New Learning Model on Physical Education: 5E Learning Cycle

ERIC Educational Resources Information Center

Senturk, Halil Evren; Camliyer, Huseyin

2016-01-01

Many fields of education at the moment, especially in physical and technological educations, use 5E learning cycle. The process is defined as five "E"s. These represent the verbs engage, explore, explain, elaborate and evaluate. The literature has been systematically reviewed and the results show that the 5E learning cycle is an untested…

Lifelong Learning: The Whole DAMN Cycle--A Singapore Perspective.

ERIC Educational Resources Information Center

Pan, Daphne Yuen

The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

Moving and Learning: Expanding Style and Increasing Flexibility

ERIC Educational Resources Information Center

Peterson, Kay; DeCato, Lisa; Kolb, David A.

2015-01-01

This article introduces ways in which movement can enhance one's understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis…

Teaching Significant Figures Using a Learning Cycle.

ERIC Educational Resources Information Center

Guymon, E. Park; And Others

1986-01-01

Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

A Learning Cycle Approach To Introducing Osmosis.

ERIC Educational Resources Information Center

Lawson, Anton E.

2000-01-01

Presents an inquiry activity with a learning cycle approach to engage students in testing their own hypotheses about how molecules move through cell membranes. Offers student materials and teacher materials, including teaching tips for each phase of the learning cycle. (Contains 11 references.) (ASK)

Removing Preconceptions with a "Learning Cycle."

ERIC Educational Resources Information Center

Gang, Su

1995-01-01

Describes a teaching experiment that uses the Learning Cycle to achieve the reorientation of physics' students conceptual frameworks away from commonsense perspectives toward scientifically rigorous outlooks. Uses Archimedes' principle as the content topic while using the Learning Cycle to remove students' nonscientific preconceptions. (JRH)

An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

NASA Astrophysics Data System (ADS)

Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

A Piagetian Learning Cycle for Introductory Chemical Kinetics.

ERIC Educational Resources Information Center

Batt, Russell H.

1980-01-01

Described is a Piagetian learning cycle based on Monte Carlo modeling of several simple reaction mechanisms. Included are descriptions of learning cycle phases (exploration, invention, and discovery) and four BASIC-PLUS computer programs to be used in the explanation of chemical reacting systems. (Author/DS)

Validating the Learning Cycle Models of Business Simulation Games via Student Perceived Gains in Skills and Knowledge

ERIC Educational Resources Information Center

Tao, Yu-Hui; Yeh, C. Rosa; Hung, Kung Chin

2015-01-01

Several theoretical models have been constructed to determine the effects of buisness simulation games (BSGs) on learning performance. Although these models agree on the concept of learning-cycle effect, no empirical evidence supports the claim that the use of learning cycle activities with BSGs produces an effect on incremental gains in knowledge…

Why Do Athletes Drink Sports Drinks? A Learning Cycle to Explore the Concept of Osmosis

ERIC Educational Resources Information Center

Carlsen, Brook; Marek, Edmund A.

2010-01-01

Why does an athlete reach for a sports drink after a tough game or practice? The learning cycle presented in this article helps students answer this question. Learning cycles (Marek 2009) are designed to guide students through direct experiences with a particular concept. In this article, students learn about "osmosis," or the moving of water into…

The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

ERIC Educational Resources Information Center

Balta, Nuri; Sarac, Hakan

2016-01-01

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

A Classroom Learning Cycle: Using Diagrams to Classify Matter.

ERIC Educational Resources Information Center

James, Helen J.; Nelson, Samuel L.

1981-01-01

A learning cycle involves the active participation of students in exploration, invention, and application phases. Describes one such learning cycle dealing with classification of matter and designed to provide students with an understanding of the terms: atom, molecule, element, compound, solution, and heterogeneous matter. (Author/JN)

Evaluating Online CPD Using Educational Criteria Derived from the Experiential Learning Cycle.

ERIC Educational Resources Information Center

Friedman, Andrew; Watts, David; Croston, Judith; Durkin, Catherine

2002-01-01

Develops a set of educational evaluation criteria for online continuing professional development (CPD) courses using Kolb's experiential learning cycle theory. Evaluates five courses provided by online CPD Web sites, concludes that these online courses neglect parts of the learning cycle, and suggests improvements. (Author/LRW)

The Twin-Cycle Experiential Learning Model: Reconceptualising Kolb's Theory

ERIC Educational Resources Information Center

Bergsteiner, Harald; Avery, Gayle C.

2014-01-01

Experiential learning styles remain popular despite criticisms about their validity, usefulness, fragmentation and poor definitions and categorisation. After examining four prominent models and building on Bergsteiner, Avery, and Neumann's suggestion of a dual cycle, this paper proposes a twin-cycle experiential learning model to overcome…

The Effects of Mobile Natural-Science Learning Based on the 5E Learning Cycle: A Case Study

ERIC Educational Resources Information Center

Liu, Tzu-Chien; Peng, Hsinyi; Wu, Wen-Hsuan; Lin, Ming-Sheng

2009-01-01

This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and…

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

DOT National Transportation Integrated Search

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

The Experiential Learning Cycle in Visual Design

ERIC Educational Resources Information Center

Arsoy, Aysu; Özad, Bahire Efe

2004-01-01

Experiential Learning Cycle has been applied to the Layout and Graphics Design in Computer Course provided by the Faculty of Communication and Media Studies to the students studying at the Public Relations and Advertising Department. It is hoped that by applying the Experiential Learning Cycle, the creativity and problem solving strategies of the…

Students' Understanding of Analogy after a Core (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

ERIC Educational Resources Information Center

Avargil, Shirly; Bruce, Mitchell R. M.; Amar, Franc¸ois G.; Bruce, Alice E.

2015-01-01

Students' understanding about analogy was investigated after a CORE learning cycle general chemistry experiment. CORE (Chemical Observations, Representations, Experimentation) is a new three-phase learning cycle that involves (phase 1) guiding students through chemical observations while they consider a series of open-ended questions, (phase 2)…

The Organizational Learning Cycle. How We Can Learn Collectively.

ERIC Educational Resources Information Center

Dixon, Nancy

This book, which is designed for individuals interested in changing and developing their organizations, examines the organizational learning cycle and ways of learning collectively. Among the topics discussed in the book's nine chapters are the following: (1) changing nature of work and organizational learning; (2) theoretical framework of…

Effectiveness and Student Perceptions of an Active Learning Activity Using a Headline News Story to Enhance In-Class Learning of Cell Cycle Regulation

ERIC Educational Resources Information Center

Dirks-Naylor, Amie J.

2016-01-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation,…

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

ERIC Educational Resources Information Center

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

PubMed Central

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. PMID:27909030

The effects of higher-order questioning strategies on nonscience majors' achievement in an introductory environmental science course and their attitudes toward the environment

NASA Astrophysics Data System (ADS)

Eason, Grace Teresa

The purpose of this quasi-experimental study was to determine the effect a higher-order questioning strategy (Bloom, 1956) had on undergraduate non-science majors' attitudes toward the environment and their achievement in an introductory environmental science course, EDS 1032, "Survey of Science 2: Life Science," which was offered during the Spring 2000 term. Students from both treatment and control groups (N = 63), which were determined using intact classes, participated in eight cooperative group activities based on the Biological Sciences Curriculum Studies (BSCS) 5E model (Bybee, 1993). The treatment group received a higher-order questioning method combined with the BSCS 5E model. The control group received a lower-order questioning method, combined with the BSCS 5E model. Two instruments were used to measure students' attitude and achievement changes. The Ecology Issue Attitude (EIA) survey (Schindler, 1995) and a comprehensive environmental science final exam. Kolb's Learning Style Inventory (KLSI, 1985) was used to measure students' learning style type. After a 15-week treatment period, results were analyzed using MANCOVA. The overall MANCOVA model used to test the statistical difference between the collective influences of the independent variables on the three dependent variables simultaneously was found to be not significant at alpha = .05. This differs from findings of previous studies in which higher-order questioning techniques had a significant effect on student achievement (King 1989 & 1992; Blosser, 1991; Redfield and Rousseau, 1981; Gall 1970). At the risk of inflated Type I and Type II error rates, separate univariate analyses were performed. However, none of the research factors, when examined collectively or separately, made any significant contribution to explaining the variability in EIA attitude, EIA achievement, and comprehensive environmental science final examination scores. Nevertheless, anecdotal evidence from student's self-reported behavior changes indicated favorable responses to an increased awareness of and positive action toward the environment.

Factors which influence Texas biology teachers' decisions to emphasize fundamental concepts of evolution

NASA Astrophysics Data System (ADS)

Bilica, Kimberly Lynn

The teaching of biological evolution in public science classrooms has been mitigated by a lingering and historic climate of controversy (Skoog, 1984; Skoog, 1979). This controversy has successfully stalled attempts to bring authentic science literacy to the American public (Bybee, 1997). The first encouraging signs of the abatement of this controversy occurred during the early 1990s when several prominent science organizations promoted evolution to its appropriate status as a central and unifying concept in biology (National Science Teachers Association, 1992; National Research Council, 1996; American Association for the Advancement of Science, 1990, 1993). The organizations acknowledged that not only should biological evolution be taught, evolution should stand as one of a select group of essential concepts upon which biology curricula should be built. Bandura's Social Learning theory (Bandura, 1997; Lumpe, Haney, & Czerniak, 2000) and Helms' Model of Identity (Helms, 1998) provide the theoretical basis for this study. Both Bandura and Helms explain the actions of teachers by examining the beliefs and values that influence their decisions. The models distinguish between two types of belief systems: capacity beliefs and context beliefs (Lumpe, et al, 2000; Helms, 1998). Both belief types influence and are influenced by individual actions. In this study, the action to be described is the decision that teachers make about the degree of emphasis on evolution in the classroom. The capacity beliefs that will be examined are teachers' beliefs about their capability to teach evolution. The contextual beliefs in this study are perceptions about students' capabilities to learn evolution, the status of evolution in science, the place of evolution in the biology classroom, the influence of textbooks, time, and community/school values. This study contributes to and extends the knowledge base established by studies of evolution education by exploring the relative amount of emphasis that Texas biology teachers currently as well as prefer to place on fundamental evolution concepts in relationship to specific belief factors which influence biology teachers' curricular decisions.

Incorporating Young Adult Literature into the 5E Learning Cycle

ERIC Educational Resources Information Center

Niederberger, Susan

2009-01-01

Since the U.S.S.R. released Sputnik I into space in 1957, American science teachers have been focused on preparing scientifically literate students. New instructional approaches have emerged, with the 5E learning cycle being one of the more popular methods used. The 5E learning cycle gets its name from its five stages: Engage, Explore, Explain,…

Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles

NASA Astrophysics Data System (ADS)

Libby, R. Daniel

1995-07-01

This paper describes the first application of the Piaget-based learning cycle technique (Atkin & Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course. The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations. The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.

Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

PubMed

Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

2015-01-01

Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

Developing mathematical practices through reflection cycles

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.

2016-09-01

This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics learning. To do so, it introduces the concept of reflection cycles. Each cycle begins with prospective reflection, which guides one's actions during an experience, and ends with retrospective reflection, which consolidates the experience and informs the next reflection cycle. Using reflection cycles as an organizing framework, this paper synthesizes the literature on reflective practices at a variety of levels: (1) metacognition, (2) self-assessment, (3) noticing, and (4) lifelong learning. These practices represent a spectrum of reflection, ranging from the micro level (1) to macro level (4).

European Management Learning: A Cross-Cultural Interpretation of Kolb's Learning Cycle.

ERIC Educational Resources Information Center

Jackson, Terence

1995-01-01

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

[Stimulation of D1-receptors improves passive avoidance learning of female rats during ovary cycle].

PubMed

Fedotova, Iu O; Sapronov, N S

2012-01-01

The involvement of D1-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. SKF-38393 (0,1 mg/kg, i.p.), D1-receptor agonist and SCH-23390 (0,1 mg/kg, i.p.), D1-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic SKF-3839 administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals, but failed to change the dynamics of spatial learning in Morris water maze. Chronic SCH-23390 administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D1-receptors in learning/memory processes during ovary cycle in the adult female rats.

The Effect of Teaching Model ‘Learning Cycles 5E’ toward Students’ Achievement in Learning Mathematic at X Years Class SMA Negeri 1 Banuhampu 2013/2014 Academic Year

NASA Astrophysics Data System (ADS)

Yeni, N.; Suryabayu, E. P.; Handayani, T.

2017-02-01

Based on the survey showed that mathematics teacher still dominated in teaching and learning process. The process of learning is centered on the teacher while the students only work based on instructions provided by the teacher without any creativity and activities that stimulate students to explore their potential. Realized the problem above the writer interested in finding the solution by applying teaching model ‘Learning Cycles 5E’. The purpose of his research is to know whether teaching model ‘Learning Cycles 5E’ is better than conventional teaching in teaching mathematic. The type of the research is quasi experiment by Randomized Control test Group Only Design. The population in this research were all X years class students. The sample is chosen randomly after doing normality, homogeneity test and average level of students’ achievement. As the sample of this research was X.7’s class as experiment class used teaching model learning cycles 5E and X.8’s class as control class used conventional teaching. The result showed us that the students achievement in the class that used teaching model ‘Learning Cycles 5E’ is better than the class which did not use the model.

Implementation of ICARE learning model using visualization animation on biotechnology course

NASA Astrophysics Data System (ADS)

Hidayat, Habibi

2017-12-01

ICARE is a learning model that directly ensure the students to actively participate in the learning process using animation media visualization. ICARE have five key elements of learning experience from children and adult that is introduction, connection, application, reflection and extension. The use of Icare system to ensure that participants have opportunity to apply what have been they learned. So that, the message delivered by lecture to students can be understood and recorded by students in a long time. Learning model that was deemed capable of improving learning outcomes and interest to learn in following learning process Biotechnology with applying the ICARE learning model using visualization animation. This learning model have been giving motivation to participate in the learning process and learning outcomes obtained becomes more increased than before. From the results of student learning in subjects Biotechnology by applying the ICARE learning model using Visualization Animation can improving study results of student from the average value of middle test amounted to 70.98 with the percentage of 75% increased value of final test to be 71.57 with the percentage of 68.63%. The interest to learn from students more increasing visits of student activities at each cycle, namely the first cycle obtained average value by 33.5 with enough category. The second cycle is obtained an average value of 36.5 to good category and third cycle the average value of 36.5 with a student activity to good category.

Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

ERIC Educational Resources Information Center

Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

2015-01-01

The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…

An implementation of 7E Learning Cycle Model to Improve Student Self-esteem

NASA Astrophysics Data System (ADS)

Firdaus, F.; Priatna, N.; Suhendra, S.

2017-09-01

One of the affective factors that affect student learning outcomes is student self-esteem in mathematics, learning achievement and self-esteem influence each other. The purpose of this research is to know whether self-esteem students who get 7E learning cycle model is better than students who get conventional learning. This research method is a non-control group design. Based on the results obtained that the normal and homogeneous data so that the t test and from the test results showed there are significant differences in self-esteem students learning with 7E learning cycle model compared with students who get conventional learning. The implications of the results of this study are that students should be required to conduct many discussions, presentations and evaluations on classroom activities as these learning stages can improve students’ self-esteem especially pride in the results achieved.

Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

ERIC Educational Resources Information Center

Haryono

2015-01-01

Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

An Ontological Representation of Learning Objects and Learning Designs as Codified Knowledge

ERIC Educational Resources Information Center

Sanchez-Alonso, Salvador; Frosch-Wilke, Dirk

2005-01-01

Purpose: The aim of this paper is discussing about the similarities between the life cycle of knowledge management and the processes in which learning objects are created, evaluated and used. Design/methodology/approach: The paper describes LO and learning designs and depicts their integration into the knowledge life cycle (KLC) of the KMCI,…

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

NASA Astrophysics Data System (ADS)

Ramnarain, Umesh; Schuster, David

2014-08-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

Analysis of critical thinking ability of VII grade students based on the mathematical anxiety level through learning cycle 7E model

NASA Astrophysics Data System (ADS)

Widyaningsih, E.; Waluya, S. B.; Kurniasih, A. W.

2018-03-01

This study aims to know mastery learning of students’ critical thinking ability with learning cycle 7E, determine whether the critical thinking ability of the students with learning cycle 7E is better than students’ critical thinking ability with expository model, and describe the students’ critical thinking phases based on the mathematical anxiety level. The method is mixed method with concurrent embedded. The population is VII grade students of SMP Negeri 3 Kebumen academic year 2016/2017. Subjects are determined by purposive sampling, selected two students from each level of mathematical anxiety. Data collection techniques include test, questionnaire, interview, and documentation. Quantitative data analysis techniques include mean test, proportion test, difference test of two means, difference test of two proportions and for qualitative data used Miles and Huberman model. The results show that: (1) students’ critical thinking ability with learning cycle 7E achieve mastery learning; (2) students’ critical thinking ability with learning cycle 7E is better than students’ critical thinking ability with expository model; (3) description of students’ critical thinking phases based on the mathematical anxiety level that is the lower the mathematical anxiety level, the subjects have been able to fulfil all of the indicators of clarification, assessment, inference, and strategies phases.

[Effect of agonist and antagonist of 5-HT(1A) receptors on learning in female rats during ovarian cycle].

PubMed

Fedotova, Iu O; Ordian, N E

2010-01-01

The involvement of 5-HT(1A) receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. 8-OH-DPAT (0.05 mg/kg, s.c.), 5-HT(1A) receptor agonist and NAN-190 (0.1 mg/kg, i.p.), 5-HT(1A) receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic NAN-190 administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals, but failed to change the dynamics of spatial learning in Morris water maze. Chronic 8-OH-DPAT administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of 5-HT(1A) receptors in learning/memory processes during ovary cycle in the adult female rats.

Questions, Curiosity and the Inquiry Cycle

ERIC Educational Resources Information Center

Casey, Leo

2014-01-01

This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged…

The Learning Cycle and College Science Teaching.

ERIC Educational Resources Information Center

Barman, Charles R.; Allard, David W.

Originally developed in an elementary science program called the Science Curriculum Improvement Study, the learning cycle (LC) teaching approach involves students in an active learning process modeled on four elements of Jean Piaget's theory of cognitive development: physical experience, referring to the biological growth of the central nervous…

The Remedial Effect of a Biological Learning Game.

ERIC Educational Resources Information Center

Blum, Abraham

1979-01-01

Investigates the effectiveness of a structured learning game in overcoming learning difficulties encountered by Israeli students when studying the life cycles of fungi because of lack of structural conceptualization. The Fungi Life Cycle Game (FLCG) was used by undergraduate students enrolled in a phytopathology course. (HM)

Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction through Inquiry Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2017-01-01

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using…

Students' Critical Thinking Skills in Chemistry Learning Using Local Culture-Based 7E Learning Cycle Model

ERIC Educational Resources Information Center

Suardana, I. Nyoman; Redhana, I. Wayan; Sudiatmika, A. A. Istri Agung Rai; Selamat, I. Nyoman

2018-01-01

This research aimed at describing the effectiveness of the local culture-based 7E learning cycle model in improving students' critical thinking skills in chemistry learning. It was an experimental research with post-test only control group design. The population was the eleventh-grade students of senior high schools in Singaraja, Indonesia. The…

The Workplace Learning Cycle: A Problem-Based Curriculum Model for the Preparation of Workplace Learning Professionals

ERIC Educational Resources Information Center

O'Connor, Bridget N.

2004-01-01

Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the…

[Influence of stimulation and blockade of α4β2 nicotinic acetylcholine receptors on learning of female rats in basic phases of ovary cycle].

PubMed

Fedotova, Iu O

2014-03-01

The present work was devoted to the comparative analysis of α4β2 nicotinic acetylcholine receptors (nAChRs) in learning/memory processes during ovary cycle in the adult female rats. RJR-2403 (1.0 mg/kg, i. p.), α4β2 nAChRs agonist and mecamylamine (1.0 mg/kg, i. p.), α4β2 nAChRs antagonist were injected chronically during 14 days. The processes of learning/memory were assessed in different models of learning: passive avoidance performance and Morris water maze. Chronic RJR-2403 administration to females improved the passive avoidance performance in proestrous and estrous as compared to the control animals. Also, RJR-2403 restored spatial learning of rats during proestrous phases in Morris water maze, and stimulated the dynamics of spatial learning during estrous phases. On the contrary, the chronic mecamylamine administration impaired non-spatial, and especially, spatial learning in females during key phases of ovary cycle. The results of the study suggest positive effect of α4β2 nAChRs stimulation in learning/memory processes during ovary cycle in the adult female rats.

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

NASA Astrophysics Data System (ADS)

Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear to be sensitive to different perceptual preferences. Students with different preferences for auditory, visual, and tactile modalities, when learning, seem to benefit equally from learning cycle exposure. Increased use of a double blind for future learning styles research was recommended.

Aberrant light directly impairs mood and learning through melanopsin-expressing neurons.

PubMed

LeGates, Tara A; Altimus, Cara M; Wang, Hui; Lee, Hey-Kyoung; Yang, Sunggu; Zhao, Haiqing; Kirkwood, Alfredo; Weber, E Todd; Hattar, Samer

2012-11-22

The daily solar cycle allows organisms to synchronize their circadian rhythms and sleep-wake cycles to the correct temporal niche. Changes in day-length, shift-work, and transmeridian travel lead to mood alterations and cognitive function deficits. Sleep deprivation and circadian disruption underlie mood and cognitive disorders associated with irregular light schedules. Whether irregular light schedules directly affect mood and cognitive functions in the context of normal sleep and circadian rhythms remains unclear. Here we show, using an aberrant light cycle that neither changes the amount and architecture of sleep nor causes changes in the circadian timing system, that light directly regulates mood-related behaviours and cognitive functions in mice. Animals exposed to the aberrant light cycle maintain daily corticosterone rhythms, but the overall levels of corticosterone are increased. Despite normal circadian and sleep structures, these animals show increased depression-like behaviours and impaired hippocampal long-term potentiation and learning. Administration of the antidepressant drugs fluoxetine or desipramine restores learning in mice exposed to the aberrant light cycle, suggesting that the mood deficit precedes the learning impairments. To determine the retinal circuits underlying this impairment of mood and learning, we examined the behavioural consequences of this light cycle in animals that lack intrinsically photosensitive retinal ganglion cells. In these animals, the aberrant light cycle does not impair mood and learning, despite the presence of the conventional retinal ganglion cells and the ability of these animals to detect light for image formation. These findings demonstrate the ability of light to influence cognitive and mood functions directly through intrinsically photosensitive retinal ganglion cells.

Learning, Unlearning and Relearning--Knowledge Life Cycles in Library and Information Science Education

ERIC Educational Resources Information Center

Bedford, Denise A. D.

2015-01-01

The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…

Learning at Every Age? Life Cycle Dynamics of Adult Education in Europe

ERIC Educational Resources Information Center

Beblavy, Miroslav; Thum, Anna-Elisabeth; Potjagailo, Galina

2014-01-01

Adult learning is seen as a key factor for enhancing employment, innovation and growth. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. We perform a synthetic panel analysis of adult learning for cohorts aged…

Methods and Strategies: What's the Story?

ERIC Educational Resources Information Center

Lipsitz, Kelsey; Cisterna, Dante; Hanuscin, Deborah

2017-01-01

This column provides ideas and techniques to enhance your science teaching. This month's issue discusses using the 5E learning cycle to create coherent storylines. The 5E learning cycle provides an important framework to help teachers organize activities. To realize the full potential of the 5E framework for student learning, lessons must also…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

ERIC Educational Resources Information Center

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been…

Teaching and Learning International Survey TALIS 2013: Conceptual Framework. Final

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Bélanger, Julie; Knoll, Steffen; Weatherby, Kristen; Prusinski, Ellen

2013-01-01

In 2008, the initial cycle of the OECD's Teaching and Learning International Survey (TALIS 2008) established, for the first time, an international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries. The second cycle of TALIS (TALIS 2013) aims to continue…

3 Steps to Great Coaching: A Simple but Powerful Instructional Coaching Cycle Nets Results

ERIC Educational Resources Information Center

Knight, Jim; Elford, Marti; Hock, Michael; Dunekack, Devona; Bradley, Barbara; Deshler, Donald D.; Knight, David

2015-01-01

In this article the authors describe a three-step instructional coaching cycle that can helps coaches become more effective. The article provides the steps and related components to: (1) Identify; (2) Learn; and (3) Improve. While the instructional coaching cycle is only one effective coaching program, coaches also need professional learning that…

Know your RO from your AE? Learning styles in practice.

PubMed

Woods, Helen Buckley

2012-06-01

In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

Expanding the 5E Model.

ERIC Educational Resources Information Center

Eisenkraft, Arthur

2003-01-01

Amends the current 5E learning cycle and instructional model to a 7E model. Changes ensure that instructors do not omit crucial elements for learning from their lessons while under the incorrect assumption that they are meeting the requirements of the learning cycle. The proposed 7E model includes: (1) engage; (2) explore; (3) explain; (4) elicit;…

Methods and Strategies: Literacy in the Learning Cycle

ERIC Educational Resources Information Center

Everett, Susan; Moyer, Richard

2009-01-01

Trade books can be used in all phases of the learning cycle to support effective teaching and learning. Romance and Vitale (1992) found that texts and other nonfiction science books can be effective tools for teaching reading, as the science activities give learners a purpose for their reading. In this article, the authors share ways to…

To Tan or Not to Tan?: Students Learn About Sunscreens through an Inquiry Activity Based on the Learning Cycle

ERIC Educational Resources Information Center

Keen-Rocha, Linda

2005-01-01

Science instructors sometimes avoid inquiry-based activities due to limited classroom time. Inquiry takes time, as students choose problems, design experiments, obtain materials, conduct investigations, gather data, communicate results, and discuss their experiments. While there are no quick solutions to time concerns, the 5E learning cycle seeks…

Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

ERIC Educational Resources Information Center

Sadi, Özlem; Çakiroglu, Jale

2014-01-01

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was…

Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Chen, J.; Anderson, C. W.

2015-01-01

Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

Engagement, Exploration, Explanation, Extension, and Evaluation (5E) Learning Cycle and Conceptual Change Text as Learning Tools

ERIC Educational Resources Information Center

Balci, Sibel; Cakiroglu, Jale; Tekkaya, Ceren

2006-01-01

The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in…

[Stimulation of D2-receptors improves passive avoidance learning in female rats].

PubMed

Fedotova, Iu O

2012-01-01

The involvement of D2-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. Quinperole (0,1 mg/kg, i.p.), D2-receptor agonist and sulpiride (10,0 mg/kg, i.p.), D2-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic quinperole administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals. Also, quinperole improved spatial learning in proestrous and stimulated it in estrous in Morris water maze. Chronic sulpiride administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D2-receptors in learning/memory processes during ovary cycle in the adult female rats.

Raphanus sativus, Germination, and Inquiry: A Learning Cycle Approach for Novice Experimenters.

ERIC Educational Resources Information Center

Rillero, Peter

1999-01-01

Describes open-ended experiments with seeds from the common garden radish (Raphanus sativus). The phases of the 5-E learning cycle--Engagement, Exploration, Explanation, Extension, and Evaluation--guide this activity series. (Author/MM)

Implementation of 7e learning cycle model using technology based constructivist teaching (TBCT) approach to improve students' understanding achievment in mechanical wave material

NASA Astrophysics Data System (ADS)

Warliani, Resti; Muslim, Setiawan, Wawan

2017-05-01

This study aims to determine the increase in the understanding achievement in senior high school students through the Learning Cycle 7E with technology based constructivist teaching approach (TBCT). This study uses a pretest-posttest control group design. The participants were 67 high school students of eleventh grade in Garut city with two class in control and experiment class. Experiment class applying the Learning Cycle 7E through TBCT approach and control class applying the 7E Learning Cycle through Constructivist Teaching approach (CT). Data collection tools from mechanical wave concept test with totally 22 questions with reability coefficient was found 0,86. The findings show the increase of the understanding achievement of the experiment class is in the amount of 0.51 was higher than the control class that is in the amount of 0.33.

Experience in Implementing Resource-Based Learning in Agrarian College of Management and Law Poltava State Agrarian Academy

ERIC Educational Resources Information Center

Kononets, Natalia

2015-01-01

The introduction of resource-based learning disciplines of computer cycles in Agrarian College. The article focused on the issue of implementation of resource-based learning courses in the agricultural cycle computer college. Tested approach to creating elearning resources through free hosting and their further use in the classroom. Noted that the…

The MOOC and Learning Analytics Innovation Cycle (MOLAC): A Reflective Summary of Ongoing Research and Its Challenges

ERIC Educational Resources Information Center

Drachsler, H.; Kalz, M.

2016-01-01

The article deals with the interplay between learning analytics and massive open online courses (MOOCs) and provides a conceptual framework to situate ongoing research in the MOOC and learning analytics innovation cycle (MOLAC framework). The MOLAC framework is organized on three levels: On the micro-level, the data collection and analytics…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 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).

Identification of Cell Cycle-Regulated Genes by Convolutional Neural Network.

PubMed

Liu, Chenglin; Cui, Peng; Huang, Tao

2017-01-01

The cell cycle-regulated genes express periodically with the cell cycle stages, and the identification and study of these genes can provide a deep understanding of the cell cycle process. Large false positives and low overlaps are big problems in cell cycle-regulated gene detection. Here, a computational framework called DLGene was proposed for cell cycle-regulated gene detection. It is based on the convolutional neural network, a deep learning algorithm representing raw form of data pattern without assumption of their distribution. First, the expression data was transformed to categorical state data to denote the changing state of gene expression, and four different expression patterns were revealed for the reported cell cycle-regulated genes. Then, DLGene was applied to discriminate the non-cell cycle gene and the four subtypes of cell cycle genes. Its performances were compared with six traditional machine learning methods. At last, the biological functions of representative cell cycle genes for each subtype are analyzed. Our method showed better and more balanced performance of sensitivity and specificity comparing to other machine learning algorithms. The cell cycle genes had very different expression pattern with non-cell cycle genes and among the cell-cycle genes, there were four subtypes. Our method not only detects the cell cycle genes, but also describes its expression pattern, such as when its highest expression level is reached and how it changes with time. For each type, we analyzed the biological functions of the representative genes and such results provided novel insight to the cell cycle mechanisms. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

The Effect of Learning Cycle Constructivist-Based Approach on Students' Academic Achievement and Attitude towards Chemistry in Secondary Schools in North-Eastern Part of Nigeria

ERIC Educational Resources Information Center

Jack, Gladys Uzezi

2017-01-01

This study investigated the effect of learning cycle constructivist-based approach on secondary schools students' academic achievement and their attitude towards chemistry. The design used was a pre-test, post-test non randomized control group quasi experimental research design. The design consisted of two instructional groups (learning cycle…

The Effect of Learning Cycle Models on Achievement of Students: A Meta-Analysis Study

ERIC Educational Resources Information Center

Sarac, Hakan

2018-01-01

In the study, a meta-analysis was conducted to determine the effect of the use of the learning cycle model on the achievements of the students. Doctorate and master theses, made between 2007 and 2016, were searched using the keywords in Turkish and English. As a result of the screening, a total of 123 dissertations, which used learning cycle…

Practice of the Education for the Principle of Otto Cycle by the E-Learning CG-Content

NASA Astrophysics Data System (ADS)

Sato, Tomoaki; Nagaoka, Keizo; Oguchi, Kosei

A CG-animation content which supports the learning of the Otto cycle was developed. This content has a piston assembly and the diagrams of PV, VS, TP and TS. The each diagram has a pointer which moves along the line of the graph and they are synchronized with the movement of the piston. The learners can operate this content directly on the e-learning system. While watching the movements of the piston assembly, the learners can confirm the state of the engine about temperature, pressure, volume, and entropy by the synchronized pointer on the diagrams. This content was used for the class of the machining practice exercise. The learning effect of the content was examined by the score of the short test. As the result of this examination, the CG-animation content was effective in the learning of the Otto cycle.

Exploring Growth (and Mitosis) through a Learning Cycle.

ERIC Educational Resources Information Center

Lawson, Anton E.

1991-01-01

Presents a learning cycle lesson plan in which students investigate the question of how cells divide. Students use microscopes to explore actual plant root and stem tissues to generate and test hypotheses to answer the question. Includes teacher material, student material, and teaching tips. (MDH)

Promoting students’ mathematical problem-solving skills through 7e learning cycle and hypnoteaching model

NASA Astrophysics Data System (ADS)

Saleh, H.; Suryadi, D.; Dahlan, J. A.

2018-01-01

The aim of this research was to find out whether 7E learning cycle under hypnoteaching model can enhance students’ mathematical problem-solving skill. This research was quasi-experimental study. The design of this study was pretest-posttest control group design. There were two groups of sample used in the study. The experimental group was given 7E learning cycle under hypnoteaching model, while the control group was given conventional model. The population of this study was the student of mathematics education program at one university in Tangerang. The statistical analysis used to test the hypothesis of this study were t-test and Mann-Whitney U. The result of this study show that: (1) The students’ achievement of mathematical problem solving skill who obtained 7E learning cycle under hypnoteaching model are higher than the students who obtained conventional model; (2) There are differences in the students’ enhancement of mathematical problem-solving skill based on students’ prior mathematical knowledge (PMK) category (high, middle, and low).

Blockade of 5-HT2A/2C-type receptors impairs learning in female rats in the course of estrous cycle.

PubMed

Fedotova, Yu O; Ordyan, N E

2010-12-01

We studied the effects of chronic administration (14 days) of agonist of 5-HT2B/2C serotonin receptors m-CPP (0.5 mg/kg subcutaneously) and agonist of 5-HT2A/2C serotonin receptors ketanserin (0.1 mg/kg intraperitoneally) on conditioned reactions in female rats in different phases of the estrous cycle. Passive avoidance (PA) paradigm and Morris water maze were used as behavioral tests. Chronic administration of m-CPP did not affect PA retrieval during the proestrus and estrus phases, but improved the dynamics of spatial learning in Morris water maze in comparison with control rats. Chronic administration of ketanserin uniformly impaired processes of spatial and nonspatial learning in female rats irrespective to the phase of the estrous cycle. A modulating role of 5-HT2A/2C and 5-HT2B/2C serotonin receptors in process of learning in female rats during the key phases of the estrous cycle was demonstrated.

Development of the living thing transportation systems worksheet on learning cycle model to increase student understanding

NASA Astrophysics Data System (ADS)

Rachmawati, E.; Nurohman, S.; Widowati, A.

2018-01-01

This study aims to know: 1) the feasibility LKPD review of aspects of the didactic requirements, construction requirements, technical requirements and compliance with the Learning Cycle. 2) Increase understanding of learners with Learning Model Learning Cycle in SMP N 1 Wates in the form LKPD. 3) The response of learners and educators SMP N 1 Wates to quality LKPD Transportation Systems Beings. This study is an R & D with the 4D model (Define, Design, Develop and Disseminate). Data were analyzed using qualitative analysis and quantitative analysis. Qualitative analysis in the form of advice description and assessment scores from all validates that was converted to a scale of 4. While the analysis of quantitative data by calculating the percentage of materializing learning and achievement using the standard gain an increased understanding and calculation of the KKM completeness evaluation value as an indicator of the achievement of students understanding. the results of this study yield LKPD IPA model learning Cycle theme Transportation Systems Beings obtain 108.5 total scores of a maximum score of 128 including the excellent category (A). LKPD IPA developed able to demonstrate an improved understanding of learners and the response of learners was very good to this quality LKPD IPA.

An Interprofessional Collaborative Practice model for preparation of clinical educators.

PubMed

Scarvell, Jennie M; Stone, Judy

2010-07-01

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff. Data collection of student insights into work integrated learning. Cycle 2: Formation of an interprofessional reference group to inform curriculum development for a series of clinical education workshops. Cycle 3: Delivery of workshops; 174 clinical educators, supervisors and preceptors attended two workshops: "Introduction to experiential learning" and " utilizing available resources for learning". Cycle 4: Seminar discussion of the Professional Practice Project at a national health-education conference. This pilot project demonstrated the advantages of using collaborative synergies to allow innovation around clinical education, free from the constraints of traditional discipline-specific education models. The planning, delivery and evaluation of clinical education workshops describe the benefits of interprofessional collaboration through enhanced creative thinking, sharing of clinical education models and a broadening of experience for both learners and facilitators.

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

NASA Astrophysics Data System (ADS)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

The influence of gender and the estrous cycle on learned helplessness in the rat.

PubMed

Jenkins, J A; Williams, P; Kramer, G L; Davis, L L; Petty, F

2001-11-01

Although the etiology of clinical depression is unknown, women are more likely to suffer from major depressive disorder than men. In addition, in some women, there is a clear association between depression and specific phases of the menstrual cycle. Surprisingly little research has examined gender differences and the influences of the estrous cycle in this and other animal behavioral models of clinical depression. Learned helplessness is a valid animal model of stress-induced behavioral depression in which prior exposure to inescapable stress produces deficits in escape testing. Learned helplessness was studied in rats using an inescapable tail shock stress followed by a shuttle box test to determine escape latencies. Animals with mean escape latencies of >or=20 s after shuttle-box testing are defined as learned helpless. Males and normal cycling female rats in the estrus and diestrus II phases were studied. Female rats in the diestrus II phase had significantly higher escape latencies and exhibited a more helpless behavior than female rats in the estrus phase. Male rat escape latencies were intermediate between the two female phases. These results suggest a role for gonadal hormones in the development of stress-induced behavioral depression or 'learned helplessness.'

Tying It All Together

ERIC Educational Resources Information Center

Hirsh, Stephanie; Crow, Tracy

2017-01-01

The learning team cycle as described in "Becoming a Learning Team: A Guide to a Teacher-Led Cycle of Continuous Improvement" by Stephanie Hirsh and Tracy Crow was created to support teams of teachers working on particular lessons and instructional challenges within classrooms. Even as the day-to-day work of classroom teaching continues,…

The Effectiveness of Using the 7E's Learning Cycle Strategy on the Immediate and Delayed Mathematics Achievement and the Longitudinal Impact of Learning among Preparatory Year Students at King Saud University (KSU)

ERIC Educational Resources Information Center

Khashan, Khaled

2016-01-01

This study aimed to investigate the effectiveness of teaching Mathematics by using 7E's Learning Cycle strategy in immediate and delayed achievement and retention among Preparatory Year students at King Saud University (KSU)--Saudi Arabia, in comparison with the traditional method. The study sample consisted of (73) Preparatory Year students at…

Supporting new graduate professional development: a clinical learning framework.

PubMed

Fitzgerald, Cate; Moores, Alis; Coleman, Allison; Fleming, Jennifer

2015-02-01

New graduate occupational therapists are required to competently deliver health-care practices within complex care environments. An occupational therapy clinical education programme within a large public sector health service sought to investigate methods to support new graduates in their clinical learning and professional development. Three cycles of an insider action research approach each using the steps of planning, action, critical observation and reflection were undertaken to investigate new graduate learning strategies, develop a learning framework and pilot its utility. Qualitative research methods were used to analyse data gathered during the action research cycles. Action research identified variations in current practices to support new graduate learning and to the development of the Occupational Therapy Clinical Learning Framework (OTCLF). Investigation into the utility of the OTCLF revealed two themes associated with its implementation namely (i) contribution to learning goal development and (ii) compatibility with existing learning supports. The action research cycles aimed to review current practices to support new graduate learning. The learning framework developed encourages reflection to identify learning needs and the review, discussion of, and engagement in, goal setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an approach to guide new graduate goal development supported by supervision. Future opportunity to implement a similar learning framework in other allied health professions was identified, enabling a continuation of the cyclical nature of enquiry, integral to this research approach within the workplace. © 2014 Occupational Therapy Australia.

Experiential Learning: From Discourse Model to Conversation. Interview with David Kolb.

ERIC Educational Resources Information Center

Hamalainen, Kauko; Siirala, Eeva

1998-01-01

In this interview, Kolb, developer of the experiential learning cycle model, explores learning motivation, aspects of conversation (as experiential learning and as evaluation), and standardization versus diversity in education. (SK)

Newton's First Law: A Learning Cycle Approach

ERIC Educational Resources Information Center

McCarthy, Deborah

2005-01-01

To demonstrate how Newton's first law of motion applies to students' everyday lives, the author developed a learning cycle series of activities on inertia. The discrepant event at the heart of these activities is sure to elicit wide-eyed stares and puzzled looks from students, but also promote critical thinking and help bring an abstract concept…

Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching

ERIC Educational Resources Information Center

Juntunen, Marianne; Aksela, Maija

2013-01-01

The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from…

Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that…

Developing a Multi-Year Learning Progression for Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Mohan, Lindsey; Chen, Jing; Anderson, Charles W.

2009-01-01

This study reports on our steps toward achieving a conceptually coherent and empirically validated learning progression for carbon cycling in socio-ecological systems. It describes an iterative process of designing and analyzing assessment and interview data from students in upper elementary through high school. The product of our development…

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7

ERIC Educational Resources Information Center

von Frank, Valerie, Ed.

2009-01-01

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

Using the 5E Learning Cycle Sequence with Carbon Dioxide

ERIC Educational Resources Information Center

Schlenker, Richard M.; Blanke, Regina; Mecca, Peter

2007-01-01

The authors used the 5E learning cycle (engage, explore, explain, extend, and evaluate) and a pulmonary carbon dioxide mystery to introduce eighth grade students to the study of chemistry. The activity engages students in measurement, data collection, data analysis, media and internet research, research design, and report writing as they search…

Lives in Context: Facilitating Online, Cross-Course, Collaborative Service Projects

ERIC Educational Resources Information Center

Elwood, Susan A.

2014-01-01

An inquiry-based, cross-course, collaborative structure is being implemented toward a graduate program's goals of using project-based learning as a consistent, core learning experience in each course cycle. This paper focuses upon the course collaborative structure and the two key forms of assessment used in each collaborative cycle: a progressive…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

NASA Astrophysics Data System (ADS)

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-03-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

Bockron as a Medium of Learning in The Process of Inquiry based Learning to Improve Science Process Skills of Junior High School Students in Growth and Development Concept

NASA Astrophysics Data System (ADS)

Mayasari, D.

2017-02-01

Investigative research on Influence of bockron as a medium of learning in process of inquiry-based learning to the development of science process skills on the concept of growth and development. This research was done in an effort to follow up underdeveloped skills of observing, communicating andconclude on students. This research was conducted using classroom action research (PTK), which consisted of 3 cycles. Cycle 1 students observe differences in growth and development, cycle 2 students measure the growth rate, cycle 3 students observe factors that influence growth and development, In these three cycles is used as a planting medium bocron (bottles and dacron). It involves 8th grade junior high-school students of 14-15 years old as research subjects in six meetings. Indicators of process skill include observation, communication, interpretation and inference. Data is collected through students’ work sheets, written tests and observation. Processing of the data to see N-Gain used Microsoft Excel 2007, and the results showed that an increase in science process skills with a value of medium N-Gain (0,63). Bokron learning medium easily and cheaply obtainable around the students, particularly those in urban areas is quite difficult to get land to be used as aplanting medium. In addition to observation of growth and development, bokron media can also be used to observe the motion in plants. The use bokron as a learning medium can train and develop science process skills, attitude and scientific method also gives students concrete experience of the process of growth and development in plants.

Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

ERIC Educational Resources Information Center

Dernova, Maiya

2015-01-01

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

NASA Astrophysics Data System (ADS)

Jamhari, Wongkia, Wararat

2018-01-01

Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi-structured interview were used. Students' pre-and post-test answers were analyzed not only by descriptive statistics but also in qualitatively discussion. The dialogues between the interviewer and interviewees were transcribed and analyzed to find in-depth understanding. Finally, we can conclude that the participated students had better comprehension of angle properties in a circle even they could not perform proof by themselves. For further study, we will focus on how we can help students to develop their geometric thinking.

Kinesthetic Life Cycle of Stars

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Hartman, Mark A.

We present a kinesthetic approach to learning about the life cycle of stars. Using a simplified two-layer model for stellar structure, learners recreate kinesthetically the birth, life, and death of low- and high-mass stars. Examples of how this activity has been used in several settings outside school time provide additional resources for extending student learning about this topic.

What Belongs in Your 15-Bean Soup? Using the Learning Cycle to Address Misconceptions about Construction of Taxonomic Keys

ERIC Educational Resources Information Center

Ross, Ann; Vanderspool, Staria

2004-01-01

Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the…

Fostering Third-Grade Students' Use of Scientific Models with the Water Cycle: Elementary Teachers' Conceptions and Practices

ERIC Educational Resources Information Center

Vo, Tina; Forbes, Cory T.; Zangori, Laura; Schwarz, Christina V.

2015-01-01

Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this…

Clash of the Titans

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2010-01-01

WebQuests and the 5E learning cycle are titans of the science classroom. These popular inquiry-based strategies are most often used as separate entities, but the author has discovered that using a combined WebQuest and 5E learning cycle format taps into the inherent power and potential of both strategies. In the lesson, "Clash of the Titans,"…

Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

Cycles for Science: Biology Curriculum Supplement for Grades 9-12. A Steel Cycles Program.

ERIC Educational Resources Information Center

Rogers, Diana; Laymon, Carol

This document contains project-oriented lessons and hands-on activities developed to integrate steel recycling, natural resource conservation, and solid waster management into science learning. It is designed to assist secondary teachers and students (grades 9-12) in meeting state and local goals for learning in biology, chemistry, general science…

Organisational Learning and the Organisational Life Cycle: The Differential Aspects of an Integrated Relationship in SMEs

ERIC Educational Resources Information Center

Tam, Steven; Gray, David E.

2016-01-01

Purpose: The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC), contextualising the differential aspects of an integrated relationship between them. Design/methodology/approach: It is a mixed-method study with two consecutive phases. In…

Redefining Our Roles as Teachers, Learners, and Leaders through Continuous Cycles of Practitioner Inquiry

ERIC Educational Resources Information Center

MacDonald, Michelina; Weller, Kristin

2017-01-01

Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as…

A Learning Cycle Approach to Dealing with Pseudoscience Beliefs of Prospective Elementary Teachers.

ERIC Educational Resources Information Center

Rosenthal, Dorothy B.

1993-01-01

Describes a lesson on pseudoscience for a teaching methods course that promotes active student participation, is not a laboratory activity, and follows the sequence of the three phases associated with the learning cycle model. Contains a true-false science questionnaire to be administered to students as a bridge to discussion. (PR)

Changes in Cerebral Hemodynamics during Complex Motor Learning by Character Entry into Touch-Screen Terminals.

PubMed

Sagari, Akira; Iso, Naoki; Moriuchi, Takefumi; Ogahara, Kakuya; Kitajima, Eiji; Tanaka, Koji; Tabira, Takayuki; Higashi, Toshio

2015-01-01

Studies of cerebral hemodynamics during motor learning have mostly focused on neurorehabilitation interventions and their effectiveness. However, only a few imaging studies of motor learning and the underlying complex cognitive processes have been performed. We measured cerebral hemodynamics using near-infrared spectroscopy (NIRS) in relation to acquisition patterns of motor skills in healthy subjects using character entry into a touch-screen terminal. Twenty healthy, right-handed subjects who had no previous experience with character entry using a touch-screen terminal participated in this study. They were asked to enter the characters of a randomly formed Japanese syllabary into the touch-screen terminal. All subjects performed the task with their right thumb for 15 s alternating with 25 s of rest for 30 repetitions. Performance was calculated by subtracting the number of incorrect answers from the number of correct answers, and gains in motor skills were evaluated according to the changes in performance across cycles. Behavioral and oxygenated hemoglobin concentration changes across task cycles were analyzed using Spearman's rank correlations. Performance correlated positively with task cycle, thus confirming motor learning. Hemodynamic activation over the left sensorimotor cortex (SMC) showed a positive correlation with task cycle, whereas activations over the right prefrontal cortex (PFC) and supplementary motor area (SMA) showed negative correlations. We suggest that increases in finger momentum with motor learning are reflected in the activity of the left SMC. We further speculate that the right PFC and SMA were activated during the early phases of motor learning, and that this activity was attenuated with learning progress.

From Continuous Improvement to Organisational Learning: Developmental Theory.

ERIC Educational Resources Information Center

Murray, Peter; Chapman, Ross

2003-01-01

Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development.…

The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course

NASA Astrophysics Data System (ADS)

Hidayati, H.; Ramli, R.

2018-04-01

This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

The process through which an advocacy intervention resulted in positive change for battered women over time.

PubMed

Bybee, Deborah I; Sullivan, Cris M

2002-02-01

A prior experimental evaluation of a community-based advocacy program for women with abusive partners demonstrated positive change in the lives of women even 2 years postintervention (C M. Sullivan & D. I. Bybee, 1999). The current study explored the complex mediational process through which this change occurred, using longitudinal structural equation modeling and formal tests of mediation. As hypothesized, the advocacy intervention first resulted in women successfully obtaining desired community resources and increasing their social support, which enhanced their overall quality of life. This improvement in well-being appeared to serve as a protective factor from subsequent abuse, as women who received the intervention were significantly less likely to be abused at 2-year follow-up compared with women in the control condition. Increased quality of life completely mediated the impact of the advocacy intervention on later reabuse. Discussion places advocacy for women in the context of other efforts that are needed to build an effective community response to preventing intimate violence against women.

Learning Styles: Fashion Fad or Lever for Change? The Application of Learning Style Theory to Inclusive Curriculum Delivery.

ERIC Educational Resources Information Center

Smith, Jan

2002-01-01

Examines how four classifications of learning styles--field dependence/independence, holistic/sequential, styles linked to the experiential learning cycle, and "deep" and "surface" learning--relate to curriculum values. Draws on research at Sheffield Hallam University into the learning styles of General National Vocational…

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Prediction/Discussion-Based Learning Cycle versus Conceptual Change Text: Comparative Effects on Students' Understanding of Genetics

ERIC Educational Resources Information Center

Al khawaldeh, Salem A.

2013-01-01

Background and Purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

ERIC Educational Resources Information Center

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-01-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by…

Effect of the Four-Step Learning Cycle Model on Students' Understanding of Concepts Related to Simple Harmonic Motion

ERIC Educational Resources Information Center

Madu, B. C.

2012-01-01

The study explored the efficacy of four-step (4-E) learning cycle approach on students understanding of concepts related to Simple Harmonic Motion (SHM). 124 students (63 for experimental group and 61 for control group) participated in the study. The students' views and ideas in simple Harmonic Achievement test were analyzed qualitatively. The…

Paper 8775 - Integrating Natural Resources and Ecological Science into the Disaster Risk CYCLE: Lessons Learned and Future Directions

NASA Astrophysics Data System (ADS)

Brosnan, D. M.

2014-12-01

Familiar to disaster risk reduction (DRR) scientists and professionals, the disaster cycle is an adaptive approach that involves planning, response and learning for the next event. It has proven effective in saving lives and helping communities around the world deal with natural and other hazards. But it has rarely been applied to natural resource and ecological science, despite the fact that many communities are dependent on these resources. This presentation will include lessons learned from applying science to tackle ecological consequences in several disasters in the US and globally, including the Colorado Floods, the SE Asia tsunami, the Montserrat volcanic eruption, and US SAFRR tsunami scenario. The presentation discusses the role that science and scientists can play at each phase of the disaster cycle. The consequences of not including disaster cycles in the management of natural systems leaves these resources and the huge investments made to protect highly vulnerable. The presentation discusses how The presentation discusses how science can help government and communities in planning and responding to these events. It concludes with a set of lessons learned and guidlines for moving forward.

The ability to produce media presentation among beauty study program students to prepare competence vocational school teachers

NASA Astrophysics Data System (ADS)

Widowati, Trisnani

2018-03-01

One of the challenges of this 21st century teachers are teachers who are professionals and always use it in creative ways to convey the subject matter, including the creative use of media in learning. Problems that arise are as Vocational School teachers, Beauty Study Program students have not mastered the manufacture of media presentations. Class action research conducted in three phases with the learning cycle include planning actions, implementation measures, observation/evaluation of the action, and reflection, showed an increase in the results of the study are seen from the average value derived from 55.76 on Cycle I became 71.59 on cycle II and 78.33, in cycle 3. The obstacles encountered in the process of learning that is a limited time for any learning, students are not used to plan the creation of media presentations, limitations of materials supporting the creation of student-owned media presentations: images, animations, videos and the custom copy-paste material. The given solution to overcome the barriers that is emphasized again the steps of making a media presentation, the granting of duty as an exercise, and evaluation.

A puzzle used to teach the cardiac cycle.

PubMed

Marcondes, Fernanda K; Moura, Maria J C S; Sanches, Andrea; Costa, Rafaela; de Lima, Patricia Oliveira; Groppo, Francisco Carlos; Amaral, Maria E C; Zeni, Paula; Gaviao, Kelly Cristina; Montrezor, Luís H

2015-03-01

The aim of the present article is to describe a puzzle developed for use in teaching cardiac physiology classes. The puzzle presents figures of phases of the cardiac cycle and a table with five columns: phases of cardiac cycle, atrial state, ventricular state, state of atrioventricular valves, and pulmonary and aortic valves. Chips are provided for use to complete the table. Students are requested to discuss which is the correct sequence of figures indicating the phases of cardiac cycle. Afterward, they should complete the table with the chips. Students of biology, dentistry, medicine, pharmacy, and nursing graduation courses from seven institutions performed the puzzle evaluation. They were invited to indicate whether the puzzle had been useful for learning about the subject by filling one of four alternatives. Of the students, 4.6% answered that it was not necessary but helped them to confirm what they had learned, 64.5% reported that although they had previously understood the cardiac cycle, the puzzle helped them to solve doubts and promoted a better understanding of it, and 30.9% said that they needed the puzzle to understand the cardiac cycle, without differences among courses, institutions, and course semesters. The results of the present study suggest that a simple and inexpensive puzzle may be useful as an active learning methodology applied after the theoretical lecture, as a complementary tool for studying cardiac cycle physiology. Copyright © 2015 The American Physiological Society.

Improving management of student clinical placements: insights from activity theory.

PubMed

O'Keefe, Maree; Wade, Victoria; McAllister, Sue; Stupans, Ieva; Burgess, Teresa

2016-08-24

An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle. Staff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle. Fifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities. The application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements.

Design Evolution of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) and Lessons Learned

NASA Technical Reports Server (NTRS)

Peabody, Hume; Peters, Carlton; Rodriguez, Juan; McDonald, Carson; Content, David A.; Jackson, Cliff

2015-01-01

The design of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) continues to evolve as each design cycle is analyzed. In 2012, two Hubble sized (2.4 m diameter) telescopes were donated to NASA from elsewhere in the Federal Government. NASA began investigating potential uses for these telescopes and identified WFIRST as a mission to benefit from these assets. With an updated, deeper, and sharper field of view than previous design iterations with a smaller telescope, the optical designs of the WFIRST instruments were updated and the mechanical and thermal designs evolved around the new optical layout. Beginning with Design Cycle 3, significant analysis efforts yielded a design and model that could be evaluated for Structural-Thermal-Optical-Performance (STOP) purposes for the Wide Field Imager (WFI) and provided the basis for evaluating the high level observatory requirements. Development of the Cycle 3 thermal model provided some valuable analysis lessons learned and established best practices for future design cycles. However, the Cycle 3 design did include some major liens and evolving requirements which were addressed in the Cycle 4 Design. Some of the design changes are driven by requirements changes, while others are optimizations or solutions to liens from previous cycles. Again in Cycle 4, STOP analysis was performed and further insights into the overall design were gained leading to the Cycle 5 design effort currently underway. This paper seeks to capture the thermal design evolution, with focus on major design drivers, key decisions and their rationale, and lessons learned as the design evolved.

Design Evolution of the Wide Field Infrared Survey Telescope Using Astrophysics Focused Telescope Assets (WFIRST-AFTA) and Lessons Learned

NASA Technical Reports Server (NTRS)

Peabody, Hume L.; Peters, Carlton V.; Rodriguez-Ruiz, Juan E.; McDonald, Carson S.; Content, David A.; Jackson, Clifton E.

2015-01-01

The design of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) continues to evolve as each design cycle is analyzed. In 2012, two Hubble sized (2.4 m diameter) telescopes were donated to NASA from elsewhere in the Federal Government. NASA began investigating potential uses for these telescopes and identified WFIRST as a mission to benefit from these assets. With an updated, deeper, and sharper field of view than previous design iterations with a smaller telescope, the optical designs of the WFIRST instruments were updated and the mechanical and thermal designs evolved around the new optical layout. Beginning with Design Cycle 3, significant analysis efforts yielded a design and model that could be evaluated for Structural-Thermal-Optical-Performance (STOP) purposes for the Wide Field Imager (WFI) and provided the basis for evaluating the high level observatory requirements. Development of the Cycle 3 thermal model provided some valuable analysis lessons learned and established best practices for future design cycles. However, the Cycle 3 design did include some major liens and evolving requirements which were addressed in the Cycle 4 Design. Some of the design changes are driven by requirements changes, while others are optimizations or solutions to liens from previous cycles. Again in Cycle 4, STOP analysis was performed and further insights into the overall design were gained leading to the Cycle 5 design effort currently underway. This paper seeks to capture the thermal design evolution, with focus on major design drivers, key decisions and their rationale, and lessons learned as the design evolved.

Replicating human expertise of mechanical ventilation waveform analysis in detecting patient-ventilator cycling asynchrony using machine learning.

PubMed

Gholami, Behnood; Phan, Timothy S; Haddad, Wassim M; Cason, Andrew; Mullis, Jerry; Price, Levi; Bailey, James M

2018-06-01

- Acute respiratory failure is one of the most common problems encountered in intensive care units (ICU) and mechanical ventilation is the mainstay of supportive therapy for such patients. A mismatch between ventilator delivery and patient demand is referred to as patient-ventilator asynchrony (PVA). An important hurdle in addressing PVA is the lack of a reliable framework for continuously and automatically monitoring the patient and detecting various types of PVA. - The problem of replicating human expertise of waveform analysis for detecting cycling asynchrony (i.e., delayed termination, premature termination, or none) was investigated in a pilot study involving 11 patients in the ICU under invasive mechanical ventilation. A machine learning framework is used to detect cycling asynchrony based on waveform analysis. - A panel of five experts with experience in PVA evaluated a total of 1377 breath cycles from 11 mechanically ventilated critical care patients. The majority vote was used to label each breath cycle according to cycling asynchrony type. The proposed framework accurately detected the presence or absence of cycling asynchrony with sensitivity (specificity) of 89% (99%), 94% (98%), and 97% (93%) for delayed termination, premature termination, and no cycling asynchrony, respectively. The system showed strong agreement with human experts as reflected by the kappa coefficients of 0.90, 0.91, and 0.90 for delayed termination, premature termination, and no cycling asynchrony, respectively. - The pilot study establishes the feasibility of using a machine learning framework to provide waveform analysis equivalent to an expert human. Copyright © 2018 Elsevier Ltd. All rights reserved.

Experience, Reflect, Critique: The End of the "Learning Cycles" Era

ERIC Educational Resources Information Center

Seaman, Jayson

2008-01-01

According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific…

Development of a model for whole brain learning of physiology.

PubMed

Eagleton, Saramarie; Muller, Anton

2011-12-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.

What Is It that Entrepreneurs Learn from Experience?

ERIC Educational Resources Information Center

Martin, Frank; Smith, Ronnie

2010-01-01

The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…

Personalized Mobile English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle

ERIC Educational Resources Information Center

Chen, C. M.; Chung, C. J.

2008-01-01

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures.…

Drive Cycle Data | Transportation Secure Data Center | NREL

Science.gov Websites

one file. Download Individual Survey and Study Drive Cycle Data Below you'll find drive cycle data download files for individual surveys and studies. Greater Fairbanks, Alaska, Transportation Survey Drive Cycle Data by Vehicle (24-hour period of operation) Download Learn more about the survey. California

Does It Have a Life Cycle?

ERIC Educational Resources Information Center

Keeley, Page

2010-01-01

If life continues from generation to generation, then all plants and animals must go through a life cycle, even though it may be different from organism to organism. Is this what students have "learned," or do they have their own private conceptions about life cycles? The formative assessment probe "Does It Have a Life Cycle?" reveals some…

Round and Round the Water Cycle

ERIC Educational Resources Information Center

Bradley, Barbara A.

2017-01-01

Children enjoy water play, and kindergarten children can learn about the water cycle. Teachers are already introducing elements of the water cycle when discussing weather and bodies of water. The water cycle also can be a springboard for teaching children about plants and animals and the importance of water for sustaining life and shaping our…

Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model

ERIC Educational Resources Information Center

Ceylan, Eren; Geban, Omer

2009-01-01

The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…

The Effectiveness of the Learning-Cycle Method on Teaching DC Circuits to Prospective Female and Male Science Teachers

ERIC Educational Resources Information Center

Ates, Salih

2005-01-01

This study was undertaken to explore the effectiveness of the learning-cycle method when teaching direct current (DC) circuits to university students. Four Physics II classes participated in the study, which lasted approximately two and a half weeks in the middle of the spring semester of 2003. Participants were 120 freshmen (55 females and 65…

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

Creating an Innovative Learning Organization

ERIC Educational Resources Information Center

Salisbury, Mark

2010-01-01

This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…

The Effect of Teaching with Stories on Associate Degree Nursing Students' Approach to Learning and Reflective Practice

ERIC Educational Resources Information Center

Bradshaw, Vicki

2012-01-01

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading…

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

PubMed

Dirks-Naylor, Amie J

2016-06-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. Copyright © 2016 The American Physiological Society.

Agile Learning: Sprinting through the Semester

ERIC Educational Resources Information Center

Lang, Guido

2017-01-01

This paper introduces agile learning, a novel pedagogical approach that applies the processes and principles of agile software development to the context of learning. Agile learning is characterized by short project cycles, called sprints, in which a usable deliverable is fully planned, designed, built, tested, reviewed, and launched. An…

The GLOBE Carbon Cycle Project: Using a systems approach to understand carbon and the Earth's climate system

NASA Astrophysics Data System (ADS)

Silverberg, S. K.; Ollinger, S. V.; Martin, M. E.; Gengarelly, L. M.; Schloss, A. L.; Bourgeault, J. L.; Randolph, G.; Albrechtova, J.

2009-12-01

National Science Content Standards identify systems as an important unifying concept across the K-12 curriculum. While this standard exists, there is a recognized gap in the ability of students to use a systems thinking approach in their learning. In a similar vein, both popular media as well as some educational curricula move quickly through climate topics to carbon footprint analyses without ever addressing the nature of carbon or the carbon cycle. If students do not gain a concrete understanding of carbon’s role in climate and energy they will not be able to successfully tackle global problems and develop innovative solutions. By participating in the GLOBE Carbon Cycle project, students learn to use a systems thinking approach, while at the same time, gaining a foundation in the carbon cycle and it's relation to climate and energy. Here we present the GLOBE Carbon Cycle project and materials, which incorporate a diverse set of activities geared toward upper middle and high school students with a variety of learning styles. A global carbon cycle adventure story and game let students see the carbon cycle as a complete system, while introducing them to systems thinking concepts including reservoirs, fluxes and equilibrium. Classroom photosynthesis experiments and field measurements of schoolyard vegetation brings the global view to the local level. And the use of computer models at varying levels of complexity (effects on photosynthesis, biomass and carbon storage in global biomes, global carbon cycle) not only reinforces systems concepts and carbon content, but also introduces students to an important scientific tool necessary for understanding climate change.

Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

ERIC Educational Resources Information Center

Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

2015-01-01

Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

Conceptual development and retention within the learning cycle

NASA Astrophysics Data System (ADS)

McWhirter, Lisa Jo

1998-12-01

This research was designed to achieve two goals: (1) examine concept development and retention within the learning cycle and (2) examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. Forty-eight sixth-grade students and one teacher at an urban middle school participated in the study. The research utilized both quantitative and qualitative analyses. Quantitative assessments included a concept mapping technique as well as teacher generated multiple choice tests. Preliminary quantitative analysis found that students' reading levels had an effect on students' pretest scores in both the concept mapping and the multiple-choice assessment. Therefore, a covariant design was implemented for the quantitative analyses. Quantitative analysis techniques were used to examine concept development and retention, it was discovered that the students' concept knowledge increased significantly from the time of the conclusion of the term introduction phase to the conclusion of the expansion phase. These findings would indicate that all three phases of the learning cycle are necessary for conceptual development. However, quantitative analyses of concept maps indicated that this is not true for all students. Individual students showed evidence of concept development and integration at each phase. Therefore, concept development is individualized and all phases of the learning cycle are not necessary for all students. As a result, individual's assimilation, disequilibration, accommodation and organization may not correlate with the phases of the learning cycle. Quantitative analysis also indicated a significant decrease in the retention of concepts over time. Qualitative analyses were used to examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. It was discovered that there was a correlation between teacher-student interaction and small-group interaction and concept mediation. Therefore, students who had a high level of teacher-student dialogue which utilized teacher led discussions with integrated scaffolding techniques where the same students who mediated the ideas within the small group discussions. Those students whose teacher-student interactions consisted of dialogue with little positive teacher feedback made no contributions within the small group regardless of their level of concept development.

Problem Finding in Professional Learning Communities: A Learning Study Approach

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

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,…

Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

ERIC Educational Resources Information Center

Cathcart, Abby; Greer, Dominique; Neale, Larry

2014-01-01

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional…

Learning Families: Intergenerational Approach to Literacy Teaching and Learning

ERIC Educational Resources Information Center

Hanemann, Ulrike, Ed.

2015-01-01

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an…

Improving Mathematics Achievement of Indonesian 5th Grade Students through Guided Discovery Learning

ERIC Educational Resources Information Center

Yurniwati; Hanum, Latipa

2017-01-01

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is…

Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

ERIC Educational Resources Information Center

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

2015-01-01

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

The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

ERIC Educational Resources Information Center

Ord, Jon; Leather, Mark

2011-01-01

This paper recommends a reconceptualisation of "experience learning". It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb's original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical…

Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network

ERIC Educational Resources Information Center

Wang, Jingying; Wen, Ming-Lee; Jou, Min

2016-01-01

Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students' reflective abilities and to reduce difficulties for the learning of technical…

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

NASA Astrophysics Data System (ADS)

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-12-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

Clinical trial tests drug for tumors associated with Krebs-cycle dysfunction | Center for Cancer Research

Cancer.gov

The Krebs cycle is part of the complex process where cells turn food into energy. One of the elements of the Krebs cycle is succinate dehydrogenase (SDH). Loss of SDH activity in cells has been linked to tumor formation. This new trial is studying guadecitabine for tumors associated with Krebs cycle dysfunction. Learn more...

Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes

ERIC Educational Resources Information Center

Miller, Richard J.; Maellaro, Rosemary

2016-01-01

Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and…

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

ERIC Educational Resources Information Center

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Process-Oriented Guided Inquiry Learning: POGIL and the POGIL Project

ERIC Educational Resources Information Center

Moog, Richard S.; Creegan, Frank J.; Hanson, David M.; Spencer, James N.; Straumanis, Andrei R.

2006-01-01

Recent research indicates that students learn best when they are actively engaged and they construct their own understanding. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered instructional philosophy based on these concepts in which students work in teams on specially prepared activities that follow a learning cycle paradigm.…

Kinesiology and Learning: Implications for Turkish School Curriculum

ERIC Educational Resources Information Center

Ozar, Mirac

2013-01-01

Learning is a complex phenomenon and multi-faceted in nature. There are a number of parameters which influence learning cycle and the process in general. Physical exercise is thought to be one of the variants that affect the learning phenomenon. Accumulated scientific evidence can be found in the literature showing high correlations between…

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

ERIC Educational Resources Information Center

Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System

ERIC Educational Resources Information Center

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2014-01-01

This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…

Professional Learning Drives Common Core and Educator Evaluation, Knowledge Brief

ERIC Educational Resources Information Center

Killion, Joellen; Hirsh, Stephanie

2014-01-01

The ultimate key to successful integration and implementation of college- and career-ready standards and educator evaluation systems is the quality of the professional learning that educators engage in every day. Effective professional learning at the school level occurs among a team of teachers learning in a cycle of continuous improvement.…

Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions

ERIC Educational Resources Information Center

Engestrom, Yrjo; Rantavuori, Juhana; Kerosuo, Hannele

2013-01-01

The theory of expansive learning has been applied in a large number of studies on workplace learning and organizational change. However, detailed comprehensive analyses of entire developmental interventions based on the theory of expansive learning do not exist. Such a study is needed to examine the empirical usability and methodological rigor…

Nimble Navigation: A Constant Cycle Assessment Keeps Learning on Course

ERIC Educational Resources Information Center

James, Wendy; Johanson, Terry

2016-01-01

Just like in a classroom, a professional learning facilitator needs to base planning and instruction on assessment. Adult learners need the learning experience to be as focused as possible on their questions and their teaching circumstances. Whether the professional learning is a half-day session or extends over multiple school years, leaders can…

Deep greedy learning under thermal variability in full diurnal cycles

NASA Astrophysics Data System (ADS)

Rauss, Patrick; Rosario, Dalton

2017-08-01

We study the generalization and scalability behavior of a deep belief network (DBN) applied to a challenging long-wave infrared hyperspectral dataset, consisting of radiance from several manmade and natural materials within a fixed site located 500 m from an observation tower. The collections cover multiple full diurnal cycles and include different atmospheric conditions. Using complementary priors, a DBN uses a greedy algorithm that can learn deep, directed belief networks one layer at a time and has two layers form to provide undirected associative memory. The greedy algorithm initializes a slower learning procedure, which fine-tunes the weights, using a contrastive version of the wake-sleep algorithm. After fine-tuning, a network with three hidden layers forms a very good generative model of the joint distribution of spectral data and their labels, despite significant data variability between and within classes due to environmental and temperature variation occurring within and between full diurnal cycles. We argue, however, that more questions than answers are raised regarding the generalization capacity of these deep nets through experiments aimed at investigating their training and augmented learning behavior.

Self-directed questions to improve students' ability in solving chemical problems

NASA Astrophysics Data System (ADS)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

Hyper-homeostatic learning of anticipatory hunger in rats.

PubMed

Jarvandi, Soghra; Booth, David A; Thibault, Louise

2007-11-23

Anticipatory hunger is a learnt increase in intake of food having a flavour or texture that predicts a long fast. This learning was studied in rats trained on a single food or a choice between protein-rich and carbohydrate-rich foods, presented for 1.5 h after 3 h without maintenance food at the start of the dark phase. Eight training cycles provided a pseudo-random sequence of 3 h and 10 h post-prandial fasts with a day on maintenance food between each training fast. The measure of anticipatory hunger is the difference over one 4-day cycle between the intake of test food having an odour predictive of the longer fast (TL) and intake of food with an odour cuing to the shorter fast (TS). Previous experiments showed that conditioning of preference for the odour before the shorter fast competes with learning to avoid hunger during the longer fast (anticipatory hunger), generating a cubic or quartic contrast. TL minus TS showed a strong cubic trend over 8 training cycles with both single and choice meals. There was a switch from preference for the short-fast odour at cycle 2 (TL-TS=-0.86 g) to a peak of anticipatory hunger at cycle 6 (TL-TS=1.57 g). We conclude that anticipatory hunger is learnt when a choice is given between protein-rich and carbohydrate-rich foods as well as on a single food. In addition, since anticipatory hunger extinguishes itself, such learning improves on negative-feedback homeostasis with a feed-forward "hyper-homeostatic" mechanism.

PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

NASA Astrophysics Data System (ADS)

Soares, Rosa; Santos, Cátia; Carvalho, Sara

2015-04-01

The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of several instruments such as small questionnaires (Hot Potatoes), Gowin V, scientific report, a grid to evaluate group work and a grid to evaluate the development of competencies. This study intended to evaluate the success of a PBL intervention program when trying to improve students' outcomes. The positive impact obtained allowed us to advance some conclusions and instructional implications regarding teaching Rock Cycle through PBL and different digital and hands-on resources, obtained, especially in the students' questionnaires and Gowin V, allowed us to verify that students did learn about Rock Cycle and developed collaborative work skills.

Theta Coordinated Error-Driven Learning in the Hippocampus

PubMed Central

Ketz, Nicholas; Morkonda, Srinimisha G.; O'Reilly, Randall C.

2013-01-01

The learning mechanism in the hippocampus has almost universally been assumed to be Hebbian in nature, where individual neurons in an engram join together with synaptic weight increases to support facilitated recall of memories later. However, it is also widely known that Hebbian learning mechanisms impose significant capacity constraints, and are generally less computationally powerful than learning mechanisms that take advantage of error signals. We show that the differential phase relationships of hippocampal subfields within the overall theta rhythm enable a powerful form of error-driven learning, which results in significantly greater capacity, as shown in computer simulations. In one phase of the theta cycle, the bidirectional connectivity between CA1 and entorhinal cortex can be trained in an error-driven fashion to learn to effectively encode the cortical inputs in a compact and sparse form over CA1. In a subsequent portion of the theta cycle, the system attempts to recall an existing memory, via the pathway from entorhinal cortex to CA3 and CA1. Finally the full theta cycle completes when a strong target encoding representation of the current input is imposed onto the CA1 via direct projections from entorhinal cortex. The difference between this target encoding and the attempted recall of the same representation on CA1 constitutes an error signal that can drive the learning of CA3 to CA1 synapses. This CA3 to CA1 pathway is critical for enabling full reinstatement of recalled hippocampal memories out in cortex. Taken together, these new learning dynamics enable a much more robust, high-capacity model of hippocampal learning than was available previously under the classical Hebbian model. PMID:23762019

Learning Outcomes: Common Framework--Different Approaches to Evaluation Learning Outcomes in the Nordic Countries. Joint Nordic Project 2007-2008, by the Nordic Quality Assurance Network for Higher Education (NOQA). ENQA Occasional Papers 15

ERIC Educational Resources Information Center

Gallavara, G.; Hreinsson, E.; Kajaste, M.; Lindesjoo, E.; Solvhjelm, C.; Sorskar, A. K.; Zadeh, M. Sedigh

2008-01-01

The adoption of the Bologna process has influenced the development of quality assurance across many countries in Europe. In particular, the implementation of the Framework for Qualifications in the European Higher Education Area has stimulated discussion about the three cycle model, which uses generic descriptors for each cycle based on learning…

The first cycle of the reflective pedagogical paradigm implementation in the introduction probability theory course

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-08-01

One of purposes of this study was describing the steps of the teaching and learning process if the teacher in the Introduction Probability Theory course wanted to teach about the event probability by using the reflective pedagogical paradigm (RPP) and describing the results achieved by the students. The study consisted of three cycles, but the results would be presented in this paper was limited to the results obtained in the first cycle. Stages conducted by the researcher in the first cycle could be divided into five stages, namely (1) to know the students' context, (2) to plan and provide student learning experiences, (3) to facilitate students in actions, (4) to ask students to make a reflection and (5) to evaluate. The type of research used in this research was descriptive qualitative and quantitative research. The students' learning experience, the students' action, and the students' reflection would be described qualitatively. The student evaluation results would be described quantitatively. The research subject in this study was 38 students taking the introduction probability theory course in class C. From the students' reflection, still quite a lot of students were not complete in writing concepts that they have learned and / or have not been precise in describing the relationships between concepts that they have learned. From the students' evaluation, 85.29% students got score under 7. If examined more deeply, the most difficulty of students were in the mathematical horizontal process. As a result, they had difficulty in performing the mathematical vertical process.

The Incredible Journey.

ERIC Educational Resources Information Center

Science Activities, 1995

1995-01-01

Presents a Project WET water education activity. Students simulate the movement of water within the water cycle by role-playing a water molecule's movements. Students learn the states of water as it moves through the water cycle. (LZ)

Experiential Learning and Its Role in Training and Improved Practice in High Level Sports Officiating

ERIC Educational Resources Information Center

Grover, Kenda S.

2014-01-01

This qualitative study investigated how high level sports officials engage in experiential learning to improve their practice. Adult learning occurs in formal, nonformal and informal environments, and in some cases it is difficult to differentiate between these settings. In the case of cycling officials, learning begins in a nonformal environment…

Going around the Circle Again: Exploring Kolb's Theory of Growth and Development.

ERIC Educational Resources Information Center

Johns, Krista R.

Thirty years after their development, David A. Kolb's Cycle of Learning and Learning Style Inventory are widely used to understand the stages of learning and the ways people prefer to receive and process new information. The model and the self-assessment are both based on Kolb's experiential learning theory, which emphasizes the need for learner…

Peer-Led Guided in Calculus at University of South Florida

ERIC Educational Resources Information Center

Bénéteau, Catherine; Fox, Gordon; Xu, Xiaoying; Lewis, Jennifer E.; Ramachandran, Kandethody; Campbell, Scott; Holcomb, John

2016-01-01

This paper describes the development of a Peer-Led Guided Inquiry (PLGI) program for teaching calculus at the University of South Florida. This approach uses the POGIL (Process Oriented Guided Inquiry Learning) teaching strategy and the small group learning model PLTL (Peer-Led Team Learning). The developed materials used a learning cycle based on…

Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

ERIC Educational Resources Information Center

Chang, Ching; Chang, Chih-Kai

2014-01-01

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

iSee: Teaching Visual Learning in an Organic Virtual Learning Environment

ERIC Educational Resources Information Center

Han, Hsiao-Cheng

2017-01-01

This paper presents a three-year participatory action research project focusing on the graduate level course entitled Visual Learning in 3D Animated Virtual Worlds. The purpose of this research was to understand "How the virtual world processes of observing and creating can best help students learn visual theories". The first cycle of…

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

ERIC Educational Resources Information Center

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-01-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, "BioLogica"™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed…

Earth Festivals: Seasonal Celebrations for Everyone Young and Old.

ERIC Educational Resources Information Center

LaChapelle, Dolores; Bourque, Janet

Using celebrations drawn from American Indian culture, the teaching guide is intended to help anyone over the age of eight learn from the earth and benefit emotionally and physically from earth festivals. Thirty-six weekly celebration sessions are organized in five seasonal cycles: the autumn equinox cycle, the relationship cycle, the energy…

Increase Return on Investment of Software Development Life Cycle by Managing the Risk - A Case Study

DTIC Science & Technology

2015-04-01

for increasing the return on investment during the Software Development Life Cycle ( SDLC ) through selected quantitative analyses employing both the...defect rate, return on investment (ROI), software development life cycle ( SDLC ) DE FE N SE A C Q U IS IT IO N UN IVERSITY ALU M N I A SSO C IATIO N R...becomes comfortable due to its intricacies and learning cycle. The same may be said with respect to software development life cycle ( SDLC ) management

Enabling Creative Learning Design through Semantic Technologies

ERIC Educational Resources Information Center

Charlton, Patricia; Magoulas, George; Laurillard, Diana

2012-01-01

The paper advocates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an "act becoming artefact" cycle, where users' actions in the authors' software environment, named Learning Designer, are automatically interpreted on…

Gender in the Management Education Classroom: A Collaborative Learning Journey

ERIC Educational Resources Information Center

Bilimoria, Diana; O'Neil, Deborah A.; Hopkins, Margaret M.; Murphy, Verena

2010-01-01

In this article, the authors describe a classroom incident and their subsequent learnings about effectively managing issues of gender diversity in an MBA course titled "Women in Organizations." The authors employ Kolb's learning cycle as a framework for describing the incident ("concrete experience"), reflecting on and discussing what occurred…

Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

ERIC Educational Resources Information Center

Horspool, Agi; Lange, Carsten

2012-01-01

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

From Doing to Learning: Changed Focus during a Pre-School Learning Study Project on Organic Decomposition

ERIC Educational Resources Information Center

Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam

2014-01-01

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of…

Life Span as the Measure of Performance and Learning in a Business Gaming Simulation

ERIC Educational Resources Information Center

Thavikulwat, Precha

2012-01-01

This study applies the learning curve method of measuring learning to participants of a computer-assisted business gaming simulation that includes a multiple-life-cycle feature. The study involved 249 participants. It verified the workability of the feature and estimated the participants' rate of learning at 17.4% for every doubling of experience.…

Assessment as Learning: Examining a Cycle of Teaching, Learning, and Assessment of Writing in the Portfolio-Based Classroom

ERIC Educational Resources Information Center

Lam, Ricky

2016-01-01

Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to…

Policy improvement by a model-free Dyna architecture.

PubMed

Hwang, Kao-Shing; Lo, Chia-Yue

2013-05-01

The objective of this paper is to accelerate the process of policy improvement in reinforcement learning. The proposed Dyna-style system combines two learning schemes, one of which utilizes a temporal difference method for direct learning; the other uses relative values for indirect learning in planning between two successive direct learning cycles. Instead of establishing a complicated world model, the approach introduces a simple predictor of average rewards to actor-critic architecture in the simulation (planning) mode. The relative value of a state, defined as the accumulated differences between immediate reward and average reward, is used to steer the improvement process in the right direction. The proposed learning scheme is applied to control a pendulum system for tracking a desired trajectory to demonstrate its adaptability and robustness. Through reinforcement signals from the environment, the system takes the appropriate action to drive an unknown dynamic to track desired outputs in few learning cycles. Comparisons are made between the proposed model-free method, a connectionist adaptive heuristic critic, and an advanced method of Dyna-Q learning in the experiments of labyrinth exploration. The proposed method outperforms its counterparts in terms of elapsed time and convergence rate.

Chapter 5: Tertiary Short-Cycle Education in Bulgaria--In Search of Identity

ERIC Educational Resources Information Center

Slantcheva-Durst, Snejana; Ivanov, Stanislav

2010-01-01

This chapter traces the development of short-cycle higher education in Bulgaria. An emphasis is placed on (a) the evolution of nonuniversity short-cycle institutes and (b) the challenges of bridging the gap between secondary and higher education and creating links between vocational and academic learning pathways. The case study of Bulgaria may…

Analysing an Audit Cycle: A Critical Realist Account

ERIC Educational Resources Information Center

Boughey, Chrissie; McKenna, Sioux

2017-01-01

This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did…

The Mantis Project.

ERIC Educational Resources Information Center

Palopoli, Maria L.

1998-01-01

Explains an integrated insect unit in which students learn about the characteristics, life cycle, and environment of an organism; learn about specific body structures; and make inferences about the body structure and behaviors of the insects. (DDR)

The Knowledge Race.

ERIC Educational Resources Information Center

Krell, Eric

2001-01-01

Shorter learning cycles for workers are a strategic advantage for most companies. Companies that complement product cycles with knowledge often employ four strategies: (1) early involvement in training, (2) conducive organizational structure, (3) innovative knowledge delivery, and (4) breadth of content. (JOW)

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1992-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1995-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students' understanding of genetics

NASA Astrophysics Data System (ADS)

khawaldeh, Salem A. Al

2013-07-01

Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n = 39), conceptual change text class (n = 37) and traditional class (n = 36). Design and method: A quasi-experimental research design of pre-test-post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test-post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students' understanding of science.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

DOE PAGES

Oerter, Erik; Malone, Molly; Putman, Annie; ...

2017-01-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

NASA Astrophysics Data System (ADS)

Oerter, Erik; Malone, Molly; Putman, Annie; Drits-Esser, Dina; Stark, Louisa; Bowen, Gabriel

2017-07-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. However, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

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

Oerter, Erik; Malone, Molly; Putman, Annie

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

Genome scale engineering techniques for metabolic engineering.

PubMed

Liu, Rongming; Bassalo, Marcelo C; Zeitoun, Ramsey I; Gill, Ryan T

2015-11-01

Metabolic engineering has expanded from a focus on designs requiring a small number of genetic modifications to increasingly complex designs driven by advances in genome-scale engineering technologies. Metabolic engineering has been generally defined by the use of iterative cycles of rational genome modifications, strain analysis and characterization, and a synthesis step that fuels additional hypothesis generation. This cycle mirrors the Design-Build-Test-Learn cycle followed throughout various engineering fields that has recently become a defining aspect of synthetic biology. This review will attempt to summarize recent genome-scale design, build, test, and learn technologies and relate their use to a range of metabolic engineering applications. Copyright © 2015 International Metabolic Engineering Society. Published by Elsevier Inc. All rights reserved.

Systemic or Intra-Amygdala Infusion of the Benzodiazepine, Midazolam, Impairs Learning, but Facilitates Re-Learning to Inhibit Fear Responses in Extinction

ERIC Educational Resources Information Center

Hart, Genevra; Harris, Justin A.; Westbrook, R. Frederick

2010-01-01

A series of experiments used rats to study the effect of a systemic or intra-amygdala infusion of the benzodiazepine, midazolam, on learning and re-learning to inhibit context conditioned fear (freezing) responses. Rats were subjected to two context-conditioning episodes followed by extinction under drug or vehicle, or to two cycles of context…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 3: Resources and the Learning Environment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

In unit 1 we consider practical approaches to: (1) creating an effective learning environment; (2) selecting and using resources; (3) using ICT at different stages in the teaching and learning cycle; and (4) getting away from worksheets. Unit 2 looks at effective working with learning supporters and co-workers. [For related reports, see…

An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

ERIC Educational Resources Information Center

Abrahams, Alan S.; Singh, Tirna

2010-01-01

Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

An Emic Lens into Online Learning Environments in PPL in Undergraduate Dentistry

ERIC Educational Resources Information Center

Bridges, Susan

2015-01-01

Whilst face-to-face tutorial group interaction has been the focus of quantitative and qualitative studies in problem-based learning (PBL), little work has explored the independent learning phase of the PBL cycle from an interactionist perspective. An interactional ethnographic logic of inquiry guided collection and analysis of video recordings and…

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

Learning in Later Life: An Introduction for Educators & Carers.

ERIC Educational Resources Information Center

Jarvis, Peter

This book, which incorporates information gathered through research in the United Kingdom and the United States, explores the nature and importance of learning throughout the human life cycle. The following are among the topics examined: (1) learning and third age education (the emergence of education for adults, third age education); (2) learning…

Fostering Personalized Learning in Science Inquiry Supported by Mobile Technologies

ERIC Educational Resources Information Center

Song, Yanjie; Wong, Lung-Hsiang; Looi, Chee-Kit

2012-01-01

In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical…

Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges

ERIC Educational Resources Information Center

Azevedo, Roger; Moos, Daniel C.; Johnson, Amy M.; Chauncey, Amber D.

2010-01-01

Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and…

A Design Quality Learning Unit in Relational Data Modeling Based on Thriving Systems Properties

ERIC Educational Resources Information Center

Waguespack, Leslie J.

2013-01-01

This paper presents a learning unit that addresses quality design in relational data models. The focus on modeling allows the learning to span analysis, design, and implementation enriching pedagogy across the systems development life cycle. Thriving Systems Theory presents fifteen choice properties that convey design quality in models integrating…

A Guided Discovery Approach for Learning Metabolic Pathways

ERIC Educational Resources Information Center

Schultz, Emeric

2005-01-01

Learning the wealth of information in metabolic pathways is both challenging and overwhelming for students. A step-by-step guided discovery approach to the learning of the chemical steps in gluconeogenesis and the citric acid cycle is described. This approach starts from concepts the student already knows, develops these further in a logical…

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David

2016-01-01

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Teaching and Learning in Japan.

ERIC Educational Resources Information Center

Rohlen, Thomas P., Ed.; LeTendre, Gerald K., Ed.

The essays gathered in this volume are united by the common goal of understanding teaching and learning in Japan as it actually occurs. The essays seek to answer questions about the actual conduct of learning in different settings and at different points in the life cycle. This volume explores the expectations and associations found in specific…

A Novel Unsupervised Adaptive Learning Method for Long-Term Electromyography (EMG) Pattern Recognition

PubMed Central

Huang, Qi; Yang, Dapeng; Jiang, Li; Zhang, Huajie; Liu, Hong; Kotani, Kiyoshi

2017-01-01

Performance degradation will be caused by a variety of interfering factors for pattern recognition-based myoelectric control methods in the long term. This paper proposes an adaptive learning method with low computational cost to mitigate the effect in unsupervised adaptive learning scenarios. We presents a particle adaptive classifier (PAC), by constructing a particle adaptive learning strategy and universal incremental least square support vector classifier (LS-SVC). We compared PAC performance with incremental support vector classifier (ISVC) and non-adapting SVC (NSVC) in a long-term pattern recognition task in both unsupervised and supervised adaptive learning scenarios. Retraining time cost and recognition accuracy were compared by validating the classification performance on both simulated and realistic long-term EMG data. The classification results of realistic long-term EMG data showed that the PAC significantly decreased the performance degradation in unsupervised adaptive learning scenarios compared with NSVC (9.03% ± 2.23%, p < 0.05) and ISVC (13.38% ± 2.62%, p = 0.001), and reduced the retraining time cost compared with ISVC (2 ms per updating cycle vs. 50 ms per updating cycle). PMID:28608824

A Novel Unsupervised Adaptive Learning Method for Long-Term Electromyography (EMG) Pattern Recognition.

PubMed

Huang, Qi; Yang, Dapeng; Jiang, Li; Zhang, Huajie; Liu, Hong; Kotani, Kiyoshi

2017-06-13

Performance degradation will be caused by a variety of interfering factors for pattern recognition-based myoelectric control methods in the long term. This paper proposes an adaptive learning method with low computational cost to mitigate the effect in unsupervised adaptive learning scenarios. We presents a particle adaptive classifier (PAC), by constructing a particle adaptive learning strategy and universal incremental least square support vector classifier (LS-SVC). We compared PAC performance with incremental support vector classifier (ISVC) and non-adapting SVC (NSVC) in a long-term pattern recognition task in both unsupervised and supervised adaptive learning scenarios. Retraining time cost and recognition accuracy were compared by validating the classification performance on both simulated and realistic long-term EMG data. The classification results of realistic long-term EMG data showed that the PAC significantly decreased the performance degradation in unsupervised adaptive learning scenarios compared with NSVC (9.03% ± 2.23%, p < 0.05) and ISVC (13.38% ± 2.62%, p = 0.001), and reduced the retraining time cost compared with ISVC (2 ms per updating cycle vs. 50 ms per updating cycle).

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

ERIC Educational Resources Information Center

Juntunen, Marianne; Aksela, Maija

2013-01-01

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

The Earth System Course at the University of Oklahoma: Science and Pedagogy Aimed at Pre-service Teachers

NASA Astrophysics Data System (ADS)

Postawko, S.; Soreghan, M.; Marek, E.

2005-12-01

Traditionally, education majors at the University of Oklahoma took either Introduction to Physical Geology or Introduction to Meteorology to fulfill their physical sciences requirement. Science education majors were required to take both courses. These courses are large-enrollment lecture type courses, with required lab sections taught by graduate teaching assistants. Beginning in 1997, faculty from the Colleges of Education and Geosciences at the University of Oklahoma began working together to provide effective earth science education for pre-service teachers. The first step in this collaboration was the development of a new course on The Earth System that focuses on Earth as a whole rather than on the more narrow focus of either the geology or meteorology courses. The new course, which was taught for the first time in the Spring of 2001, covers a number of major themes related to Earth Science, including the Carbon Cycle, Earth Materials, Plate Tectonics, Atmosphere and Oceans. The particular concepts within each theme were chosen based on two criteria: 1) alignment with content advocated by national (NSES) and state (Priority Academic Student Skills-PASS) standards; and 2) they are amenable to a learning cycle pedagogical approach. Besides an interdisciplinary approach to the content, the new course features pedagogical innovations. In lieu of independent laboratory and lecture times, we scheduled two class periods of longer duration, so that active learning, involving hands-on activities and experiments were possible throughout each class period. The activities modeled the learning-cycle approach with an exploration, concept invention, and an expansion phase (Marek and Cavallo, 1997). Therefore, the pre-service teachers experienced the learning cycle in practice prior to learning the theory in their upper division "methods" course. In the first 3 years that the course was taught, students were given surveys early in the semester and at the end of the semester. The surveys aimed to both assess the students' learning and retention (compared to students in the more traditional Introductory Geology course, who were given similar surveys), and solicit the students' opinions of the inquiry-based learning approach compared to more traditional lecture/lab classroom teaching methods.

Breaking the Cycle of Illiteracy in America: Moving beyond the Status Quo.

ERIC Educational Resources Information Center

Edlund, Jenel K.

1992-01-01

Today's literacy crusade still emphasizes economic rather than humanistic reasons for literacy education. However, lasting change will come only through breaking the familial cycle of illiteracy, integrating improvement of work-based, family, and generic learning skills. (SK)

Transportation Life Cycle Assessment (LCA) Synthesis, Phase II

DOT National Transportation Integrated Search

2018-04-24

The Transportation Life Cycle Assessment (LCA) Synthesis includes an LCA Learning Module Series, case studies, and analytics on the use of the modules. The module series is a set of narrated slideshows on topics related to environmental LCA. Phase I ...

Fast social-like learning of complex behaviors based on motor motifs.

PubMed

Calvo Tapia, Carlos; Tyukin, Ivan Y; Makarov, Valeri A

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n-1)! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n-1) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Fast social-like learning of complex behaviors based on motor motifs

NASA Astrophysics Data System (ADS)

Calvo Tapia, Carlos; Tyukin, Ivan Y.; Makarov, Valeri A.

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n -1 )! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n -1 ) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Unsupervised Feature Learning for Heart Sounds Classification Using Autoencoder

NASA Astrophysics Data System (ADS)

Hu, Wei; Lv, Jiancheng; Liu, Dongbo; Chen, Yao

2018-04-01

Cardiovascular disease seriously threatens the health of many people. It is usually diagnosed during cardiac auscultation, which is a fast and efficient method of cardiovascular disease diagnosis. In recent years, deep learning approach using unsupervised learning has made significant breakthroughs in many fields. However, to our knowledge, deep learning has not yet been used for heart sound classification. In this paper, we first use the average Shannon energy to extract the envelope of the heart sounds, then find the highest point of S1 to extract the cardiac cycle. We convert the time-domain signals of the cardiac cycle into spectrograms and apply principal component analysis whitening to reduce the dimensionality of the spectrogram. Finally, we apply a two-layer autoencoder to extract the features of the spectrogram. The experimental results demonstrate that the features from the autoencoder are suitable for heart sound classification.

Adaptive and pathological inhibition of neuroplasticity associated with circadian rhythms and sleep.

PubMed

Heller, H Craig; Ruby, Norman F; Rolls, Asya; Makam, Megha; Colas, Damien

2014-06-01

The circadian system organizes sleep and wake through imposing a daily cycle of sleep propensity on the organism. Sleep has been shown to play an important role in learning and memory. Apart from the daily cycle of sleep propensity, however, direct effects of the circadian system on learning and memory also have been well documented. Many mechanistic components of the memory consolidation process ranging from the molecular to the systems level have been identified and studied. The question that remains is how do these various processes and components work together to produce cycles of increased and decreased learning abilities, and why should there be times of day when neural plasticity appears to be restricted? Insights into this complex problem can be gained through investigations of the learning disabilities caused by circadian disruption in Siberian hamsters and by aneuploidy in Down's syndrome mice. A simple working hypothesis that has been explored in this work is that the observed learning disabilities are due to an altered excitation/inhibition balance in the CNS. Excessive inhibition is the suspected cause of deficits in memory consolidation. In this article we present the evidence that excessive inhibition in these cases of learning disability involves GABAergic neurotransmission, that treatment with GABA receptor inhibitors can reverse the learning disability, and that the efficacy of the treatment is time sensitive coincident with the major daily sleep phase, and that it depends on sleep. The evidence we present leads us to hypothesize that a function of the circadian system is to reduce neuroplasticity during the daily sleep phase when processes of memory consolidation are taking place. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Unconventional Operational Concepts and the Homeland

DTIC Science & Technology

2009-03-01

Lessons Learned . Learning and Teaching There are many theories on organizational learning behaviors, and most agree on four essential phases, such as...those described by Kolb in Figure 9. 54 I C H A P T E R 4 Figure 9. The Learning Cycle The scope of Kolb’s model applies to individuals and...of play and experiential learning that will be long lasting. Lack of realism both with respect to scenarios and what can be expected of the response

Self-organizing maps based on limit cycle attractors.

PubMed

Huang, Di-Wei; Gentili, Rodolphe J; Reggia, James A

2015-03-01

Recent efforts to develop large-scale brain and neurocognitive architectures have paid relatively little attention to the use of self-organizing maps (SOMs). Part of the reason for this is that most conventional SOMs use a static encoding representation: each input pattern or sequence is effectively represented as a fixed point activation pattern in the map layer, something that is inconsistent with the rhythmic oscillatory activity observed in the brain. Here we develop and study an alternative encoding scheme that instead uses sparsely-coded limit cycles to represent external input patterns/sequences. We establish conditions under which learned limit cycle representations arise reliably and dominate the dynamics in a SOM. These limit cycles tend to be relatively unique for different inputs, robust to perturbations, and fairly insensitive to timing. In spite of the continually changing activity in the map layer when a limit cycle representation is used, map formation continues to occur reliably. In a two-SOM architecture where each SOM represents a different sensory modality, we also show that after learning, limit cycles in one SOM can correctly evoke corresponding limit cycles in the other, and thus there is the potential for multi-SOM systems using limit cycles to work effectively as hetero-associative memories. While the results presented here are only first steps, they establish the viability of SOM models based on limit cycle activity patterns, and suggest that such models merit further study. Copyright © 2014 Elsevier Ltd. All rights reserved.

Closing the Summer Learning Gap for Vulnerable Learners: An Exploratory Study of a Summer Literacy Programme for Kindergarten Children At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

Graham, Ashley; McNamara, John K.; Van Lankveld, Jackie

2011-01-01

School summer vacation may create a significant gap in the learning cycle. Such a gap may be particularly detrimental for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower socio-economic environments or learning in a language other than their native language. The current exploratory…

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

ERIC Educational Resources Information Center

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

The EDP-5E

ERIC Educational Resources Information Center

Lottero-Perdue, Pamela; Bolotin, Sonja; Benyameen, Ruth; Brock, Erin; Metzger, Ellen

2015-01-01

Many preservice and practicing elementary teachers are familiar with the 5E learning cycle. This cycle provides a relatively simple, alliteratively memorable framework for teaching science in which lessons (or even entire units of instruction) consist of five distinct phases: Engagement, Exploration, Explanation, Elaboration/Extension (hereafter,…

The Clinical Learning Spiral: A Model to Develop Reflective Practitioners.

ERIC Educational Resources Information Center

Stockhausen, Lynette

1994-01-01

The Clinical Learning Spiral incorporates reflective processes into undergraduate nursing education. It entails successive cycles of four phases: preparative (briefing, planning), constructive (practice development), reflective (debriefing), and reconstructive (planning for change and commitment to action). (SK)

Examining Teachers' Understanding of the Mathematical Learning Progression through Vertical Articulation during Lesson Study

ERIC Educational Resources Information Center

Suh, Jennifer; Seshaiyer, Padmanabhan

2015-01-01

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

Promoting Collaboration in a Project-Based E-Learning Context

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia; Boubouka, Maria

2011-01-01

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

Using Narrative-Based Design Scaffolds within a Mobile Learning Environment to Support Learning Outdoors with Young Children

ERIC Educational Resources Information Center

Seely, Brian J.

2015-01-01

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual…

School-University Action Research: Impacts on Teaching Practices and Pupil Learning

ERIC Educational Resources Information Center

Attorps, Iiris; Kellner, Eva

2017-01-01

The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical…

The Fish Kill Mystery: Learning about Aquatic Communities

ERIC Educational Resources Information Center

Kosal, Erica F.

2004-01-01

This paper presents a case where students can learn about aquatic communities. In this case, students speculate on what may have caused a major fish kill in an estuary in North Carolina. In the process, they explore how land runoff and excess nutrients affect aquatic communities. They also learn about the complex life cycle of the dinoflagellate…

Now You See It: Using Documentation to Make Learning Visible in LCs

ERIC Educational Resources Information Center

Mino, Jack J.

2014-01-01

The practice of documentation is discussed as a means of making learning visible in the LC classroom. A documentation heuristic consisting of a four-stage cycle was used to capture, analyze and report what Bass and Eynon (2009) refer to as the "visible evidence of invisible learning" (p. 5). A variety of documentation samples are…

The Temporal Attentive Observation (TAO) Scale: Development of an Instrument to Assess Attentive Behavior Sequences during Serious Gameplay

ERIC Educational Resources Information Center

Folkestad, James E.; McKernan, Brian; Train, Stephanie; Martey, Rosa Mikeal; Rhodes, Matthew G.; Kenski, Kate; Shaw, Adrienne; Stromer-Galley, Jennifer; Clegg, Benjamin A.; Strzalkowski, Tomek

2018-01-01

The engaging nature of video games has intrigued learning professionals attempting to capture and retain learners' attention. Designing learning interventions that not only capture the learner's attention, but also are designed around the natural cycle of attention will be vital for learning. This paper introduces the temporal attentive…

The Whole World Guide to Language Learning.

ERIC Educational Resources Information Center

Marshall, Terry

An in situ or "on location" approach to language learning is presented for people going abroad for an extended period of time. The approach features two components: (1) the use of a mentor (native speaker who lives in the community and serves as a guide); and (2) the "daily learning cycle" of planning, practicing, communicating face-to-face, and…

The Challenges of Establishing Social Learning Spaces at a Johannesburg University Student Residence: Student Views

ERIC Educational Resources Information Center

Agherdien, Najma; Petersen, Nadine

2016-01-01

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger's (2009) notion of "social learning spaces" to explore the manner in which students mediate their social and…

Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

ERIC Educational Resources Information Center

Nicholson, Dawn T.

2011-01-01

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

ERIC Educational Resources Information Center

Beckmann, Jennifer; Weber, Peter

2016-01-01

Purpose: The purpose of this study is to introduce a virtual collaborative learning setting called "Net Economy", which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/ Methodology/Approach: Using the community of…

Wiki and Digital Video Use in Strategic Interaction-Based Experiential EFL Learning

ERIC Educational Resources Information Center

Dehaan, Jonathan; Johnson, Neil H.; Yoshimura, Noriko; Kondo, Takako

2012-01-01

This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role…

Every Apple has a Voice: Using Stable Isotope Hydrology to Teach about Food Sourcing and the Water Cycle

NASA Astrophysics Data System (ADS)

Oerter, E.; Malone, M.; Putman, A.; Stark, L. A.; Bowen, G. J.

2016-12-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue ("fruit water") during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a one-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source on-line geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. The introductory lecture and demonstration components were received, on average, uniformly well by the various participant groups. However, the computer lab exercise needs to be more specifically tailored to the abilities of each demographic group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

Mistake of Having Students Be Mendeleev Just for a Day

ERIC Educational Resources Information Center

Criswell, Brett

2007-01-01

The study describes a new methodology and learning cycle, which will give a better understanding of the periodic table to the students. The students following the cycle have now started focusing more on the chemical instead of physical properties when developing their schemes.

Virtual Patients in Primary Care: Developing a Reusable Model That Fosters Reflective Practice and Clinical Reasoning

PubMed Central

Zary, Nabil; Björklund, Karin; Toth-Pal, Eva; Leanderson, Charlotte

2014-01-01

Background Primary care is an integral part of the medical curriculum at Karolinska Institutet, Sweden. It is present at every stage of the students’ education. Virtual patients (VPs) may support learning processes and be a valuable complement in teaching communication skills, patient-centeredness, clinical reasoning, and reflective thinking. Current literature on virtual patients lacks reports on how to design and use virtual patients with a primary care perspective. Objective The objective of this study was to create a model for a virtual patient in primary care that facilitates medical students’ reflective practice and clinical reasoning. The main research question was how to design a virtual patient model with embedded process skills suitable for primary care education. Methods The VP model was developed using the Open Tufts University Sciences Knowledgebase (OpenTUSK) virtual patient system as a prototyping tool. Both the VP model and the case created using the developed model were validated by a group of 10 experienced primary care physicians and then further improved by a work group of faculty involved in the medical program. The students’ opinions on the VP were investigated through focus group interviews with 14 students and the results analyzed using content analysis. Results The VP primary care model was based on a patient-centered model of consultation modified according to the Calgary-Cambridge Guides, and the learning outcomes of the study program in medicine were taken into account. The VP primary care model is based on Kolb’s learning theories and consists of several learning cycles. Each learning cycle includes a didactic inventory and then provides the student with a concrete experience (video, pictures, and other material) and preformulated feedback. The students’ learning process was visualized by requiring the students to expose their clinical reasoning and reflections in-action in every learning cycle. Content analysis of the focus group interviews showed good acceptance of the model by students. The VP was regarded as an intermediate learning activity and a complement to both the theoretical and the clinical part of the education, filling out gaps in clinical knowledge. The content of the VP case was regarded as authentic and the students appreciated the immediate feedback. The students found the structure of the model interactive and easy to follow. The students also reported that the VP case supported their self-directed learning and reflective ability. Conclusions We have built a new VP model for primary care with embedded communication training and iterated learning cycles that in pilot testing showed good acceptance by students, supporting their self-directed learning and reflective thinking. PMID:24394603

The Kolb learning cycle in American Board of Surgery In-Training Exam remediation: the Accelerated Clinical Education in Surgery course.

PubMed

Kosir, Mary Ann; Fuller, Lisa; Tyburski, James; Berant, Lisa; Yu, Minghuan

2008-11-01

Surgical training integrates the 4 steps of the Kolb learning cycle. Residents who scored at 30th percentile or less on the American Board of Surgery In-Training Exam (ABSITE) were enrolled in the Accelerated Clinical Education in Surgery (ACES) course that incorporated the Kolb cycle. For concrete experience, Surgical Education and Self-Assessment Program (SESAP-13) was completed according to the syllabus. For reflective consideration, further reading was done on SESAP 13 topics and corresponding ABSITE Keywords. For the abstract hypotheses step; these keywords and topics were reviewed with the mentor. Active testing involved a required weekly on-line quiz based on the syllabus. Correct scores on the ABSITE increased for 78.6% of residents in the ACES course, with 28.6% scoring 30th percentile or greater. Senior percent correct scores increased by 7.3% and junior percentile scores by 12.5%. Remediation using the Kolb cycle improved ABSITE performance for a majority of participants.

Plant a Potato--Learn about Life (and Death).

ERIC Educational Resources Information Center

Furman, Erna

1990-01-01

Discusses a method by which young children learn about life and death by studying plants. Plants are used because their life cycle has minimal emotional significance to the children. Parent involvement, teacher attitudes, and experiences with the method are discussed. (DG)

Measuring CO[subscript 2

ERIC Educational Resources Information Center

Taterka, Bruce; Cory, Rose M.

2016-01-01

This article presents simple tools and concepts to engage students in inquiry-based learning about the carbon cycle, thawing permafrost, and climate change. The lessons focus on learning in Earth science, environmental science, chemistry, and biology and align with the "Next Generation Science Standards".

The Inner Clock: A New Timepiece for Learning.

ERIC Educational Resources Information Center

Brooks, Andree

1980-01-01

The author suggests the use of chronobiology--the body's 24-hour cycle rhythms--to chart children's physical, emotional, and mental reactions in order to more realistically and productively structure learning activities. This exercise also involves math and science skills. (KC)

Leader Development: The Importance of Communication, Trust, and Legacy

DTIC Science & Technology

2014-06-13

Toyota Way were the spirit of challenge, kaizen (constantly improve performance), genchi genbutsu (philosophy of how leaders make decisions...the results will follow. Take responsibility for helping people advance through self-developing learning cycle. 3. Support Daily Kaizen : learn how

Sex and estrous cycle-dependent changes in neurosteroid and benzodiazepine effects on food consumption and plus-maze learning behaviors in rats.

PubMed

Reddy, D S; Kulkarni, S K

1999-01-01

Experiments were designed to investigate the influence of estrous cycle and gender of the rat on the effects of a gamma-aminobutyric acid type A (GABA(A)) receptor active neurosteroid, 3alpha-hydroxy-5alpha-pregnan-20-one (allopregnanolone), the benzodiazepine, triazolam, and a GABA(A) receptor antagonistic neurosteroid, delta5-androsten-3beta-ol-17-one sulfate (dehydroepiandrosterone sulfate), on food intake and elevated plus-maze learning behaviors. Allopregnanolone (0.25 mg/kg, s.c.) and triazolam (0.25 mg/kg, i.p.) produced a hyperphagic effect, while dehydroepiandrosterone sulfate (5 mg/kg, s.c.) elicited an anorectic effect. However, allopregnanolone was more potent in diestrous females, whereas triazolam exhibited significantly higher hyperphagic potency in estrus females. The extent of anorexia following dehydroepiandrosterone sulfate was alike in male and female rats. The triazolam- and allopregnanolone-induced hyperphagic effect was blocked by bicuculline (1 mg/kg, i.p.), a selective GABA(A) receptor antagonist. In contrast to triazolam, the hyperphagic effect of allopregnanolone was insensitive to flumazenil (5 mg/kg, i.p.), a benzodiazepine antagonist. Vehicle-treated diestrous rats displayed moderately higher latencies in the elevated plus-maze learning task than estrus or proestrus females. Although allopregnanolone and triazolam elicited equipotent learning deficits in plus-maze learning in male and female rats, the magnitude of impairment-induced by triazolam was significantly higher in diestrous females than proestrus females. Dehydroepiandrosterone sulfate enhanced memory performance only in male rats. Although the use of the elevated plus-maze as a learning paradigm with benzodiazepines and neurosteroids may be sensitive to changes in anxiety, the differential data suggest that neurosteroid-induced effects are at least partly specific to learning behavior. These results confirm the role of estrous cycle and sex of rats in modifying the potency of neurosteroids and benzodiazepines on food consumption and learning and memory processes.

Unraveling the Process and Meaning of Problem-Based Learning Experiences

ERIC Educational Resources Information Center

Takahashi, Satoru; Saito, Eisuke

2013-01-01

This paper investigates the process and meaning of problem-based learning (PBL) that students may experience. The Project Cycle Management method was taught and utilised as an instrument of PBL at a Japanese women's college over a period of 5 years. The study closely examined what and how students learned in PBL from the perspectives of cognitive,…

Turning Difficulties into Possibilities: Engaging Roma Families and Students in School through Dialogic Learning

ERIC Educational Resources Information Center

Flecha, Ramón; Soler, Marta

2013-01-01

Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this…

Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Geban, Omer

2017-01-01

The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the…

Enabling Active Learning. Conference Programme and Abstracts of the Association for Learning Technology Conference (1st, Hull, England, United Kingdom, September 19-21, 1994).

ERIC Educational Resources Information Center

Heath, Simon, Ed.

This program for the 1994 Association for Learning Technology Conference provides a conference schedule and summarizes the presentations of the discussion workshops, hands-on workshops, live demonstrations, and poster sessions. Abstracts of the following papers presented at the conference are included: "The Conceptualisation Cycle" (J.…

How Is the Learning Environment in Physics Lesson with Using 7E Model Teaching Activities

ERIC Educational Resources Information Center

Turgut, Umit; Colak, Alp; Salar, Riza

2017-01-01

The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the…

Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

NASA Astrophysics Data System (ADS)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.

Collaborative Philippine-Canadian Action Cycles for Strategic International Coastal Ecohealth

ERIC Educational Resources Information Center

Watts, Paul David; Pajaro, Marivic Gosamo

2014-01-01

Canadian-Philippine linkages on multi-year coastal Action Research and learning cycles are detailed within established participatory development strategies. Philippine sustainable development is further considered as a function of inter-jurisdictional considerations, and reflexive role shifts for academe. An organizational process is outlined to…

The Knowing Organization as Learning Organization.

ERIC Educational Resources Information Center

Choo, Chun Wei

2001-01-01

In organizational knowledge cycles there is continuous flow of information between sensemaking, knowledge creation, and decision making. The outcome of information use in one provides the context and resources for use in another. The example of the World Health Organization's smallpox eradication program illustrates a continuous cycle of…

Inhalation Toxicity of Bisphenol A and Its Effect on Estrous Cycle, Spatial Learning, and Memory in Rats upon Whole-Body Exposure

PubMed Central

Chung, Yong Hyun; Han, Jeong Hee; Lee, Sung-Bae; Lee, Yong-Hoon

2017-01-01

Bisphenol A (BPA) is a monomer used in a polymerization reaction in the production of polycarbonate plastics. It has been used in many consumer products, including plastics, polyvinyl chloride, food packaging, dental sealants, and thermal receipts. However, there is little information available on the inhalation toxicity of BPA. Therefore, the aim of this study was to determine its inhalation toxicity and effects on the estrous cycle, spatial learning, and memory. Sprague-Dawley rats were exposed to 0, 10, 30, and 90 mg/m3 BPA, 6 hr/day, 5 days/week for 8 weeks via whole-body inhalation. Mortality, clinical signs, body weight, hematology, serum chemistry, estrous cycle parameters, performance in the Morris water maze test, and organ weights, as well as gross and histopathological findings, were compared between the control and BPA exposure groups. Statistically significant changes were observed in serum chemistry and organ weights upon exposure to BPA. However, there was no BPA-related toxic effect on the body weight, food consumption, hematology, serum chemistry, organ weights, estrous cycle, performance in the Morris water maze test, or gross or histopathological lesions in any male or female rats in the BPA exposure groups. In conclusion, the results of this study suggested that the no observable adverse effect level (NOAEL) for BPA in rats is above 90 mg/m3/6 hr/day, 5 days/week upon 8-week exposure. Furthermore, BPA did not affect the estrous cycle, spatial learning, or memory in rats. PMID:28503266

Project Interface Requirements Process Including Shuttle Lessons Learned

NASA Technical Reports Server (NTRS)

Bauch, Garland T.

2010-01-01

Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

Lexical frequency and voice assimilation in complex words in Dutch

NASA Astrophysics Data System (ADS)

Ernestus, Mirjam; Lahey, Mybeth; Verhees, Femke; Baayen, Harald

2004-05-01

Words with higher token frequencies tend to have more reduced acoustic realizations than lower frequency words (e.g., Hay, 2000; Bybee, 2001; Jurafsky et al., 2001). This study documents frequency effects for regressive voice assimilation (obstruents are voiced before voiced plosives) in Dutch morphologically complex words in the subcorpus of read-aloud novels in the corpus of spoken Dutch (Oostdijk et al., 2002). As expected, the initial obstruent of the cluster tends to be absent more often as lexical frequency increases. More importantly, as frequency increases, the duration of vocal-fold vibration in the cluster decreases, and the duration of the bursts in the cluster increases, after partialing out cluster duration. This suggests that there is less voicing for higher-frequency words. In fact, phonetic transcriptions show regressive voice assimilation for only half of the words and progressive voice assimilation for one third. Interestingly, the progressive voice assimilation observed for higher-frequency complex words renders these complex words more similar to monomorphemic words: Dutch monomorphemic words typically contain voiceless obstruent clusters (Zonneveld, 1983). Such high-frequency complex words may therefore be less easily parsed into their constituent morphemes (cf. Hay, 2000), favoring whole word lexical access (Bertram et al., 2000).

Observation versus classification in supervised category learning.

PubMed

Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

JGI's Carbon Cycling Studies on Restored Marshes

ScienceCinema

Tringe, Susannah; Theroux, Susanna

2018-02-14

DOE Joint Genome Institute Metagenome Program Head, Susannah Tringe, and postdoc, Susie Theroux, discuss the lessons to be learned from studying the microbial diversity of marshes that have been converted to other uses, and are now being restored, as well as the potential impacts on the global carbon cycle.

The UMR Conception Cycle of Vocational School Students in Solving Linear Equation

ERIC Educational Resources Information Center

Li, Shao-Ying; Leon, Shian

2013-01-01

The authors designed instruments from theories and literatures. Data were collected throughout remedial teaching processes and interviewed with vocational school students. By SOLO (structure of the observed learning outcome) taxonomy, the authors made the UMR (unistructural-multistructural-relational sequence) conception cycle of the formative and…

Autoradiography and the Cell Cycle.

ERIC Educational Resources Information Center

Jones, C. Weldon

1992-01-01

Outlines the stages of a cell biology "pulse-chase" experiment in which the students apply autoradiography techniques to learn about the concept of the cell cycle. Includes (1) seed germination and plant growth; (2) radioactive labeling and fixation of root tips; (3) feulgen staining of root tips; (4) preparation of autoradiograms; and…

Growth Cycles of Brain and Mind.

ERIC Educational Resources Information Center

Rose, Samuel P.; Fischer, Kurt W.

1998-01-01

Whereas prior conceptions treated cognitive development as a sequence of stages, current research points to recurring growth cycles between birth and age 30. Each recurrence produces a new capacity for thinking and learning grounded in an expanded, reorganized neural network. Cognitive spurts are evident only under optimal support conditions.…

The Value of Pets in Children's Lives

ERIC Educational Resources Information Center

Blue, Gladys F.

1986-01-01

Reviews literature focusing on six aspects of pet-person relationships that are most relevant to the growing child. Areas include love, attachment, and comfort; sensorimotor and nonverbal learning; responsibility, nurturance, and competence; learning about the life cycle; therapeutic benefits; and nurturing humaness, ecological awareness, and…

On the Evolution of Behaviors through Embodied Imitation.

PubMed

Erbas, Mehmet D; Bull, Larry; Winfield, Alan F T

2015-01-01

This article describes research in which embodied imitation and behavioral adaptation are investigated in collective robotics. We model social learning in artificial agents with real robots. The robots are able to observe and learn each others' movement patterns using their on-board sensors only, so that imitation is embodied. We show that the variations that arise from embodiment allow certain behaviors that are better adapted to the process of imitation to emerge and evolve during multiple cycles of imitation. As these behaviors are more robust to uncertainties in the real robots' sensors and actuators, they can be learned by other members of the collective with higher fidelity. Three different types of learned-behavior memory have been experimentally tested to investigate the effect of memory capacity on the evolution of movement patterns, and results show that as the movement patterns evolve through multiple cycles of imitation, selection, and variation, the robots are able to, in a sense, agree on the structure of the behaviors that are imitated.

The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

ERIC Educational Resources Information Center

Dillashaw, F. Gerald; Okey, James R.

This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast…

Machine learning for predicting the response of breast cancer to neoadjuvant chemotherapy

PubMed Central

Mani, Subramani; Chen, Yukun; Li, Xia; Arlinghaus, Lori; Chakravarthy, A Bapsi; Abramson, Vandana; Bhave, Sandeep R; Levy, Mia A; Xu, Hua; Yankeelov, Thomas E

2013-01-01

Objective To employ machine learning methods to predict the eventual therapeutic response of breast cancer patients after a single cycle of neoadjuvant chemotherapy (NAC). Materials and methods Quantitative dynamic contrast-enhanced MRI and diffusion-weighted MRI data were acquired on 28 patients before and after one cycle of NAC. A total of 118 semiquantitative and quantitative parameters were derived from these data and combined with 11 clinical variables. We used Bayesian logistic regression in combination with feature selection using a machine learning framework for predictive model building. Results The best predictive models using feature selection obtained an area under the curve of 0.86 and an accuracy of 0.86, with a sensitivity of 0.88 and a specificity of 0.82. Discussion With the numerous options for NAC available, development of a method to predict response early in the course of therapy is needed. Unfortunately, by the time most patients are found not to be responding, their disease may no longer be surgically resectable, and this situation could be avoided by the development of techniques to assess response earlier in the treatment regimen. The method outlined here is one possible solution to this important clinical problem. Conclusions Predictive modeling approaches based on machine learning using readily available clinical and quantitative MRI data show promise in distinguishing breast cancer responders from non-responders after the first cycle of NAC. PMID:23616206

Emerging beliefs frustrate ecological literacy and meaning-making for students

NASA Astrophysics Data System (ADS)

Fleischer, Stuart

2011-03-01

In their treatise, Mitchell and Mueller extend David Orr's notions of ecological literacy (2005) to include biophilia (Wilson 1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an "ecological crisis" and that this stems from a crisis of education. The authors outline Orr's theory of ecological literacy as a lens to understand Earth's ecology in view of long-term survival. In their philosophical analysis of Orr's theory, Mitchell and Mueller argue that we move beyond the "shock doctrine" perspective of environmental crisis. By extending Orr's concept of ecological literacy to include biophilia and ecojustice, and by recognizing the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as "Third Order" and "Fourth Order" thinking: notions of meaning-construction or meaning-organizational capacity to understand good stewardship of the Earth's environment. Learners who are still in the process of developing reflective and metacognitive skills "cannot have internal conversation about what is actual versus what is possible, because no `self' is yet organized that can put these two categories together" (p. 34). Mitchell and Mueller indicate that middle school learners should undergo a transformation in order to reflect critically about the environment with a view toward determining critical truths about the world. However, if this audience lacks "selective, interpretive, executive, construing capacities" (Kegan in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic.

Effect of a puzzle on the process of students' learning about cardiac physiology.

PubMed

Cardozo, Lais Tono; Miranda, Aline Soares; Moura, Maria José Costa Sampaio; Marcondes, Fernanda Klein

2016-09-01

The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate medium-term learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle. Copyright © 2016 The American Physiological Society.

A Primer on Adventure Education in the Camp Setting.

ERIC Educational Resources Information Center

Nei, Eric

2003-01-01

Basic concepts of experiential learning theory are presented to assist camp directors in choosing knowledgeable staff and developing successful adventure programs. These concepts include assessment of learner (camper) readiness, activity sequencing, learning cycle, comfort zone, activity framing, task goals versus process goals, and five stages of…

Health Instruction Packages: The Human Life Cycle.

ERIC Educational Resources Information Center

Yapundich, Eleanor F.; And Others

Text, illustrations, and exercises are utilized in these four learning modules to instruct health sciences students and other interested persons in the various stages of human development. The first module, designed by Eleanor Yapundich for associate degree nursing students learning about growth and development, examines the fundamental…

An Online Learning Space Facilitating Supervision Pedagogies in Science

ERIC Educational Resources Information Center

Picard, M. Y.; Wilkinson, K.; Wirthensohn, M.

2011-01-01

Quality research supervision leading to timely completion and student satisfaction involves explicit pedagogy and effective communication. This article describes the development within an action research cycle of an online learning space designed to achieve these goals. The research "spirals" involved interventions in the form of instructive…

Kindergarten Students' Explanations during Science Learning

ERIC Educational Resources Information Center

Harris, Karleah

2010-01-01

The study examines kindergarten students' explanations during science learning. The data on children's explanations are drawn from videotaped and transcribed discourse collected from four public kindergarten science classrooms engaged in a life science inquiry unit on the life cycle of the monarch butterfly. The inquiry unit was implemented as…

Adolescent Literacy: Current Status.

ERIC Educational Resources Information Center

Lee, Elizabeth A.

2002-01-01

Suggests that since educators can no longer assume that secondary students have the literacy skills needed for successful learning, educators need to systematically integrate instruction in reading strategies into all classes. Considers how to break the cycle of learned helplessness and disengagement from literacy that is all too prevalent among…

Engaging Student Input on Student Engagement in Learning

ERIC Educational Resources Information Center

Callingham, Maggie

2016-01-01

Student engagement, achievement, and participation are equity issues. Students' engagement in their learning is especially important in schools that cater to low-income communities where improved educational experiences can break the cycle of low achievement, school disaffection, and early school leaving. Moreover, for students who experience…

SoS Navigator 2.0: A Context-Based Approach to System-of-Systems Challenges

DTIC Science & Technology

2008-06-01

in a Postindustrial Age. MIT Press, 1984. [ Kolb 1984] Kolb , David A. Experiential Learning : Experience as the Source of Learning and Develop- ment...terms of experiential learning , and the work of Rosen [Rosen 1991] in terms of the relational approach to understanding anticipa- tive systems. Our...Supporting Techniques and Tools 17  3.2  The Learning /Transformation Cycle 19  3.3  Summary of SoS Navigator Processes and Techniques 20  4  Case Summaries 22

Cuckoo Search Algorithm Based on Repeat-Cycle Asymptotic Self-Learning and Self-Evolving Disturbance for Function Optimization

PubMed Central

Wang, Jie-sheng; Li, Shu-xia; Song, Jiang-di

2015-01-01

In order to improve convergence velocity and optimization accuracy of the cuckoo search (CS) algorithm for solving the function optimization problems, a new improved cuckoo search algorithm based on the repeat-cycle asymptotic self-learning and self-evolving disturbance (RC-SSCS) is proposed. A disturbance operation is added into the algorithm by constructing a disturbance factor to make a more careful and thorough search near the bird's nests location. In order to select a reasonable repeat-cycled disturbance number, a further study on the choice of disturbance times is made. Finally, six typical test functions are adopted to carry out simulation experiments, meanwhile, compare algorithms of this paper with two typical swarm intelligence algorithms particle swarm optimization (PSO) algorithm and artificial bee colony (ABC) algorithm. The results show that the improved cuckoo search algorithm has better convergence velocity and optimization accuracy. PMID:26366164

Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

Didham, Robert J.; Ofei-Manu, Paul; Nagareo, Masaaki

2017-12-01

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim "to create a community where people learn, think and act together towards realising a sustainable society". With a diverse participant base of over 240 organisations - including community learning centres ( kominkans), schools, universities and non-governmental organisations (NGOs) - this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the "Okayama Model" is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City's transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.

Improving the students’ skills in developing geometry learning by building the character of academic atmosphere in Study Program of Elementary School Teacher Universitas Negeri Semarang

NASA Astrophysics Data System (ADS)

Nugraheni, N.; Wahyuningsih

2018-03-01

The purposes of this study for knowing how to improve the character of academic atmosphere to improve the ability in designing geometry learning on Study Program of Elementary School TeacherUniversitas Negeri Semarang students. This research is a classroom action research conducted in two cycles and each cycle consists of two meetings. Each cycle consists of planning, execution, observation, and evaluation. The subjects of this study are lecturers of geometry and students who take geometry course. The technique in collecting data is using test and non-test techniques. The data analysis is done in quantitative and qualitative descriptive analysis. The result of research shows that the lecturers’ activity is in good category and student activity is on very good category. While the students’ learning outcomes are in good category. From the field notes, students are able to perform independent and structured tasks with their full responsibility, hard work, and diligence. It shows that the character of academic atmosphere has increased. It is suggested that a set of task bills so that prerequisites have been owned by the students. Structured tasks should be given to see the students’ ability.

A Record of Climate Change

ERIC Educational Resources Information Center

Smith, Zach

2007-01-01

The hydrologic cycle is a very basic scientific principle. In this article, background information is presented on how the hydrologic cycle provides scientists with clues to understanding the history of Earth's climate. Also detailed is a web-based activity that allows students to learn about how scientists are able to piece together a record of…

"Bildung", the Bologna Process and Kierkegaard's Concept of Subjective Thinking

ERIC Educational Resources Information Center

Reindal, Solveig M.

2013-01-01

The Bologna Framework for higher education has agreed on three "cycle descriptors"--knowledge, skill and general competence--which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification…

Drive Cycle Analysis Tool - DriveCAT | NREL

Science.gov Websites

tool was created by NREL's fleet test and evaluation team, which conducts in-service performance their needs. Learn more about NREL's fleet test and evaluation research. Contact Us Let us know if you have any questions about the data, need assistance, or would like to contribute test cycles. We also

Adopting Technology: Using Student Qualitative Data and Gartner's Hype Cycle

ERIC Educational Resources Information Center

Grundmeyer, Trent

2014-01-01

Technology is changing education. School leaders are charged with purchasing and leveraging technology to maximize an ever-changing landscape of teaching and learning. They have many factors to consider as they make decisions about what specific technologies to purchase for their schools. Gartner's Hype Cycle is an annually published report that…

Teaching and Learning about the Earth. ERIC Digest.

ERIC Educational Resources Information Center

Lee, Hyonyong

This ERIC Digest investigates the earth and space science guidelines of the National Science Education Standards. These guidelines are frequently referred to as the earth system and include components such as plate tectonics, the water cycle, and the carbon cycle. This Digest describes the development of earth systems science and earth systems…

Class and Home Problems. Lifelong Learning: A "Life Cycle" Approach to Education and Training for the Biopharmaceutical Industry

ERIC Educational Resources Information Center

Gilleskie, Gary L.; Reeves, Baley; van Zanten, John H.; Balchunas, John; Carbonell, Ruben G.

2016-01-01

The Biomanufacturing Training and Education Center (BTEC) at North Carolina State University is an instructional center that offers education and training programs in the area of biopharmaceutical process development and manufacturing. Our programs are designed to provide educational opportunities throughout the "life cycle" of a…

Learning to Teach Elementary Science through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

ERIC Educational Resources Information Center

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-01-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves…

All about Animal Life Cycles. Animal Life for Children. [Videotape].

ERIC Educational Resources Information Center

2000

While watching the development from tadpole to frog, caterpillar to butterfly, and pup to wolf, children learn about the life cycles of animals, the different stages of development, and the average life spans of a variety of creatures. This videotape correlates to the following National Science Education Standards for Life Science: characteristics…

Learning the Cardiac Cycle: Simultaneous Observations of Electrical and Mechanical Events.

ERIC Educational Resources Information Center

Kenney, Richard Alec; Frey, Mary Anne Bassett

1980-01-01

Described is a method for integrating electrical and mechanical events of the cardiac cycle by measuring systolic time intervals, which involves simultaneous recording of the ECG, a phonocardiogram, and the contour of the carotid pulse. Both resting and stress change data are provided as bases for class discussion. (CS)

Lessons Learned. Multiple Launch Rocket System

DTIC Science & Technology

1980-07-01

should be cognizant of the five- year planning cycle for NATO programs and/or the military construction funding cycle ix o There is a definite need to...FY 86, a rocket buy will be awarded following a multiple- year buy-out competition. To satisfy US needs, this award is efexpected to bc in excess of...support facilities, should be cognizant of the five- year planning cycle for NATO programs and/or the military construction funding, as well as the long

Institutionalization of Reduction of Total Ownership Costs (R-TOC) Principles. Part 1: Lessons Learned from Special Interest Programs

DTIC Science & Technology

2010-12-01

Life Cycle Cost Process Model (Austin, TX: The Consortium for Advanced Management International) 6 November 2009. 8 The framework begins with...Hendricks, James R. Involving the Extended Value Chain in a Target Costing/ Life Cycle Cost Process Model. Austin, TX: The Consortium for Advanced ...can have on reducing ownership costs in hundreds of other DOD programs. The early life -cycle phases (requirements/concept development) are often the

Real-time, adaptive machine learning for non-stationary, near chaotic gasoline engine combustion time series.

PubMed

Vaughan, Adam; Bohac, Stanislav V

2015-10-01

Fuel efficient Homogeneous Charge Compression Ignition (HCCI) engine combustion timing predictions must contend with non-linear chemistry, non-linear physics, period doubling bifurcation(s), turbulent mixing, model parameters that can drift day-to-day, and air-fuel mixture state information that cannot typically be resolved on a cycle-to-cycle basis, especially during transients. In previous work, an abstract cycle-to-cycle mapping function coupled with ϵ-Support Vector Regression was shown to predict experimentally observed cycle-to-cycle combustion timing over a wide range of engine conditions, despite some of the aforementioned difficulties. The main limitation of the previous approach was that a partially acasual randomly sampled training dataset was used to train proof of concept offline predictions. The objective of this paper is to address this limitation by proposing a new online adaptive Extreme Learning Machine (ELM) extension named Weighted Ring-ELM. This extension enables fully causal combustion timing predictions at randomly chosen engine set points, and is shown to achieve results that are as good as or better than the previous offline method. The broader objective of this approach is to enable a new class of real-time model predictive control strategies for high variability HCCI and, ultimately, to bring HCCI's low engine-out NOx and reduced CO2 emissions to production engines. Copyright © 2015 Elsevier Ltd. All rights reserved.

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

ERIC Educational Resources Information Center

Bergquist, Emily; Holbeck, Rick

2014-01-01

Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with…

Sunship Earth: An Acclimatization Program for Outdoor Learning.

ERIC Educational Resources Information Center

Van Matre, Steve

This book describes a 5-day program of imaginative activities designed to help elementary school children learn how their world functions through seeing, smelling, tasting, touching, and hearing. The book is designed to help children understand energy flow, the cycles of basic materials, the diversity of life, natural communities, change,…

Developing Preservice Elementary Teachers' Knowledge and Practices through Modeling-Centered Scientific Inquiry

ERIC Educational Resources Information Center

Schwarz, Christina

2009-01-01

Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around…

Liquid Motion Lamp: A Learning-Cycle Approach to Solubility

ERIC Educational Resources Information Center

Brown, Sherri L.; Votaw, Nikki L.

2008-01-01

The abstract concepts of density and solubility are often difficult for middle-grade students and should be taught within several contexts to provide multiple experiences with the phenomena. To authenticate the learning of these concepts, this article provides instructional guidelines for constructing a liquid motion lamp to engage students in…

Doctoral Students' Identity Positioning in Networked Learning Environments

ERIC Educational Resources Information Center

Koole, Marguerite; Stack, Sara

2016-01-01

In this study, the authors explored identity positioning as perceived by doctoral learners in online, networked-learning environments. The study examined two distance doctoral programs at a Canadian university. It was a qualitative study based on methodologies involving open coding and discourse analysis. The social positioning cycle, based on…

Game Time!

ERIC Educational Resources Information Center

Marek, Edmund; Howell, Beverly

2006-01-01

In this article, the authors present a classic playground game called "Sharks and Fishes" to introduce second- to fourth-grade students to the concept of "predation," or the relationships between a predator and its prey. By incorporating the game in a learning cycle on predation, students not only learn about predation in a memorable way, but they…

Developing Mathematical Practices through Reflection Cycles

ERIC Educational Resources Information Center

Reinholz, Daniel L.

2016-01-01

This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics…

Ozone: Does It Affect Me?

ERIC Educational Resources Information Center

Wilson, Karla G.

This curriculum unit on the ozone is intended for high school students and contains sections on environmental science and chemistry. It has been structured according to a learning cycle model and contains numerous activities, some of which are in a cooperative learning format. Skills emphasized include laboratory procedures, experimental design,…

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…

Administrative Candidacy: A Process of New-Role Learning--Part I

ERIC Educational Resources Information Center

Greenfield, William D., Jr.

1977-01-01

Reports the initial results of a longitudinal study of the organizational socialization of educational administrators. Part I claims that socialization through the life-cycle may be conceived as a series of learned interpersonal relationships through which individuals build up a repertoire of interpersonal responses that condition new…

Science Rocks! A Performance Assessment for Earth Science

ERIC Educational Resources Information Center

Waters, Melia; Straits, William

2008-01-01

This article presents an activity in which students pool their knowledge and creativity to make a song presenting what they have learned in a unit on the rock cycle. This highly motivating, integrated performance assessment incorporates multiple intelligences, reinforces learning, and is a student favorite in the elementary and middle grades.

An Approach to Teaching Applied GIS: Implementation for Local Organizations.

ERIC Educational Resources Information Center

Benhart, John, Jr.

2000-01-01

Describes the instructional method, Client-Life Cycle GIS Project Learning, used in a course at Indiana University of Pennsylvania that enables students to learn with and about geographic information system (GIS). Discusses the course technical issues in GIS and an example project using this method. (CMK)

Building Civic Bridges: Community-Centered Action Civics

ERIC Educational Resources Information Center

LeCompte, Karon; Blevins, Brooke

2015-01-01

Project-based learning is an example of powerful social studies learning in which student engage in active inquiry. Action civics is a relatively new educational practice in which students "act as citizens" through a cycle of research, action, and reflection about problems they care about in their community. "Building Civic…

Efficiently Ranking Hyphotheses in Machine Learning

NASA Technical Reports Server (NTRS)

Chien, Steve

1997-01-01

This paper considers the problem of learning the ranking of a set of alternatives based upon incomplete information (e.g. a limited number of observations). At each decision cycle, the system can output a complete ordering on the hypotheses or decide to gather additional information (e.g. observation) at some cost.

It's a Salmon's Life!

ERIC Educational Resources Information Center

French, M. Jenice; Skochdopole, Laura Downey

1998-01-01

Describes an integrated science unit to help preservice teachers gain confidence in their abilities to learn and teach science. The teachers role played being salmon as they learned about the salmon's life cycle and the difficulties salmon encounter. The unit introduced the use of investigative activities that begin with questions and end with…

Formative Assessment Probes: How Far Did It Go?

ERIC Educational Resources Information Center

Keeley, Page

2011-01-01

Assessment serves many purposes in the elementary classroom. Formative assessment, often called assessment for learning, is characterized by its primary purpose--promoting learning. It takes place both formally and informally, is embedded in various stages of an instructional cycle, informs the teacher about appropriate next steps for instruction,…

UPMC's blueprint for BuILDing a high-value health care system.

PubMed

Keyser, Donna; Kogan, Jane; McGowan, Marion; Peele, Pamela; Holder, Diane; Shrank, William

2018-03-30

National-level demonstration projects and real-world studies continue to inform health care transformation efforts and catalyze implementation of value-based service delivery and payment models, though evidence generation and diffusion of learnings often occurs at a relatively slow pace. Rapid-cycle learning models, however, can help individual organizations to more quickly adapt health care innovations to meet the challenges and demands of a rapidly changing health care landscape. Integrated delivery and financing systems (IDFSs) offer a unique platform for rapid-cycle learning and innovation. Since both the provider and payer benefit from delivering care that enhances the patient experience, improves quality, and reduces cost, incentives are aligned to experiment with value-based models, enhance learning about what works and why, and contribute to solutions that can accelerate transformation. In this article, we describe how the UPMC Insurance Services Division, as part of a large IDFS, uses its Business, Innovation, Learning, and Dissemination (BuILD) model to prioritize, design, test, and refine health care innovations and accelerate learning. We provide examples of how the BuILD model offers an approach for quickly assessing the impact and value of health care transformation efforts. Lessons learned through the BuILD process will offer insights and guidance for a wide range of stakeholders whether an IDFS or independent payer-provider collaborators. Copyright © 2018 Elsevier Inc. All rights reserved.

Developing computer-based training programs for basic mammalian histology: Didactic versus discovery-based design

NASA Astrophysics Data System (ADS)

Fabian, Henry Joel

Educators have long tried to understand what stimulates students to learn. The Swiss psychologist and zoologist, Jean Claude Piaget, suggested that students are stimulated to learn when they attempt to resolve confusion. He reasoned that students try to explain the world with the knowledge they have acquired in life. When they find their own explanations to be inadequate to explain phenomena, students find themselves in a temporary state of confusion. This prompts students to seek more plausible explanations. At this point, students are primed for learning (Piaget 1964). The Piagetian approach described above is called learning by discovery. To promote discovery learning, a teacher must first allow the student to recognize his misconception and then provide a plausible explanation to replace that misconception (Chinn and Brewer 1993). One application of this method is found in the various learning cycles, which have been demonstrated to be effective means for teaching science (Renner and Lawson 1973, Lawson 1986, Marek and Methven 1991, and Glasson & Lalik 1993). In contrast to the learning cycle, tutorial computer programs are generally not designed to correct student misconceptions, but rather follow a passive, didactic method of teaching. In the didactic or expositional method, the student is told about a phenomenon, but is neither encouraged to explore it, nor explain it in his own terms (Schneider and Renner 1980).

Lifelong Learning for Clinical Practice: How to Leverage Technology for Telebehavioral Health Care and Digital Continuing Medical Education.

PubMed

Hilty, Donald M; Turvey, Carolyn; Hwang, Tiffany

2018-03-12

Psychiatric practice continues to evolve and play an important role in patients' lives, the field of medicine, and health care delivery. Clinicians must learn a variety of clinical care systems and lifelong learning (LLL) is crucial to apply knowledge, develop skills, and adjust attitudes. Technology is rapidly becoming a key player-in delivery, lifelong learning, and education/training. The evidence base for telepsychiatry/telemental health via videoconferencing has been growing for three decades, but a greater array of technologies have emerged in the last decade (e.g., social media/networking, text, apps). Clinicians are combining telepsychiatry and these technologies frequently and they need to reflect on, learn more about, and develop skills for these technologies. The digital age has solidified the role of technology in continuing medical education and day-to-day practice. Other fields of medicine are also adapting to the digital age, as are graduate and undergraduate medical education and many allied mental health organizations. In the future, there will be more online training, simulation, and/or interactive electronic examinations, perhaps on a monthly cycle rather than a quasi-annual or 10-year cycle of recertification.

Strain differences in fatigue and depression after experimental stroke.

PubMed

Kunze, Allison; Zierath, Dannielle; Drogomiretskiy, Olga; Becker, Kyra

2014-10-01

Fatigue and depression are common symptoms after stroke. Animal models of poststroke fatigue (PSF) and poststroke depression (PSD) would facilitate the study of these symptoms. Spontaneous locomotor activity is as an objective measure of fatigue and learned helplessness an accepted correlate of depression. We used different rat strains to evaluate stroke-induced changes in behavior in hopes that interstrain differences would provide insights into the biological basis of these symptoms. Male Lewis, Wistar, and Sprague-Dawley (SD) rats underwent experimental stroke. Spontaneous activity was assessed continually after stroke (for up to 50 days). In a subset of animals, the forced swim test was performed prior to and 1 month after stroke to assess learned helplessness; blood was obtained at sacrifice for cytokine assay. Stroke induced strain-related differences in activity; Lewis rats increased spontaneous activity during the dark cycle, while Wistar and SD rats increased activity during the light cycle. The velocity of movement decreased during the dark cycle in Wistar and SD rats and during the light cycle in Lewis rats. Stroke also led to an increase in learned helplessness in Lewis rats. In summary, different patterns of behaviors emerge in different rat strains after stroke. Lewis rats displayed behavior consistent with depression but not fatigue, while Wistar and SD rats displayed behavior consistent with fatigue but not depression. These data argue that PSF and PSD are different biological constructs and suggest that analysis of strain-related differences may provide insight into symptom pathophysiology.

Conceptual Frameworks for the Workplace Change Adoption Process: Elements Integration from Decision Making and Learning Cycle Process.

PubMed

Radin Umar, Radin Zaid; Sommerich, Carolyn M; Lavender, Steve A; Sanders, Elizabeth; Evans, Kevin D

2018-05-14

Sound workplace ergonomics and safety-related interventions may be resisted by employees, and this may be detrimental to multiple stakeholders. Understanding fundamental aspects of decision making, behavioral change, and learning cycles may provide insights into pathways influencing employees' acceptance of interventions. This manuscript reviews published literature on thinking processes and other topics relevant to decision making and incorporates the findings into two new conceptual frameworks of the workplace change adoption process. Such frameworks are useful for thinking about adoption in different ways and testing changes to traditional intervention implementation processes. Moving forward, it is recommended that future research focuses on systematic exploration of implementation process activities that integrate principles from the research literature on sensemaking, decision making, and learning processes. Such exploration may provide the groundwork for development of specific implementation strategies that are theoretically grounded and provide a revised understanding of how successful intervention adoption processes work.

Alternating prism exposure causes dual adaptation and generalization to a novel displacement

NASA Technical Reports Server (NTRS)

Welch, Robert B.; Bridgeman, Bruce; Anand, Sulekha; Browman, Kaitlin E.

1993-01-01

In two experiments, we examined the hypothesis that repeatedly adapting and readapting to two mutually conflicting sensory environments fosters the development of a separate adaptation to each situation (dual adaptation) as well as an increased ability to adapt to a novel displacement (adaptive generalization). In the preliminary study, subjects alternated between adapting their visuomotor coordination to 30-diopter prismatic displacement and readapting to normal vision. Dual adaptation was observed by the end of 10 alternation cycles. However, an unconfounded test of adaptive generalization was prevented by an unexpected prism-adaptive shift in preexposure baselines for the dual-adapted subjects. In the primary experiment, the subjects adapted and readapted to opposite 15-diopter displacements for a total of 12 cycles. Both dual adaptation and adaptive generalization to a 30-diopter displacement were obtained. These findings may be understood in terms of serial reversal learning and 'learning to learn'.

When Playing Meets Learning: Methodological Framework for Designing Educational Games

NASA Astrophysics Data System (ADS)

Linek, Stephanie B.; Schwarz, Daniel; Bopp, Matthias; Albert, Dietrich

Game-based learning builds upon the idea of using the motivational potential of video games in the educational context. Thus, the design of educational games has to address optimizing enjoyment as well as optimizing learning. Within the EC-project ELEKTRA a methodological framework for the conceptual design of educational games was developed. Thereby state-of-the-art psycho-pedagogical approaches were combined with insights of media-psychology as well as with best-practice game design. This science-based interdisciplinary approach was enriched by enclosed empirical research to answer open questions on educational game-design. Additionally, several evaluation-cycles were implemented to achieve further improvements. The psycho-pedagogical core of the methodology can be summarized by the ELEKTRA's 4Ms: Macroadaptivity, Microadaptivity, Metacognition, and Motivation. The conceptual framework is structured in eight phases which have several interconnections and feedback-cycles that enable a close interdisciplinary collaboration between game design, pedagogy, cognitive science and media psychology.

Challenges for academic accreditation: the UK experience

NASA Astrophysics Data System (ADS)

Shearman, Richard; Seddon, Deborah

2010-08-01

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

Cycle-Triggered Cortical Stimulation during Slow Wave Sleep Facilitates Learning a BMI Task: A Case Report in a Non-Human Primate

PubMed Central

Rembado, Irene; Zanos, Stavros; Fetz, Eberhard E.

2017-01-01

Slow wave sleep (SWS) has been identified as the sleep stage involved in consolidating newly acquired information. A growing body of evidence has shown that delta (1–4 Hz) oscillatory activity, the characteristic electroencephalographic signature of SWS, is involved in coordinating interaction between the hippocampus and the neocortex and is thought to take a role in stabilizing memory traces related to a novel task. This case report describes a new protocol that uses neuroprosthetics training of a non-human primate to evaluate the effects of surface cortical electrical stimulation triggered from SWS cycles. The results suggest that stimulation phase-locked to SWS oscillatory activity promoted learning of the neuroprosthetic task. This protocol could be used to elucidate mechanisms of synaptic plasticity underlying off-line learning during sleep and offers new insights into the role of brain oscillations in information processing and memory consolidation. PMID:28450831

Role Playing Based on Multicultural for Understanding Fraction in Primary School

NASA Astrophysics Data System (ADS)

Aryanto, S.; Budiarti, T.; Rahmatullah, R.; Utami, S. R.; Jupri, A.

2017-09-01

Multicultural serve as a reference in the development of innovative mathematical learning materials and is expected to be a solution in improving the ability of students in understanding the fraction matter based on social and mathematical approach, so this study aims to determine the improvement of students’ understanding in fraction matter through role playing by integrating multicultural concepts as development learning content. Classroom Action Research conducted on 34 students in elementary school class proves that students’ understanding in fraction matter shows improvement in cycle II as much as 67% of students are able to apply the concept or formula exactly when compared with the result of cycles I of 33%. This research is expected to be the reference of teachers in developing innovative mathematical learning, let alone explicitly, this concept not only emphasizes the cognitive abilities of students, but implicitly can develop their social skills in mathematical perspective.

University students' cognitive performance under temperature cycles induced by direct load control events.

PubMed

Zhang, F; de Dear, R

2017-01-01

As one of the most common strategies for managing peak electricity demand, direct load control (DLC) of air-conditioners involves cycling the compressors on and off at predetermined intervals. In university lecture theaters, the implementation of DLC induces temperature cycles which might compromise university students' learning performance. In these experiments, university students' learning performance, represented by four cognitive skills of memory, concentration, reasoning, and planning, was closely monitored under DLC-induced temperature cycles and control conditions simulated in a climate chamber. In Experiment 1 with a cooling set point temperature of 22°C, subjects' cognitive performance was relatively stable or even slightly promoted by the mild heat intensity and short heat exposure resulting from temperature cycles; in Experiment 2 with a cooling set point of 24°C, subjects' reasoning and planning performance observed a trend of decline at the higher heat intensity and longer heat exposure. Results confirm that simpler cognitive tasks are less susceptible to temperature effects than more complex tasks; the effect of thermal variations on cognitive performance follows an extended-U relationship with performance being relatively stable across a range of temperatures. DLC appears to be feasible in university lecture theaters if DLC algorithms are implemented judiciously. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Using Iterative Plan-Do-Study-Act Cycles to Improve Teaching Pedagogy.

PubMed

Murray, Elizabeth J

2018-01-15

Most students entering nursing programs today are members of Generation Y or the Millennial generation, and they learn differently than previous generations. Nurse educators must consider implementing innovative teaching strategies that appeal to the newest generation of learners. The Plan-Do-Study-Act cycle is a framework that can be helpful when planning, assessing, and continually improving teaching pedagogy. This article describes the use of iterative Plan-Do-Study-Act cycles to implement a change in teaching pedagogy.

Applying the PDCA Cycle to the Complex Task of Teaching and Assessing Public Relations Writing

ERIC Educational Resources Information Center

Knight, John E.; Allen, Sandra

2012-01-01

Teaching skills, knowledge and abilities appropriate for career-ready graduates and assessing learning are complex issues. Developing a valid and reliable approach is often by trial and error. Instead, the authors employed Deming's PDCA Cycle of continuous improvement as a systematic procedure to incrementally move closer to their goal. This paper…

The Science of Cycling

ERIC Educational Resources Information Center

Crompton, Zoe; Daniels, Shelley

2014-01-01

Children are engaged by finding out about science in the real world (Harlen, 2010). Many children will be cyclists or will have seen or heard about the success of British cyclists in the Olympics and the Tour de France. This makes cycling a good hook to draw children into learning science. It is also a good cross-curricular topic, with strong…

Use of Adapted Bicycles on the Learning of Conventional Cycling by Children with Mental Retardation

ERIC Educational Resources Information Center

Burt, Tammy L.; Porretta, David L.; Klein, Richard E.

2007-01-01

This study investigated the use of adapted bicycles on the acquisition, maintenance, and generalization of conventional cycling by seven children with mild mental retardation. Feedback was used in addition to the adapted bicycles and consisted of pedal rate, head position, and steering participation. A multiple probe design was used. Participants…

Beginning Plant Biotechnology Laboratories Using Fast Plants.

ERIC Educational Resources Information Center

Williams, Mike

This set of 16 laboratory activities is designed to illustrate the life cycle of Brassicae plants from seeds in pots to pods in 40 days. At certain points along the production cycle of the central core of labs, there are related lateral labs to provide additional learning opportunities employing this family of plants, referred to as "fast…

The Evolution of the Krebs Cycle: A Promising Subject for Meaningful Learning of Biochemistry

ERIC Educational Resources Information Center

da Costa, Caetano; Galembeck, Eduardo

2016-01-01

Evolution has been recognized as a key concept for biologists. To enhance comprehension and motivate biology undergraduates for the contents of central energetic metabolism, we addressed the Krebs cycle structure and functions in an evolutionary view. To this end, we created a study guide that contextualizes the emergence of the cyclic pathway, in…

Strategic Decision Making Cycle in Higher Education: Case Study of E-Learning

ERIC Educational Resources Information Center

Divjak, Blaženka; Redep, Nina Begicevic

2015-01-01

This paper presents the methodology for strategic decision making in higher education (HE). The methodology is structured as a cycle of strategic decision making with four phases, and it is focused on institutional and national perspective, i.e. on decision making that takes place at institutions of HE and relevant national authorities, in case…

Organizational Life Cycles and the Development of the National College for School Leadership: An Antipodean View

ERIC Educational Resources Information Center

Mulford, Bill

2004-01-01

This article employs organizational life cycle, organizational learning stages and group development stages literature to examine my experiences at the National College for School Leadership (NCSL) during its establishment phase. Support was found, and other foci suggested, for this literature. As well, future issues to be faced by the NCSL were…

Human Factors Throughout the Life Cycle: Lessons Learned from the Shuttle Program. [Human Factors in Ground Processing

NASA Technical Reports Server (NTRS)

Kanki, Barbara G.

2011-01-01

With the ending of the Space Shuttle Program, it is critical that we not forget the Human Factors lessons we have learned over the years. At every phase of the life cycle, from manufacturing, processing and integrating vehicle and payload, to launch, flight operations, mission control and landing, hundreds of teams have worked together to achieve mission success in one of the most complex, high-risk socio-technical enterprises ever designed. Just as there was great diversity in the types of operations performed at every stage, there was a myriad of human factors that could further complicate these human systems. A single mishap or close call could point to issues at the individual level (perceptual or workload limitations, training, fatigue, human error susceptibilities), the task level (design of tools, procedures and aspects of the workplace), as well as the organizational level (appropriate resources, safety policies, information access and communication channels). While we have often had to learn through human mistakes and technological failures, we have also begun to understand how to design human systems in which individuals can excel, where tasks and procedures are not only safe but efficient, and how organizations can foster a proactive approach to managing risk and supporting human enterprises. Panelists will talk about their experiences as they relate human factors to a particular phase of the shuttle life cycle. They will conclude with a framework for tying together human factors lessons-learned into system-level risk management strategies.

Using ILIAC to Systematically Plan and Implement a Library Information Literacy Assessment Program for Freshman Classes

ERIC Educational Resources Information Center

Gustavson, Amy

2012-01-01

In order to prepare for the 2013 SACS reaffirmation, the Joyner Library instruction librarians developed a systematic assessment program using Oakleaf's Information Literacy Instruction Assessment Cycle (ILIAC) to plan for instruction, assess student learning and improve future student learning by reviewing data and enacting changes. The paper…

Technology and Cognition Merge with Challenge-Based Learning Cycles Online

ERIC Educational Resources Information Center

Cobbett, Shelley L.

2013-01-01

Teaching and learning in Web-based courses has become a global phenomenon. Educators are grappling with merging cognition and technology to offer students quality, relevant online courses. The development of social presence in the online environment is of paramount importance and requires individuals to engage in meaningful interactions about, and…

Recurrent Education and Lifelong Learning. World Yearbook of Education 1979.

ERIC Educational Resources Information Center

Schuller, Tom, Ed.; Megarry, Jacquetta, Ed.

To bring a comparative education perspective to the practical problems of recurrent education and lifelong learning, the essays in this collection are written by authors from around the world. Parts 1 (Orientation) and 2 (Major Issues) clarify concepts and issues of general application. Topics include work/leisure/education life cycle, definitions…

Virginia "Standards of Learning" Assessments. Technical Report: 2003-2004 Administration

ERIC Educational Resources Information Center

Virginia Department of Education, 2005

2005-01-01

The purpose of this report is to inform users and other interested parties about the development, content and technical characteristics of the Virginia Standards of Learning (SOL) assessments. It provides information for the 2003 "SOL" cycle that comprises the fall 2003 and spring 2004 administrations. The report is divided into three…

A Learning Community of Colleagues Enhancing Practice

ERIC Educational Resources Information Center

Visone, Jeremy D.

2016-01-01

This article shares a promising practice: collegial visits. During collegial visits, educators watch a colleague teach a lesson about a predetermined focus as a form of professional development. Educators, including the host teacher, debrief after the lesson. These visits are part of a cycle of learning that moves from theory to practice, and the…

Developing "Reflective" Development Practitioners through an Action-Learning Curriculum: Problems and Challenges in a South African Context.

ERIC Educational Resources Information Center

Luckett, S.; Luckett, K.

1999-01-01

A South African university's community development program attempted to integrate Checkland's soft-systems method into Kolb's learning-cycle theory. Evaluation revealed shortcomings in the curriculum design, including the assumption of learner autonomy, necessity of assessing students individually, and difficulty of allowing learners to construct…

Teachers' Professional Growth through Engagement with Lesson Study

ERIC Educational Resources Information Center

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

2017-01-01

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

The Experiential Learning Cycle in Undergraduate Diversity and Social Justice Education

ERIC Educational Resources Information Center

Pugh, Greg L.

2014-01-01

Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously…

Will It Float?: A Learning Cycle Investigation of Mass and Volume

ERIC Educational Resources Information Center

Vincent, Dan; Cassel, Darlinda; Milligan, Jeanie

2008-01-01

In this science investigation based on the 5E learning model, students moved through four different centers designed to focus their attention on the concepts of mass, volume, and density. At these stations, students encountered discrepant events that heightened their curiosity and encouraged discussion with peers about what they expected and…

Leading Learning: Enhancing the Learning Experience of University Students through Anxiety Auditing

ERIC Educational Resources Information Center

Maringe, Felix

2010-01-01

This article reports on an innovative strategy for auditing university students' anxieties across the study cycle. It discusses the shortcomings of traditional feedback mechanisms and identifies the opportunities that anxiety auditing presents in terms of providing scope for students to discuss and to more directly influence improvement in course…

A Learning Progression for Energy in Socio-Ecological Systems

ERIC Educational Resources Information Center

Jin, Hui; Anderson, Charles W.

2012-01-01

This article reports on our work of developing a learning progression focusing on K-12 students' performances of using energy concept in their accounts of carbon-transforming processes in socio-ecological systems. Carbon-transforming processes--the ecological carbon cycle and the combustion of biomass and fossil fuels--provide all of the energy…

Landscape-scale carbon sampling strategy-lessons learned. Chapter 17

Treesearch

John B. Bradford; Peter Weishampel; Marie-Louise Smith; Randall Kolka; David Y. Hollinger; Richard A. Birdsey; Scott Ollinger; Michael Ryan

2008-01-01

Previous chapters examined individual processes relevant to forest carbon cycling, and characterized measurement approaches for understanding those processes at landscape scales. In this final chapter, we address our overall approach to understanding forest carbon dynamics over large areas. Our objective is to identify any lessons that we learned in the course of...

The Language-Learning Self, Self-Enhancement Activities, and Self Perceptual Change

ERIC Educational Resources Information Center

Sampson, Richard

2012-01-01

This article presents an overview of action research conducted in an EFL university context, regarding primarily the relationship between individual possible self-images, socially constructed possible self-images, and language-learning motivation. The study used three cycles of action research over the course of one 15-week university semester,…

Using the Mystery of the Cyclopic Lamb to Teach Biotechnology

ERIC Educational Resources Information Center

Jensen, Jamie L.

2010-01-01

I present a learning cycle that explores different biotechnologies using the process of in situ hybridization as a platform. Students are presented with a cyclopic lamb and must use biotechnology to discover the mechanism behind the deformity. Through this activity, students learn about signal transduction and discover the processes of polymerase…

Systematic Modeling versus the Learning Cycle: Comparative Effects of Integrated Science Process Skill Achievement.

ERIC Educational Resources Information Center

Norman, John T.

1992-01-01

Reports effectiveness of modeling as teaching strategy on learning science process skills. Teachers of urban sixth through ninth grade students were taught modeling techniques; two sets of teachers served as controls. Results indicate students taught by teachers employing modeling instruction exhibited significantly higher competence in process…

Teaching and Learning Cycles in a Constructivist Approach to Instruction

ERIC Educational Resources Information Center

Singer, Florence Mihaela; Moscovici, Hedy

2008-01-01

This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during inquiry-based projects, and to propose a new frame for organizing the classroom interactions within a constructivist approach. The IMSTRA model consists in three general phases: Immersion, Structuring,…

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

PubMed Central

Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. PMID:28954718

The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

NASA Astrophysics Data System (ADS)

Krishnamurthy, Sanjana

This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

HIV Testing, Subjective Beliefs and Economic Behavior

PubMed Central

Thornton, Rebecca L.

2013-01-01

This paper examines the effects of learning HIV status on economic behavior among rural Malawians. According to economic life-cycle models, if learning HIV results is informative about additional years of life, being diagnosed HIV-positive or negative should predict changes in consumption, investment and savings behavior with important micro and macro-economic implications. Using an experiment that randomly assigned incentives to learn HIV results, I find that while learning HIV results had short term effects on subjective belief of HIV infection, these differences did not persist after two years. Consistent with this, there were relatively few differences two years later in savings, income, expenditures, and employment between those who learned and did not learn their status. PMID:24369439

Performance improvement of robots using a learning control scheme

NASA Technical Reports Server (NTRS)

Krishna, Ramuhalli; Chiang, Pen-Tai; Yang, Jackson C. S.

1987-01-01

Many applications of robots require that the same task be repeated a number of times. In such applications, the errors associated with one cycle are also repeated every cycle of the operation. An off-line learning control scheme is used here to modify the command function which would result in smaller errors in the next operation. The learning scheme is based on a knowledge of the errors and error rates associated with each cycle. Necessary conditions for the iterative scheme to converge to zero errors are derived analytically considering a second order servosystem model. Computer simulations show that the errors are reduced at a faster rate if the error rate is included in the iteration scheme. The results also indicate that the scheme may increase the magnitude of errors if the rate information is not included in the iteration scheme. Modification of the command input using a phase and gain adjustment is also proposed to reduce the errors with one attempt. The scheme is then applied to a computer model of a robot system similar to PUMA 560. Improved performance of the robot is shown by considering various cases of trajectory tracing. The scheme can be successfully used to improve the performance of actual robots within the limitations of the repeatability and noise characteristics of the robot.

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

NASA Astrophysics Data System (ADS)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

The cell cycle: development of an eLearning animation.

PubMed

Sala Ripoll, Cristina; Oparka, Richard; Campbell, Annie; Erolin, Caroline

2017-01-01

The use of eLearning resources is becoming increasingly widespread in medical education because of its numerous advantages. They awaken interest in students can be reused without loss of quality and give students added control over their own education by allowing them to review content in their own time. This article describes the development and evaluation of an innovative eLearning animation for the curriculum of the pathology class at the University of Dundee School of Medicine.

The Use of an Imagery Mnemonic to Teach the Krebs Cycle

ERIC Educational Resources Information Center

Morisaki, Ryoma; Bon, Charles; Levitt, Jacob O.

2016-01-01

The Krebs Cycle is a highly taught biochemical pathway that is traditionally difficult to learn. Twenty-seven undergraduate students were randomized to a rote memorization arm or to a mnemonic arm. They were given a pre-test, then shown a lecture corresponding to their assigned method, and then given an immediate Week 0 post-test and a Week 4…

The Campus Environmental Management System Cycle in Practice: 15 Years of Environmental Management, Education and Research at Dalhousie University

ERIC Educational Resources Information Center

Clarke, Amelia

2006-01-01

Purpose: To challenge the deliberate strategy approach of the environmental management system (EMS) cycle, and offer a model based on both the practical reality experienced at Dalhousie University and emergent strategy theory. Also, to share some of the lessons learned in the 15 years of environmental management at Dalhousie University.…

Learning & Personality Types: A Case Study of a Software Design Course

ERIC Educational Resources Information Center

Ahmed, Faheem; Campbell, Piers; Jaffar, Ahmad; Alkobaisi, Shayma; Campbell, Julie

2010-01-01

The software industry has continued to grow over the past decade and there is now a need to provide education and hands-on training to students in various phases of software life cycle. Software design is one of the vital phases of the software development cycle. Psychological theories assert that not everybody is fit for all kind of tasks as…

Investigation to reduce students’ misconception in energy material

NASA Astrophysics Data System (ADS)

Wijayanti, M. D.; Raharjo, S. B.; Saputro, S.; Mulyani, S.

2018-05-01

The purpose of this study is to analyse the misconception of Teacher Candidate of Elementary School (PGSD) on energy materials. This research is expected to be a common misconception in teaching and learning activities. One solution to overcome misconceptions is by investigation. This study uses qualitative research. The subject of this research needs 35 students. Data analysis is done by comparing the observation and test results. The results of this study is the result of students learning outcomes through cycle I and cycle II. The first cycle is due to overweight misconceptions of 18.57% and cycle II of 35.71%. Misconception can be caused by a procedural negligence. Students of PGSD Are examined to show if they understood in a simple movement problem which needs a neverse proportionality concept, to find out a way to prevent misunderstanding. The examination may consist of the question of energy materials by different representation for each student. The conceptual knowledge of the students show incorrectness because they feel confused of existing knowledge they got in their daily lives. It can cause scientific misunderstanding. The declining in student misconceptions is caused by investigation process. Search and data collection are helpful in improving their thinking skills.

Synaptic Plasticity and Learning Behaviors Mimicked in Single Inorganic Synapses of Pt/HfOx/ZnOx/TiN Memristive System

NASA Astrophysics Data System (ADS)

Wang, Lai-Guo; Zhang, Wei; Chen, Yan; Cao, Yan-Qiang; Li, Ai-Dong; Wu, Di

2017-01-01

In this work, a kind of new memristor with the simple structure of Pt/HfOx/ZnOx/TiN was fabricated completely via combination of thermal-atomic layer deposition (TALD) and plasma-enhanced ALD (PEALD). The synaptic plasticity and learning behaviors of Pt/HfOx/ZnOx/TiN memristive system have been investigated deeply. Multilevel resistance states are obtained by varying the programming voltage amplitudes during the pulse cycling. The device conductance can be continuously increased or decreased from cycle to cycle with better endurance characteristics up to about 3 × 103 cycles. Several essential synaptic functions are simultaneously achieved in such a single double-layer of HfOx/ZnOx device, including nonlinear transmission properties, such as long-term plasticity (LTP), short-term plasticity (STP), and spike-timing-dependent plasticity. The transformation from STP to LTP induced by repetitive pulse stimulation is confirmed in Pt/HfOx/ZnOx/TiN memristive device. Above all, simple structure of Pt/HfOx/ZnOx/TiN by ALD technique is a kind of promising memristor device for applications in artificial neural network.

The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class

ERIC Educational Resources Information Center

Asari, Slamet; Ma'rifah, Ulfatul; Arifani, Yudhi

2017-01-01

This classroom action research is carried out within two cycles to breed a strategy on how a" Round Robin Discussion Learning Model" enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom…

Using Targeted Active-Learning Exercises and Diagnostic Question Clusters to Improve Students' Understanding of Carbon Cycling in Ecosystems

ERIC Educational Resources Information Center

Maskiewicz, April Cordero; Griscom, Heather Peckham; Welch, Nicole Turrill

2012-01-01

In this study, we used targeted active-learning activities to help students improve their ways of reasoning about carbon flow in ecosystems. The results of a validated ecology conceptual inventory (diagnostic question clusters [DQCs]) provided us with information about students' understanding of and reasoning about transformation of inorganic and…

Using Advance Organizers to Enhance Students' Motivation in Learning Biology

ERIC Educational Resources Information Center

Shihusa, Hudson; Keraro, Fred N.

2009-01-01

This study investigated the effect of using advance organizers on students' motivation to learn biology. The research design used was quasi-experimental design where the non-randomised Solomon Four group was adopted. The focus was on the topic pollution. The sample comprised of 166 form three (third grade in the secondary school cycle) students in…

Cycle of Success: Learning Sequence Melds Disjointed Activities into a Streamlined Structure

ERIC Educational Resources Information Center

Broderick, Colleen

2011-01-01

This article focuses on how educators could design professional development to empower the learning of individuals to serve the growth of an organization that was all about student success. The leadership team at Mapleton Expeditionary School for the Arts (MESA) in Thornton, Colorado, responded to this with its version of a teaching and learning…

The Evaluation Consultant's Life Cycle: Theory, Practice, and Implications for Learning

ERIC Educational Resources Information Center

Barrington, Gail V.

2006-01-01

The purpose of the study reported in this chapter was to determine if senior evaluation consultants experienced stages of growth in their practice similar to the small business development stages described by Bruce and Scott, to identify the stimuli that led to those changes, to determine what the consultants learned from these incidents, and to…

After twenty years of research on soil carbon and climate change, what's left to learn?

EPA Science Inventory

Much effort over the past 230 years has been directed at investigating the roles that soils and specifically soil carbon play in the global carbon cycle and in climate change. As we begin another new decade, we ask whether there is anything left to learn on this topic? Do we kn...

Biasing for the Best in Language Testing and Learning: An Interview with Merrill Swain

ERIC Educational Resources Information Center

Fox, Janna

2004-01-01

In response to the American Association of Applied Linguistics' presentation of the Distinguished Scholarship and Service Award for extraordinary contributions to the fields of language learning, teaching, and testing in May 2004, Merrill Swain described her own work as "moving in cycles of research, theory and practice." These "spirals" ("cycles…

Nothing Succeeds Like Success? Equity, Student Outcomes, and Opportunity to Learn in High- and Middle-Income Countries

ERIC Educational Resources Information Center

Santibañez, Lucrecia; Fagioli, Loris

2016-01-01

A strong relationship between article background and educational outcomes fuels a negative inequality cycle. This paper explores the interplay between student socioeconomic status and educational outcomes, and the mediating role of Opportunity-to-Learn (OTL) in high- and middle-income countries. Using data from PISA 2012, we find that the…

Assessment Moderation in an Australian Context: Processes, Practices, and Challenges

ERIC Educational Resources Information Center

Beutel, Denise; Adie, Lenore; Lloyd, Margaret

2017-01-01

Moderation is a quality assurance process that plays a central role in the teaching, learning, and assessment cycle in higher education. While there is a growing body of research globally on teaching, learning, and, to a lesser degree, assessment in higher education, the process of moderation of assessment has received even less attention. In a…

Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction

ERIC Educational Resources Information Center

Rahman, Mohd. Jasmy Abd; Ismail, Mohd. Arif. Hj.; Nasir, Muhammad

2014-01-01

This study aims to design and develop an interactive software for teaching and learning physics about motion and vectors analysis. This study also assesses its effectiveness in classroom and assesses the learning motivation of SMA Pekanbaru's students. The software is developed using ADDIE Model design and Life Cycle Model and built using the…

Other Aspects of Sutherland and Singh's Take on Learned Helplessness and Students with Emotional or Behavioral Disorders

ERIC Educational Resources Information Center

Kavale, Kenneth A.; Mostert, Mark P.

2004-01-01

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…

Pupils' Ideas about Flowering Plants. Learning in Science Project (Primary). Working Paper No. 125.

ERIC Educational Resources Information Center

Biddulph, Fred

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests children have about flowering plants (in particular whether these plants have a life cycle). Data were obtained from: individual interviews with children, ages 7- to 14-year-old (10 students for each age level), using the "interview-about-instances"…

Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles

ERIC Educational Resources Information Center

Christman, Jolley Bruce; Ebby, Caroline B.; Edmunds, Kimberly A.

2016-01-01

Background: A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers' learning about students, subject matter, and instruction. The result has been changes in instructional management (e.g., student grouping, assignment of students to tutoring) rather than instructional improvement. Further,…

Teacher Perspectives about Lesson Study in Secondary School Departments: A Collaborative Vehicle for Professional Learning and Practice Development

ERIC Educational Resources Information Center

Cajkler, Wasyl; Wood, Phil; Norton, Julie; Pedder, David; Xu, Haiyan

2015-01-01

Two departments in a secondary school in England participated in "lesson study" projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their…

Using Ants, Animal Behavior & the Learning Cycle to Investigate Scientific Processes

ERIC Educational Resources Information Center

Ligon, Russell A.; Dolezal, Adam G.; Hicks, Michael R.; Butler, Michael W.; Morehouse, Nathan I.; Ganesh, Tirupalavanam G.

2014-01-01

The behavior of animals is an intrinsically fascinating topic for students from a wide array of backgrounds. We describe a learning experience using animal behavior that we created for middle school students as part of a graduate-student outreach program, Graduate Partners in Science Education, at Arizona State University in collaboration with a…

Cycles of Inquiry: Formative Assessment in Service of Learning in Classrooms and in School-Based Professional Communities

ERIC Educational Resources Information Center

Birenbaum, Menucha; Kimron, Helena; Shilton, Hany; Shahaf-Barzilay, Rinat

2009-01-01

The paper reports results of three studies that used a formative assessment (FA) framework to compare schools that vary in their level of functioning as professional learning communities with respect to three processes: classroom assessment (study 1), development and implementation of school-based curriculum (study 2), and pedagogical…

Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development

ERIC Educational Resources Information Center

Urmeneta, Cristina Escobar

2013-01-01

This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared…

Continuous Advances in Technology for Continuing Adult Learning

ERIC Educational Resources Information Center

Demirdogen, R. Esra

2007-01-01

This paper is about a study carried out at a chemical production facility in Izmir, Turkey during 2005/6 using CNC Learning environment and Kolb cycle. The system has been tested with 12 chemists working in this factory. The training course was carried on in a web-based environment and also routine meetings with the instructors were held. The…

Learning about Practice from Practice: A Peer-Based Methodology

ERIC Educational Resources Information Center

Stanley, Tony

2014-01-01

A recommendation from the Social Work Task Force was that all employers of social workers should conduct a regular "health check" of the social work profession to learn from practice as part of a continuous cycle of improvement. This article documents how the London Borough of Tower Hamlets has gone about this. I describe the…

Green Schools as High Performance Learning Facilities

ERIC Educational Resources Information Center

Gordon, Douglas E.

2010-01-01

In practice, a green school is the physical result of a consensus process of planning, design, and construction that takes into account a building's performance over its entire 50- to 60-year life cycle. The main focus of the process is to reinforce optimal learning, a goal very much in keeping with the parallel goals of resource efficiency and…

European Study Tour Applications of Experiential Learning Processes in Marketing Education

ERIC Educational Resources Information Center

Petkus, Ed, Jr.

2008-01-01

This article reports on an application of Kolb's (1981; 1984) experiential learning cycle in the context of international marketing education. Two study tours, in which International Marketing students at a U.S. college visited various cities in Europe, are described, with an emphasis on the ways in which differences in the structure of the tours…

Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades.

ERIC Educational Resources Information Center

Hogan, Kathleen

Eco-Inquiry may be defined as a "whole science" curriculum that embeds hands-on science within thematic multi-dimensional learning experiences. Three modules for the upper elementary and middle grades focus on food webs, decomposition, and nutrient cycling. Each module lasts 4-7 weeks and may be used alone or in sequence. Student…

Sex differences in conditioned stimulus discrimination during context-dependent fear learning and its retrieval in humans: the role of biological sex, contraceptives and menstrual cycle phases.

PubMed

Lonsdorf, Tina B; Haaker, Jan; Schümann, Dirk; Sommer, Tobias; Bayer, Janine; Brassen, Stefanie; Bunzeck, Nico; Gamer, Matthias; Kalisch, Raffael

2015-11-01

Anxiety disorders are more prevalent in women than in men. Despite this sexual dimorphism, most experimental studies are conducted in male participants and studies focusing on sex differences are sparse. In addition, the role of hormonal contraceptives and menstrual cycle phase in fear conditioning and extinction processes remain largely unknown. We investigated sex differences in context-dependent fear acquisition and extinction (day 1) and their retrieval/expression (day 2). Skin conductance responses (SCRs), fear and unconditioned stimulus expectancy ratings were obtained. We included 377 individuals (261 women) in our study. Robust sex differences were observed in all dependent measures. Women generally displayed higher subjective ratings but smaller SCRs than men and showed reduced excitatory/inhibitory conditioned stimulus (CS+/CS-) discrimination in all dependent measures. Furthermore, women using hormonal contraceptives showed reduced SCR CS discrimination on day 2 than men and free-cycling women, while menstrual cycle phase had no effect. Possible limitations include the simultaneous testing of up to 4 participants in cubicles, which might have introduced a social component, and not assessing postexperimental contingency awareness. The response pattern in women shows striking similarity to previously reported sex differences in patients with anxiety. Our results suggest that pronounced deficits in associative discrimination learning and subjective expression of safety information (CS- responses) might underlie higher prevalence and higher symptom rates seen in women with anxiety disorders. The data call for consideration of biological sex and hormonal contraceptive use in future studies and may suggest that targeting inhibitory learning during therapy might aid precision medicine.

Observation, Assisting, Apprenticeship: Cycles of Visual and Kinesthetic Learning in Dental Education

PubMed Central

Horst, Jeremy A.; Clark, Matthew D.; Lee, Andrew H.

2009-01-01

Dentists are self-selected for visual and kinesthetic learning preferences. Watching another practitioner perform treatment can be incredibly didactic, both before and after learning the procedure. This missing part of dental education has the capacity to play a tremendous role in dental education for all levels of practitioner. Dental students in their clinical years begin to realize the meaning of dentistry as a practice, a set of skills that are never perfected. Abundant evidence demonstrates that cycling between observation and practice enhances procedural learning and retention, yet this mechanism is vastly underused in dental education. Collaborative treatment paradigms, wherein the able student assists a more experienced practitioner, can create mentorship. Learning potentially esoteric information or subtle nuances of clinical acumen is facilitated by the contextual framework of the clinical environment and is strengthened by emotional attachments through interpersonal interactions. In this article, we explore the evidence surrounding mentorship and clinical observation both before and after students are given the responsibilities of patient care, which together recapitulate clinical apprenticeship. Finally, we present examples of how apprenticeship can be brought back to dental education, including evaluation of a clinical assisting program that we implemented and explanation of a hypothetical faculty-student practice partnership model. PMID:19648563

Mitigation of bird collisions with transmission lines: Final report

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

Beaulaurier, D.L.

1981-09-11

In this study removal of overhead groundwires was evaluated as a technique for mitigating bird collisions with transmission lines. Groundwires were removed by BPA from a 500 kV double circuit line at Bybee Lake in Portland, Oregon. Earlier studies at these sites had documented small but measurable collision rates (i.e., No. collisions/No. flights) attributed primarily to collisions with groundwires. Observations of bird flights and searches for dead birds in the vicinity of the lines constituted the primary methods of data collection during pre- and post-removal studies. Field work was conducted from October 1980 through March 1981. A total of sevenmore » dead birds and eight feather spots were found after groundwire removal. Species found were green-winged teal, pintail, greater scaup, American wigeon, glaucous-winged gull, starling, red-winged blackbird and song sparrow. No collisions with transmission lines were observed. During pre-removal studies at these two sites, a total of 53 dead birds and 22 feather spots were found over two years of study. It was necessary to document flight intensity (No. flights/day) during pre- and post-removal studies, in order to determine if the number of dead birds found changed because of groundwire removal or simply because of changes in flight intensity. 41 refs., 18 figs., 22 tabs.« less

Improved TDEM formation using fused ladar/digital imagery from a low-cost small UAV

NASA Astrophysics Data System (ADS)

Khatiwada, Bikalpa; Budge, Scott E.

2017-05-01

Formation of a Textured Digital Elevation Model (TDEM) has been useful in many applications in the fields of agriculture, disaster response, terrain analysis and more. Use of a low-cost small UAV system with a texel camera (fused lidar/digital imagery) can significantly reduce the cost compared to conventional aircraft-based methods. This paper reports continued work on this problem reported in a previous paper by Bybee and Budge, and reports improvements in performance. A UAV fitted with a texel camera is flown at a fixed height above the terrain and swaths of texel image data of the terrain below is taken continuously. Each texel swath has one or more lines of lidar data surrounded by a narrow strip of EO data. Texel swaths are taken such that there is some overlap from one swath to its adjacent swath. The GPS/IMU fitted on the camera also give coarse knowledge of attitude and position. Using this coarse knowledge and the information from the texel image, the error in the camera position and attitude is reduced which helps in producing an accurate TDEM. This paper reports improvements in the original work by using multiple lines of lidar data per swath. The final results are shown and analyzed for numerical accuracy.

Student Use of Self-Data for Out-of-Class Graphing Activities Increases Student Engagement and Learning Outcomes†

PubMed Central

DeBoy, Cynthia A.

2017-01-01

Two out-of-class graphing activities related to hormonal regulation of the reproductive cycle and stress responses are used to determine whether student use of self-data vs. provided data increases engagement, learning outcomes, and attitude changes. Comparisons of quizzes and surveys for students using self- vs. provided data suggest that while both activities increase learning outcomes, use of self-data compared with provided data has a greater impact on increasing learning outcomes, promotes recognition that hormones are relevant, and enhances confidence in graphing skills and graphing efficacy. PMID:29854057

Coupled replicator equations for the dynamics of learning in multiagent systems

NASA Astrophysics Data System (ADS)

Sato, Yuzuru; Crutchfield, James P.

2003-01-01

Starting with a group of reinforcement-learning agents we derive coupled replicator equations that describe the dynamics of collective learning in multiagent systems. We show that, although agents model their environment in a self-interested way without sharing knowledge, a game dynamics emerges naturally through environment-mediated interactions. An application to rock-scissors-paper game interactions shows that the collective learning dynamics exhibits a diversity of competitive and cooperative behaviors. These include quasiperiodicity, stable limit cycles, intermittency, and deterministic chaos—behaviors that should be expected in heterogeneous multiagent systems described by the general replicator equations we derive.

Modeling Women's Menstrual Cycles using PICI Gates in Bayesian Network.

PubMed

Zagorecki, Adam; Łupińska-Dubicka, Anna; Voortman, Mark; Druzdzel, Marek J

2016-03-01

A major difficulty in building Bayesian network (BN) models is the size of conditional probability tables, which grow exponentially in the number of parents. One way of dealing with this problem is through parametric conditional probability distributions that usually require only a number of parameters that is linear in the number of parents. In this paper, we introduce a new class of parametric models, the Probabilistic Independence of Causal Influences (PICI) models, that aim at lowering the number of parameters required to specify local probability distributions, but are still capable of efficiently modeling a variety of interactions. A subset of PICI models is decomposable and this leads to significantly faster inference as compared to models that cannot be decomposed. We present an application of the proposed method to learning dynamic BNs for modeling a woman's menstrual cycle. We show that PICI models are especially useful for parameter learning from small data sets and lead to higher parameter accuracy than when learning CPTs.

The Life Cycles of Stars: An Information & Activity Booklet Grades K-8, 1997-1998. Star-Child--A Learning Center for Young Astronomers.

ERIC Educational Resources Information Center

Truelove, Elizabeth; Dejoie, Joyce

This booklet contains information and activities on the life cycle of stars. Materials can be adapted for kindergarten through grade 8 classrooms. Background information on massive stars and medium stars and activities with subjects such as star life, constellation shapes, nebula terminology, astronomical distances, and pulsars is included. The 12…

Improving Students' Argumentation Skills through a Product Life-Cycle Analysis Project in Chemistry Education

ERIC Educational Resources Information Center

Juntunen, M. K.; Aksela, M. K.

2014-01-01

The aim of the study discussed in this paper was to link existing research about the argumentation skills of students to the teaching of life-cycle analysis (LCA) in order to promote an evidence-based approach to the teaching of and learning about materials used in consumer products. This case-study is part of a larger design research project that…

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

NASA Astrophysics Data System (ADS)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

An Australian Perspective of a Forest School: Shaping a Sense of Place to Support Learning

ERIC Educational Resources Information Center

Cumming, Fiona; Nash, Melanie

2015-01-01

There is growing discussion on the use of local outdoor environments to enhance a person's sense of belonging. Sense of belonging and sense of place are components that can promote positive learning identities and attachments to community and, in turn, address issues of cycles of disadvantage. This article researched the impact of an…

A multi-armed bandit approach to superquantile selection

DTIC Science & Technology

2017-06-01

decision learning, machine learning, intelligence processing, intelligence cycle, quantitative finance. 15. NUMBER OF PAGES 73 16. PRICE CODE 17...fulfillment of the requirements for the degree of MASTER OF SCIENCE IN OPERATIONS RESEARCH from the NAVAL POSTGRADUATE SCHOOL June 2017 Approved by...Roberto S. Szechtman Thesis Advisor Michael P. Atkinson Second Reader Patricia A. Jacobs Chair, Operations Research Department iii THIS PAGE

Negotiating the Rules of Engagement: Exploring Perceptions of Dance Technique Learning through Bourdieu's Concept of "Doxa"

ERIC Educational Resources Information Center

Rimmer, Rachel

2017-01-01

This article presents the findings from a focus group discussion conducted with first year undergraduate dance students in March 2015. The focus group concluded a cycle of action research during which the researcher explored the use of enquiry-based learning approaches to teaching dance technique in higher education. Grounded in transformative and…

An Open IMS-Based User Modelling Approach for Developing Adaptive Learning Management Systems

ERIC Educational Resources Information Center

Boticario, Jesus G.; Santos, Olga C.

2007-01-01

Adaptive LMS have not yet reached the eLearning marketplace due to methodological, technological and management open issues. At aDeNu group, we have been working on two key challenges for the last five years in related research projects. Firstly, develop the general framework and a running architecture to support the adaptive life cycle (i.e.,…

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

ERIC Educational Resources Information Center

Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice…

The Culture of Learning to Teach: The Self-Perpetuating Cycle of Conservative Schooling

ERIC Educational Resources Information Center

Smagorinsky, Peter

2010-01-01

Based on his reading, research, and experiences as both a classroom teacher and teacher educator, the author accepts Dewey's ultimate recognition that the problem is not simply that teachers are unaware of alternatives to schooling as usual, and that better teacher education is the solution to making schools the sites of more active learning. The…

Professional Development: What Works? Q&A with Dr. Hilda Borko. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Dr. Hilda Borko, professor, Stanford University Graduate School of Education, presented examples of promising models of professional development, including the Problem-Solving Cycle, Learning and Teaching Geometry, and the use of videos as tools for teacher learning. This Q&A addressed the questions participants had for Dr.…

4FAD: A Framework for Mapping the Evolution of Artefacts in the Learning Design Process

ERIC Educational Resources Information Center

Muñoz-Cristóbal, Juan A.; Hernández-Leo, Davinia; Carvalho, Lucila; Martinez-Maldonado, Roberto; Thompson, Kate; Wardak, Dewa; Goodyear, Peter

2018-01-01

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As…

A Constructivist Approach to Inquiry-Based Learning: A TUNEL Assay for the Detection of Apoptosis in Cheek Cells

ERIC Educational Resources Information Center

Correiro, Elizabeth E.; Griffin, Leanne R.; Hart, Peter E.

2008-01-01

A laboratory exercise is presented that incorporates constructivist principles into a learning experience designed for upper-level university biology courses. The specific objectives for this exercise are as follows: (1) To introduce students to cancer biology and to the regulation of programmed cell death as part of the cell cycle; (2) To engage…

Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure

ERIC Educational Resources Information Center

Heyd-Metzuyanim, Einat

2015-01-01

This study uses a new communicational lens that conceptualizes the activity of learning mathematics as interplay between mathematizing and identifying in order to study how the emotional, social, and cognitive aspects of learning mathematics interact with one another. The proposed framework is used to analyze the case of Idit, a girl who started…

Measuring "g" by Using Trajectory Projectile Motion: 5E Learning Cycle and Low-Cost Materials

ERIC Educational Resources Information Center

Ornek, Funda; Zziwa, Byansi Jude

2011-01-01

In some countries physics lessons are limited in many cases due to different constraints to lecturing and rote learning with in short supply use of teaching materials and other practical activities. These limitations can make physics abstract and difficult for students to understand. This paper presents one of activities, which can be done by…

The impacts of blended learning design in first year medical studies.

PubMed

Gillois, Pierre; Bosson, Jean Luc; Genty, Celine; Vuillez, Jean-Philippe; Romanet, Jean-Paul

2015-01-01

In the first year of medical studies in France, students prepare for a highly selective entrance exam limited by numerus clausus into the second year. We have discontinued live lectures, made maximum use of new information and communication technologies and introduced tutorials in an attempt to make the first year more equitable and to personalise teaching. The reform is based on blended learning with flipped classroom organized into a four-week cycles of different activities. Each cycle corresponds to a learning module. The teachers' and students' opinions were analysed to evaluate the reforms and allow teaching methods to be adapted accordingly. The student profiles at registration and success in the exams following the reform are described. The tutorial's notes are correlated to the final scores at the entrance exam. The keys to success seem to be modified by the reform providing greater equality of opportunity between students. The factors associated to success are baccalaureate highest grades, high School Specialisation (maths, physics or earth and life sciences) and repeating the first year class. The use of blended learning allows us to face the increase of student enrolment, and to facilitate the acceptance of these pedagogical methods for both students and teachers.

Challenge-based instruction in biomedical engineering: a scalable method to increase the efficiency and effectiveness of teaching and learning in biomedical engineering.

PubMed

Harris, Thomas R; Brophy, Sean P

2005-09-01

Vanderbilt University, Northwestern University, the University of Texas and the Harvard/MIT Health Sciences Technology Program have collaborated since 1999 to develop means to improve bioengineering education. This effort, funded by the National Science Foundation as the VaNTH Engineering Research Center in Bioengineering Educational Technologies, has sought a synthesis of learning science, learning technology, assessment and the domains of bioengineering in order to improve learning by bioengineering students. Research has shown that bioengineering educational materials may be designed to emphasize challenges that engage the student and, when coupled with a learning cycle and appropriate technologies, can lead to improvements in instruction.

Conceptualizing Ecology: A Learning Cycle Approach.

ERIC Educational Resources Information Center

Lauer, Thomas E.

2003-01-01

Proposes a teaching strategy to teach ecological concepts and terminology through the use of games and simulations. Includes examples from physiological ecology, population ecology, and ecosystem ecology. (Author/SOE)

Sex differences in conditioned stimulus discrimination during context-dependent fear learning and its retrieval in humans: the role of biological sex, contraceptives and menstrual cycle phases

PubMed Central

Lonsdorf, Tina B.; Haaker, Jan; Schümann, Dirk; Sommer, Tobias; Bayer, Janine; Brassen, Stefanie; Bunzeck, Nico; Gamer, Matthias; Kalisch, Raffael

2015-01-01

Background Anxiety disorders are more prevalent in women than in men. Despite this sexual dimorphism, most experimental studies are conducted in male participants, and studies focusing on sex differences are sparse. In addition, the role of hormonal contraceptives and menstrual cycle phase in fear conditioning and extinction processes remain largely unknown. Methods We investigated sex differences in context-dependent fear acquisition and extinction (day 1) and their retrieval/expression (day 2). Skin conductance responses (SCRs), fear and unconditioned stimulus expectancy ratings were obtained. Results We included 377 individuals (261 women) in our study. Robust sex differences were observed in all dependent measures. Women generally displayed higher subjective ratings but smaller SCRs than men and showed reduced excitatory/inhibitory conditioned stimulus (CS+/CS−) discrimination in all dependent measures. Furthermore, women using hormonal contraceptives showed reduced SCR CS discrimination on day 2 than men and free-cycling women, while menstrual cycle phase had no effect. Limitations Possible limitations include the simultaneous testing of up to 4 participants in cubicles, which might have introduced a social component, and not assessing postexperimental contingency awareness. Conclusion The response pattern in women shows striking similarity to previously reported sex differences in patients with anxiety. Our results suggest that pronounced deficits in associative discrimination learning and subjective expression of safety information (CS− responses) might underlie higher prevalence and higher symptom rates seen in women with anxiety disorders. The data call for consideration of biological sex and hormonal contraceptive use in future studies and may suggest that targeting inhibitory learning during therapy might aid precision medicine. PMID:26107163

Data Standardization for Carbon Cycle Modeling: Lessons Learned

NASA Astrophysics Data System (ADS)

Wei, Y.; Liu, S.; Cook, R. B.; Post, W. M.; Huntzinger, D. N.; Schwalm, C.; Schaefer, K. M.; Jacobson, A. R.; Michalak, A. M.

2012-12-01

Terrestrial biogeochemistry modeling is a crucial component of carbon cycle research and provides unique capabilities to understand terrestrial ecosystems. The Multi-scale Synthesis and Terrestrial Model Intercomparison Project (MsTMIP) aims to identify key differences in model formulation that drive observed differences in model predictions of biospheric carbon exchange. To do so, the MsTMIP framework provides standardized prescribed environmental driver data and a standard model protocol to facilitate comparisons of modeling results from nearly 30 teams. Model performance is then evaluated against a variety of carbon-cycle related observations (remote sensing, atmospheric, and flux tower-based observations) using quantitative performance measures and metrics in an integrated evaluation framework. As part of this effort, we have harmonized highly diverse and heterogeneous environmental driver data, model outputs, and observational benchmark data sets to facilitate use and analysis by the MsTMIP team. In this presentation, we will describe the lessons learned from this data-intensive carbon cycle research. The data harmonization activity itself can be made more efficient with the consideration of proper tools, version control, workflow management, and collaboration within the whole team. The adoption of on-demand and interoperable protocols (e.g. OPeNDAP and Open Geospatial Consortium) makes data visualization and distribution more flexible. Users can customize and download data in specific spatial extent, temporal period, and different resolutions. The effort to properly organize data in an open and standard format (e.g. Climate & Forecast compatible netCDF) allows the data to be analysed by a dispersed set of researchers more efficiently, and maximizes the longevity and utilization of the data. The lessons learned from this specific experience can benefit efforts by the broader community to leverage diverse data resources more efficiently in scientific research.

Development and Application of a Novel Rasch-Based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and Utilization of an Undergraduate Diagnostic Test of the Water Cycle

ERIC Educational Resources Information Center

Romine, William L.; Schaffer, Dane L.; Barrow, Lloyd

2015-01-01

We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates' misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement…

The Development of a Cognitive Tool for Teaching and Learning Fractions in the Mathematics Classroom: A Design-Based Study

ERIC Educational Resources Information Center

Kong, S. C.

2008-01-01

Two cycles of design-based research of a cognitive tool (CT) for teaching fractions have been completed. Following the success of a quasi-experimental study of the enhanced CT derived from the second cycle of design-based research, this article reports the findings of a pre-test-post-test control group empirical study using the enhanced CT in the…

Toward an Improved Method of HSI Evaluation in Defense Acquisition

DTIC Science & Technology

2006-12-01

29 C. AN EXAMPLE: EXPRESSING THE DOMAINS OF HSI IN TERMS OF LIFE-CYCLE COSTS ................................................................... 30...Edit Parameter’ (A) and ‘Edit Interaction’ (B). . 38 Figure 13. HSI slider tool concept (From http://Kn.gd- ais.com/ASPs/ eLearning /HSI_Sliders...focusing on the human element of a system is the most likely method for increasing system performance and reducing system life-cycle costs (Booher

Research into the Impact of Bikeability Training on Children's Ability to Perceive and Appropriately Respond to Hazards When Cycling on the Road

ERIC Educational Resources Information Center

Hodgson, Claire; Worth, Jack

2015-01-01

Bikeability (2014) is described as "cycling proficiency for the 21st century". The training is practical, skill-based, outcome-led and designed to "boost the confidence of the trainee and to minimise risk". There are three levels of training and children typically start Bikeability lessons once they have learned to ride a bike.…

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

PubMed

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

Using narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children

NASA Astrophysics Data System (ADS)

Seely, Brian J.

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual complexity of this topic for young children, the design incorporated technological and design scaffolds within a narrative-based learning environment. In an effort to support learning, 14 participants (aged 5-9) were guided through the mobile app on tree life cycles by a comic-strip pedagogical agent, "Nutty the Squirrel", as they looked to explore and understand through guided observational practices and artifact creation tasks. In comparison to previous iterations of this DBR study, the overall patterns of talk found in this study were similar, with perceptual and conceptual talk being the first and second most frequently coded categories, respectively. However, this study coded considerably more instances of affective talk. This finding of the higher frequency of affective talk could possibly be explained by the relatively younger age of this iteration's participants, in conjunction with the introduced pedagogical agent, who elicited playfulness and delight from the children. The results also indicated a significant improvement when comparing the pretest results (mean score of .86) with the posttest results (mean score of 4.07, out of 5). Learners were not only able to recall the phases of a tree life cycle, but list them in the correct order. The comparison reports a significant increase, showing evidence of increased knowledge and appropriation of scientific vocabulary. The finding suggests the narrative was effective in structuring the complex material into a story for sense making. Future research with narratives should consider a design to promote learner agency through more interactions with the pedagogical agent and a conditional branching scenario framework to further evoke interest and engagement.

Development of a web-based learning medium on mechanism of labour for nursing students.

PubMed

Gerdprasert, Sailom; Pruksacheva, Tassanee; Panijpan, Bhinyo; Ruenwongsa, Pintip

2010-07-01

This study aimed to develop a web-based learning media on the process and mechanism of labour for the third-year university nursing and midwifery students. This media was developed based on integrating principles of the mechanism of labour with the 5Es inquiry cycle and interactive features of information technology. In this study, the web-based learning unit was used to supplement the conventional lecture as in the traditional teaching. Students' achievements were assessed by using the pre- and post-test on factual knowledge and semi-structured interviews on attitude to the unit. Supplementation with this learning unit made learning significantly more effective than the traditional lecture by itself. The students also showed positive attitude toward the learning unit. Copyright 2009 Elsevier Ltd. All rights reserved.

Incorporating comparative genomics into the design-test-learn cycle of microbial strain engineering.

PubMed

Sardi, Maria; Gasch, Audrey P

2017-08-01

Engineering microbes with new properties is an important goal in industrial engineering, to establish biological factories for production of biofuels, commodity chemicals and pharmaceutics. But engineering microbes to produce new compounds with high yield remains a major challenge toward economically viable production. Incorporating several modern approaches, including synthetic and systems biology, metabolic modeling and regulatory rewiring, has proven to significantly advance industrial strain engineering. This review highlights how comparative genomics can also facilitate strain engineering, by identifying novel genes and pathways, regulatory mechanisms and genetic background effects for engineering. We discuss how incorporating comparative genomics into the design-test-learn cycle of strain engineering can provide novel information that complements other engineering strategies. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Vocabulary learning in primary school children: working memory and long-term memory components.

PubMed

Morra, Sergio; Camba, Roberta

2009-10-01

The goal of this study was to investigate which working memory and long-term memory components predict vocabulary learning. We used a nonword learning paradigm in which 8- to 10-year-olds learned picture-nonword pairs. The nonwords varied in length (two vs. four syllables) and phonology (native sounding vs. including one Russian phoneme). Short, phonologically native nonwords were learned best, whereas learning long nonwords leveled off after a few presentation cycles. Linear structural equation analyses showed an influence of three constructs-phonological sensitivity, vocabulary knowledge, and central attentional resources (M capacity)-on nonword learning, but the extent of their contributions depended on specific characteristics of the nonwords to be learned. Phonological sensitivity predicted learning of all nonword types except short native nonwords, vocabulary predicted learning of only short native nonwords, and M capacity predicted learning of short nonwords but not long nonwords. The discussion considers three learning processes-effortful activation of phonological representations, lexical mediation, and passive associative learning-that use different cognitive resources and could be involved in learning different nonword types.

Inactivation of the Infralimbic but Not the Prelimbic Cortex Impairs Consolidation and Retrieval of Fear Extinction

ERIC Educational Resources Information Center

Laurent, Vincent; Westbrook, R. Frederick

2009-01-01

Rats were subjected to one or two cycles of context fear conditioning and extinction to study the roles of the prelimbic cortex (PL) and infralimbic cortex (IL) in learning and relearning to inhibit fear responses. Inactivation of the PL depressed fear responses across the first or second extinction but did not impair learning or relearning fear…

How Is the Freezing Point of a Binary Mixture of Liquids Related to the Composition? A Guided Inquiry Experiment

ERIC Educational Resources Information Center

Hunnicutt, Sally S.; Grushow, Alexander; Whitnell, Rob

2017-01-01

The principles of process-oriented guided inquiry learning (POGIL) are applied to a binary solid-liquid mixtures experiment. Over the course of two learning cycles, students predict, measure, and model the phase diagram of a mixture of fatty acids. The enthalpy of fusion of each fatty acid is determined from the results. This guided inquiry…

Learning to Read: The Reading Performance of Hong Kong Primary Students Compared with that in Developed Countries Around the World in PIRLS 2001 and 2006

ERIC Educational Resources Information Center

Lam, Joseph W. I.; Cheung, Wai Ming; Lam, Raymond Y. H.

2009-01-01

Being literate is fundamental for learning most school subjects. The International Association for the Evaluation of Educational Achievement (IEA) conducts a regular cycle of studies of children's reading literacy and the factors associated with literacy acquisition in countries around the world. The Progress in International Reading Literacy…

The Implementation of Cooperative Learning Model "Number Heads Together" ("NHT") in Improving the Students' Ability in Reading Comprehension

ERIC Educational Resources Information Center

Maman, Mayong; Rajab, Andi Aryani

2016-01-01

The study aimed at describing the implementation of cooperative learning model of (NHT) at student of SMPN 2 Maros. The method used was a classroom action research in two cycles. Data were collected using the test for the quantitative and non-test for the qualitative by employing observation, field note, student's workbook, student's reflection…

Harmony in Career Learning and Scholastic System (Project HI-CLASS) 1989-90. OREA Final Evaluation Report.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.

An evaluation was done of New York City Board of Education's Project Harmony in Career Learning and Scholastic System (Project HI-CLASS) for 1989-90. In its second year of a funding cycle, the project offered 635 Chinese- and Spanish-speaking high school students of limited English proficiency instruction in English as a Second Language (ESL),…

Learning about Marine Biology. Superific Science Book VI. A Good Apple Science Activity Book for Grades 5-8+.

ERIC Educational Resources Information Center

Conway, Lorraine

Based on the assumption that most students have a natural curiosity about the plant and animal life residing in the oceans, this document provides students in grades five through eight with activities in marine biology. The book provides illustrated information and learning activities dealing with: (1) diatoms; (2) the life cycle of the jellyfish;…

Impressions of Action and Critical Action Learning: Exploring the Leadership Development of Senior Doctors in an English Healthcare Organization

ERIC Educational Resources Information Center

McCray, Janet; Warwick, Rob; Palmer, Adam

2018-01-01

This paper aims to explore the influence of one cycle of a learning set experience in a postgraduate medical leadership development programme. It does so from two perspectives: first, from the self-reports of nine senior doctors working in leadership roles in England in the National Health Service; and second from a researcher perspective as we…

Capabilities for Learning to Read: An Investigation of Social and Economic Effects for Grade 6 Learners in Southern and East Africa

ERIC Educational Resources Information Center

Smith, Michele; Barrett, Angeline M.

2011-01-01

This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan…

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

PubMed

Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. ©Selma Omer, Sunhea Choi, Sarah Brien, Marcus Parry. Originally published in JMIR Medical Education (http://mededu.jmir.org), 27.09.2017.

Sex and estrous cycle differences in immediate early gene activation in the hippocampus and the dorsal striatum after the cue competition task.

PubMed

Yagi, Shunya; Drewczynski, Dimka; Wainwright, Steven R; Barha, Cindy K; Hershorn, Olivia; Galea, Liisa A M

2017-01-01

The hippocampus and dorsal striatum are important structures involved in place and response learning strategies respectively. Both sex and estrous cycle phase differences in learning strategy preference exist following cue competition paradigms. Furthermore, significant effects of sex and learning strategy on hippocampal neural plasticity have been reported. However, associations between learning strategy and immediate early gene (IEG) expression in the hippocampus and dorsal striatum are not completely understood. In the current study we investigated the effects of sex and estrous cycle phase on strategy choice and IEG expression in the hippocampus and dorsal striatum of rats following cue competition training in the Morris water maze. We found that proestrous rats were more likely to choose a place strategy than non-proestrous or male rats. Although male cue strategy users travelled greater distances than the other groups on the first day of training, there were no other sex or strategy differences in the ability to reach a hidden or a visible platform. Female place strategy users exhibited greater zif268 expression and male place strategy users exhibited greater cFos expression compared to all other groups in CA3. Furthermore, cue strategy users had greater expression of cFos in the dorsal striatum than place strategy users. Shorter distances to reach a visible platform were associated with less activation of cFos in CA3 and CA1 of male place strategy users. Our findings indicate multiple differences in brain activation with sex and strategy use, despite limited behavioral differences between the sexes on this cue competition paradigm. Copyright © 2016 Elsevier Inc. All rights reserved.

An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology.

PubMed

Basey, John M; Maines, Anastasia P; Francis, Clinton D; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. © 2014 J. M. Basey et al. CBE—Life Sciences Education © 2014 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).

The negative cell cycle regulator, Tob (transducer of ErbB-2), is involved in motor skill learning

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

Wang Xinming; Shanghai Institute of Physiology, Shanghai Institutes for Biological Sciences, Chinese Academy of Sciences, 320 Yue-Yang Road, Shanghai 200031; Gao Xiang

Tob (transducer of ErbB-2) is a negative cell cycle regulator with anti-proliferative activity in peripheral tissues. Our previous study identified Tob as a protein involved in hippocampus-dependent memory consolidation (M.L. Jin, X.M. Wang, Y.Y. Tu, X.H. Zhang, X. Gao, N. Guo, Z.Q. Xie, G.P. Zhao, N.H. Jing, B.M. Li, Y.Yu, The negative cell cycle regulator, Tob (Transducer of ErbB-2), is a multifunctional protein involved in hippocampus-dependent learning and memory, Neuroscience 131 (2005) 647-659). Here, we provide evidence that Tob in the central nervous system is engaged in acquisition of motor skill. Tob has a relatively high expression in the cerebellum.more » Tob expression is up-regulated in the cerebellum after rats receive training on a rotarod-running task. Rats infused with Tob antisense oligonucleotides into the 4th ventricle exhibit a severe deficit in running on a rotating rod or walking across a horizontally elevated beam.« less

Reference memory, anxiety and estrous cyclicity in C57BL/6NIA mice are affected by age and sex.

PubMed

Frick, K M; Burlingame, L A; Arters, J A; Berger-Sweeney, J

2000-01-01

Age-related changes in learning and memory are common in rodents. However, direct comparisons of the effects of aging on learning and memory in both males and females are lacking. The present study examined whether memory deteriorates with increasing age in C57BL/6NIA mice, and whether age-related changes in learning and memory are similar in both sexes. Male and female mice (five, 17 and 25 months of age) were tested in a battery of behavioral tasks including the Morris water maze (spatial and non-spatial reference memory), simple odor discrimination (olfactory reference memory), plus maze (anxiety/exploration), locomotor activity, and basic reflexes. Five-month-old mice learned the water maze and odor discrimination tasks rapidly. Relative to five-month-old mice, 25-month-old mice exhibited impaired spatial and olfactory reference memory, but intact non-spatial reference memory. The spatial reference memory of 17-month-old mice was also impaired, but less so than 25-month mice. Seventeen-month-old mice exhibited intact non-spatial (visual and olfactory) reference memory. Five and 25-month-old mice had similar levels of plus maze exploration and locomotor activity, whereas 17-month-old mice were more active than both groups and were slightly less exploratory than five-month-old mice. Although sex differences were not observed in the five- and 25-month groups, 17-month-old females exhibited more impaired spatial reference memory and increased anxiety relative to 17-month-old males. Estrous cycling in females deteriorated significantly with increased age; all 25-month-old females had ceased cycling and 80% of 17-month-old females displayed either irregular or absent estrous cycling. This study is the first to directly compare age-related mnemonic decline in male and female mice. The results suggest that: (i) aged mice exhibit significant deficits in spatial and olfactory reference memory relative to young mice, whereas middle-aged mice exhibit only a moderate spatial memory deficit and; (ii) spatial reference memory decline begins at an earlier age in females than in males, a finding that may be related to the cessation of estrous cycling.

Sit Down with Sabin: Margaret Torn: The Carbon Cycle Like You've Never Seen It (LBNL Summer Lecture Series)

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

Russell, Sabin; Torn, Margaret

2011-07-06

Lawrence Berkeley National Laboratory soil scientist Margaret Torn appears July 6, 2011 on "Sit Down with Sabin," a weekly conversation in which former reporter Sabin Russell chats with Berkeley Lab staff about innovative science. Torn discusses how she travels the world to learn more about soil's huge role in the global carbon cycle. Brought to you by Berkeley Lab Public Affairs.

Developing learning trajectory on the circumference of a cycle with realistic mathematics education (RME)

NASA Astrophysics Data System (ADS)

Indriani, Novi; Julie, Hongki

2017-08-01

According Nuranisa, the students' difficulties on a lesson about the circumference of a circle were to understand the concept of what was the circumference of a circle and solve problems associated with the circumference of a circle [8]. According Nuranisa, this is because the teacher only gives a formula to find the circumference of a circle without helping students to construct the formula [8]. The purposes of this study were (1) to develop the hypothetical learning trajectory (HLT) for the cycle circumference material, (2) to describe the student results from the HLT implementation. The type of research used in this research was the design research developed by Gravemeijer and Cobb (2006). According Gravemeijer and Cobb, the design research was divided into three stages: (1) preparing for the experiment, (2) design experiments, and (3) retrospective analysis [6]. In this study, researchers developed the student learning trajectories which were help students to construct their knowledge about the understanding and how to calculate the circumference of a circle. The context used on the students' learning trajectory was sports and arts event. The learning trajectory has been tried out for 15 grade five students on the Budya Wacana elementary school in Yogyakarta. In this paper, researchers would describe how the learning trajectory traversed students to construct their knowledge about the understanding and how to calculate the circumference of the circle and the student thinking process on the understanding and how to calculate the circumference of a circle. The results showed that students could construct about the understanding of the circumference of a circle and how to calculate the circumference of a circle through the student learning trajectory.

Unifying concepts in the high school biology curriculum, one or many: An investigation of rural, suburban, and urban schools

NASA Astrophysics Data System (ADS)

Brown, Judith Ann

2000-10-01

Nine high school biology teachers from rural, suburban, and urban school settings, were interviewed about what idea, topic, or concept, if any, they use to unify their high school biology curriculum. Professional scientists and educational organizations have proposed that high school biology teachers use "biological evolution" as a unifying concept of their curriculum. Interviews, concept maps, and classroom syllabi and outlines were provided as data for these nine case studies. Each teacher was asked what topics were included in their curriculum to determine if a wide enough content was taught to warrant unification. The teachers' responses were compared to content and concepts listed in the National Science Content Standards, the Washington State Essential Academic Learning Requirements for Science, and a paper (Hurd, Bybee, Kahle, and Yager, 1980) that proposed what and how topics should be taught in the high school biology class by the year 2000. The nine teachers were asked to draw a concept map showing how these topics were interrelated and what concept, if any, "unified" them. A unifying concept is defined as a concept introduced early in the year and referred back to whenever new topics are introduced illustrating how the new topic is related to the previous ones through this unifying concept. Seven of the nine teachers did use at least one unifying concept. Two use evolution or natural selection, two use the web of life, two use the characteristics of life, and one uses scientific inquiry. The data collected in this study indicate high school teachers use these concepts such as the web of life and the characteristics of life because they believe they are easily understood by their students and less controversial than the theory of evolution. This study also presents evidence that school setting has minimal influence on what concept teachers use to unify their curriculum and that teachers have a significant amount of academic freedom to choose what they want to teach and how they want to teach it. The data suggests that teachers choose their unifying concept based on their personal beliefs of what their students will accept and on their past interactions with parents, students, and administrators when various unifying concepts were used.

A learning-based markerless approach for full-body kinematics estimation in-natura from a single image.

PubMed

Drory, Ami; Li, Hongdong; Hartley, Richard

2017-04-11

We present a supervised machine learning approach for markerless estimation of human full-body kinematics for a cyclist from an unconstrained colour image. This approach is motivated by the limitations of existing marker-based approaches restricted by infrastructure, environmental conditions, and obtrusive markers. By using a discriminatively learned mixture-of-parts model, we construct a probabilistic tree representation to model the configuration and appearance of human body joints. During the learning stage, a Structured Support Vector Machine (SSVM) learns body parts appearance and spatial relations. In the testing stage, the learned models are employed to recover body pose via searching in a test image over a pyramid structure. We focus on the movement modality of cycling to demonstrate the efficacy of our approach. In natura estimation of cycling kinematics using images is challenging because of human interaction with a bicycle causing frequent occlusions. We make no assumptions in relation to the kinematic constraints of the model, nor the appearance of the scene. Our technique finds multiple quality hypotheses for the pose. We evaluate the precision of our method on two new datasets using loss functions. Our method achieves a score of 91.1 and 69.3 on mean Probability of Correct Keypoint (PCK) measure and 88.7 and 66.1 on the Average Precision of Keypoints (APK) measure for the frontal and sagittal datasets respectively. We conclude that our method opens new vistas to robust user-interaction free estimation of full body kinematics, a prerequisite to motion analysis. Copyright © 2017 Elsevier Ltd. All rights reserved.

Post-learning stress differentially affects memory for emotional gist and detail in naturally cycling women and women on hormonal contraceptives

PubMed Central

Nielsen, Shawn E.; Ahmed, Imran; Cahill, Larry

2014-01-01

Sex differences in emotional memory have received increasing interest over the past decade. However, to date, no work has explored how a post-learning stressor might modulate the influence of sex hormone status on memory for gist and peripheral detail in an emotional versus neutral context. Here, we tested three predictions. First, compared to naturally cycling women (NC women) in the luteal phase, women on hormonal contraception (HC women) would have significantly blunted HPA reactivity to physical stress. Second, post-learning stress would enhance detail and gist memory from an emotional story in NC women, and finally, post-learning stress would not affect emotional memory for details or gist in HC women. Healthy NC and HC women viewed a brief, narrated story containing neutral or emotionally arousing elements. Immediately after, Cold Pressor Stress (CPS) or a control procedure was administered. One week later, participants received a surprise free recall test for story elements. NC women exhibited significantly greater cortisol increases to CPS compared to HC women. NC women who viewed the emotional story and were administered CPS recalled the most peripheral details overall and more gist from the emotional compared to the neutral story. In HC women, however, the post-learning cortisol release did not affect memory for gist or peripheral details from the emotional or neutral story in any way. Additionally, NC and HC women performed similarly on measures of attention and arousal. These findings suggest that in women, post-learning stress differentially affects memory for emotional information depending on their hormonal contraceptive status. PMID:24841741

Multilayer Joint Gait-Pose Manifolds for Human Gait Motion Modeling.

PubMed

Ding, Meng; Fan, Guolian

2015-11-01

We present new multilayer joint gait-pose manifolds (multilayer JGPMs) for complex human gait motion modeling, where three latent variables are defined jointly in a low-dimensional manifold to represent a variety of body configurations. Specifically, the pose variable (along the pose manifold) denotes a specific stage in a walking cycle; the gait variable (along the gait manifold) represents different walking styles; and the linear scale variable characterizes the maximum stride in a walking cycle. We discuss two kinds of topological priors for coupling the pose and gait manifolds, i.e., cylindrical and toroidal, to examine their effectiveness and suitability for motion modeling. We resort to a topologically-constrained Gaussian process (GP) latent variable model to learn the multilayer JGPMs where two new techniques are introduced to facilitate model learning under limited training data. First is training data diversification that creates a set of simulated motion data with different strides. Second is the topology-aware local learning to speed up model learning by taking advantage of the local topological structure. The experimental results on the Carnegie Mellon University motion capture data demonstrate the advantages of our proposed multilayer models over several existing GP-based motion models in terms of the overall performance of human gait motion modeling.

Improving the primary school science learning unit about force and motion through lesson study

NASA Astrophysics Data System (ADS)

Phaikhumnam, Wuttichai; Yuenyong, Chokchai

2018-01-01

The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study.

Revisit of Machine Learning Supported Biological and Biomedical Studies.

PubMed

Yu, Xiang-Tian; Wang, Lu; Zeng, Tao

2018-01-01

Generally, machine learning includes many in silico methods to transform the principles underlying natural phenomenon to human understanding information, which aim to save human labor, to assist human judge, and to create human knowledge. It should have wide application potential in biological and biomedical studies, especially in the era of big biological data. To look through the application of machine learning along with biological development, this review provides wide cases to introduce the selection of machine learning methods in different practice scenarios involved in the whole biological and biomedical study cycle and further discusses the machine learning strategies for analyzing omics data in some cutting-edge biological studies. Finally, the notes on new challenges for machine learning due to small-sample high-dimension are summarized from the key points of sample unbalance, white box, and causality.

Duplication of the genome in normal and cancer cell cycles.

PubMed

Bandura, Jennifer L; Calvi, Brian R

2002-01-01

It is critical to discover the mechanisms of normal cell cycle regulation if we are to fully understand what goes awry in cancer cells. The normal eukaryotic cell tightly regulates the activity of origins of DNA replication so that the genome is duplicated exactly once per cell cycle. Over the last ten years much has been learned concerning the cell cycle regulation of origin activity. It is now clear that the proteins and cell cycle mechanisms that control origin activity are largely conserved from yeast to humans. Despite this conservation, the composition of origins of DNA replication in higher eukaryotes remains ill defined. A DNA consensus for predicting origins has yet to emerge, and it is of some debate whether primary DNA sequence determines where replication initiates. In this review we outline what is known about origin structure and the mechanism of once per cell cycle DNA replication with an emphasis on recent advances in mammalian cells. We discuss the possible relevance of these regulatory pathways for cancer biology and therapy.

Water Treatment: Can You Purify Water for Drinking?

ERIC Educational Resources Information Center

Harris, Mary E.

1996-01-01

Presents a three-day mini unit on purification of drinking water that uses the learning cycle approach. Demonstrates the typical technology that water companies use to provide high-quality drinking water. (JRH)

Disaster easily averted? Data confidentiality and the hospital desktop computer.

PubMed

Sethi, Neeraj; Lane, Gethin; Newton, Sophie; Egan, Philip; Ghosh, Samit

2014-05-01

We specifically identified the hospital desktop computer as a potential source of breaches in confidentiality. We aimed to evaluate if there was accessible, unprotected, confidential information stored on the desktop screen on computers in a district general hospital and if so, how a teaching intervention could improve this situation. An unannounced spot check of 59 ward computers was performed. Data were collected regarding how many had confidential information stored on the desktop screen without any password protection. An online learning module was mandated for healthcare staff and a second cycle of inspection performed. A district general hospital. Two doctors conducted the audit. Computers in clinical areas were assessed. All clinical staff with computer access underwent the online learning module. An online learning module regarding data protection and confidentiality. In the first cycle, 55% of ward computers had easily accessible patient or staff confidential information stored on their desktop screen. This included handovers, referral letters, staff sick leave lists, audits and nursing reports. The majority (85%) of computers accessed were logged in under a generic username and password. The intervention produced an improvement in the second cycle findings with only 26% of computers being found to have unprotected confidential information stored on them. The failure to comply with appropriate confidential data protection regulations is a persistent problem. Education produces some improvement but we also propose a systemic approach to solving this problem. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Eliciting design patterns for e-learning systems

NASA Astrophysics Data System (ADS)

Retalis, Symeon; Georgiakakis, Petros; Dimitriadis, Yannis

2006-06-01

Design pattern creation, especially in the e-learning domain, is a highly complex process that has not been sufficiently studied and formalized. In this paper, we propose a systematic pattern development cycle, whose most important aspects focus on reverse engineering of existing systems in order to elicit features that are cross-validated through the use of appropriate, authentic scenarios. However, an iterative pattern process is proposed that takes advantage of multiple data sources, thus emphasizing a holistic view of the teaching learning processes. The proposed schema of pattern mining has been extensively validated for Asynchronous Network Supported Collaborative Learning (ANSCL) systems, as well as for other types of tools in a variety of scenarios, with promising results.

Sensorimotor Learning in a Computerized Athletic Training Battery.

PubMed

Krasich, Kristina; Ramger, Ben; Holton, Laura; Wang, Lingling; Mitroff, Stephen R; Gregory Appelbaum, L

2016-01-01

Sensorimotor abilities are crucial for performance in athletic, military, and other occupational activities, and there is great interest in understanding learning in these skills. Here, behavioral performance was measured over three days as twenty-seven participants practiced multiple sessions on the Nike SPARQ Sensory Station (Nike, Inc., Beaverton, Oregon), a computerized visual and motor assessment battery. Wrist-worn actigraphy was recorded to monitor sleep-wake cycles. Significant learning was observed in tasks with high visuomotor control demands but not in tasks of visual sensitivity. Learning was primarily linear, with up to 60% improvement, but did not relate to sleep quality in this normal-sleeping population. These results demonstrate differences in the rate and capacity for learning across perceptual and motor domains, indicating potential targets for sensorimotor training interventions.

Nucleolar asymmetry and the importance of septin integrity upon cell cycle arrest

PubMed Central

Rai, Urvashi; Najm, Fadi

2017-01-01

Cell cycle arrest can be imposed by inactivating the anaphase promoting complex (APC). In S. cerevisiae this arrest has been reported to stabilize a metaphase-like intermediate in which the nuclear envelope spans the bud neck, while chromatin repeatedly translocates between the mother and bud domains. The present investigation was undertaken to learn how other features of nuclear organization are affected upon depletion of the APC activator, Cdc20. We observe that the spindle pole bodies and the spindle repeatedly translocate across the narrow orifice at the level of the neck. Nevertheless, we find that the nucleolus (organized around rDNA repeats on the long right arm of chromosome XII) remains in the mother domain, marking the polarity of the nucleus. Accordingly, chromosome XII is polarized: TelXIIR remains in the mother domain and its centromere is predominantly located in the bud domain. In order to learn why the nucleolus remains in the mother domain, we studied the impact of inhibiting rRNA synthesis in arrested cells. We observed that this fragments the nucleolus and that these fragments entered the bud domain. Taken together with earlier observations, the restriction of the nucleolus to the mother domain therefore can be attributed to its massive structure. We also observed that inactivation of septins allowed arrested cells to complete the cell cycle, that the alternative APC activator, Cdh1, was required for completion of the cell cycle and that induction of Cdh1 itself caused arrested cells to progress to the end of the cell cycle. PMID:28339487

Gesture Recognition for Educational Games: Magic Touch Math

NASA Astrophysics Data System (ADS)

Kye, Neo Wen; Mustapha, Aida; Azah Samsudin, Noor

2017-08-01

Children nowadays are having problem learning and understanding basic mathematical operations because they are not interested in studying or learning mathematics. This project proposes an educational game called Magic Touch Math that focuses on basic mathematical operations targeted to children between the age of three to five years old using gesture recognition to interact with the game. Magic Touch Math was developed in accordance to the Game Development Life Cycle (GDLC) methodology. The prototype developed has helped children to learn basic mathematical operations via intuitive gestures. It is hoped that the application is able to get the children motivated and interested in mathematics.

Engineering Lessons Learned and Systems Engineering Applications

NASA Technical Reports Server (NTRS)

Gill, Paul S.; Garcia, Danny; Vaughan, William W.

2005-01-01

Systems Engineering is fundamental to good engineering, which in turn depends on the integration and application of engineering lessons learned. Thus, good Systems Engineering also depends on systems engineering lessons learned from within the aerospace industry being documented and applied. About ten percent of the engineering lessons learned documented in the NASA Lessons Learned Information System are directly related to Systems Engineering. A key issue associated with lessons learned datasets is the communication and incorporation of this information into engineering processes. As part of the NASA Technical Standards Program activities, engineering lessons learned datasets have been identified from a number of sources. These are being searched and screened for those having a relation to Technical Standards. This paper will address some of these Systems Engineering Lessons Learned and how they are being related to Technical Standards within the NASA Technical Standards Program, including linking to the Agency's Interactive Engineering Discipline Training Courses and the life cycle for a flight vehicle development program.

A Comparative Study Teaching Chemistry Using the 5E Learning Cycle and Traditional Teaching with a Large English Language Population in a Middle-School Setting

ERIC Educational Resources Information Center

McWright, Cynthia Nicole Pendleton

2017-01-01

For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist…

Sustaining Equipment and the Rapid Acquisition Process: The Forgotten Phase

DTIC Science & Technology

2012-02-24

Operation of the Defense Acquisition System,” December 8, 2008. 7 Rasch , Robert. A, Jr. Lessons Learned from Rapid Acquisition: Better, Faster, Cheaper...Life Cycle Management Responsibilities,” Defense AR Journal, 17.2 (April 2010): 183. 37 Robert A. Rasch , Lessons Learned from Rapid Acquisition: Better...Accountability Office (GAO) Report, Subject: Rapid Acquisition of Mine Resistant Protected Vehicles, July 15, 2008, 4. 39 Ibid. 40 Ibid. 41 Robert A. Rasch

Half-Life Learning Curves in the Defense Acquisition Life Cycle

DTIC Science & Technology

2012-07-01

International Journal of Production Economics , 83(1), 95–111. Jaber, M. Y., & Bonney, M. (2007). Economic Manufacture Quantity (EMQ) model with lot...size dependent learning and forgetting rates. International Journal of Production Economics , 108(1–2), 359–367. Jaber, M.Y., & Guiffrida, A. L. (2008...189(1), 93–104. Jaber, M. Y., Hemant, K. V., & Darwin D. J. (2003). Countering forgetting through training and deployment. International Journal of

Speaking of Tomatoes.

ERIC Educational Resources Information Center

Lee, Sherry

1983-01-01

High school students at the Texas School for the Deaf can participate in a horticulture class featuring both theoretical and practical knowledge of hydroponics. The course allows students to learn life cycle concepts while engaging in a new technology. (CL)

Sleep Disorders (PDQ®)—Patient Version

Cancer.gov

Sleep disorders (such as insomnia, sleep apnea, daytime sleepiness, sleep cycle problems, sleep walking, etc.) are common in people with cancer. Learn more about sleep disorders and treatment approaches for them in this expert-reviewed summary.