Keiko, Killer Whale. [Lesson Plan].

ERIC Educational Resources Information Center

Discovery Communications, Inc., Bethesda, MD.

This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a…

Insights from Students' Private Work in Their Notebooks: How Do Students Learn from the Teacher's Examples?

ERIC Educational Resources Information Center

Yau, King Woon; Mok, Ida Ah Chee

2016-01-01

Students' seatwork plays an important part in their learning in their lessons, and very often, students record their private work in the notebooks during seatwork. The students' private work in their notebooks reflects students' learning and thinking, representing explicit learning outcomes. The students' private work in their notebooks of 14…

What Positive Lessons Have You Learned from English Class about Working with Other People?

ERIC Educational Resources Information Center

Cook, Bailey; Keefe, Bailey; Gray, Angela; Li, Justin; Miller, Kevin

2010-01-01

This article provides a forum for students to share their experiences and lessons learned from English class about working with other people. The first author thinks it is a good idea to have split-level classes because it opens up new opportunities to meet people and teaches one many good lessons about working with other people. The second author…

Flowers, Beautiful Flowers

ERIC Educational Resources Information Center

School Arts: The Art Education Magazine for Teachers, 2005

2005-01-01

In the lesson described, the middle school students had been studying the artist Georgia O'Keeffe and the history of her work. Students enhanced their flower portraits by adding a matching border and connecting the lesson to other subject areas. Students dissected a flower and drew a small diagram of the flower and labeled the parts. This is an…

Planning Lessons for Refugee-Background Students: Challenges and Strategies

ERIC Educational Resources Information Center

Miller, Jennifer; Windle, Joel Austin; Yazdanpanah, Lilly K.

2014-01-01

This article examines the ways teachers plan lessons for English as an Additional Language (EAL) students from refugee backgrounds in secondary school transition programs. Based on a study of teachers working with students in three Victorian schools, we identify the key challenges teachers face in planning and the strategies they adopt to confront…

Development of concept-based physiology lessons for biomedical engineering undergraduate students.

PubMed

Nelson, Regina K; Chesler, Naomi C; Strang, Kevin T

2013-06-01

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.

Lesson 1: Mountains Matter.

ERIC Educational Resources Information Center

Byers, Alton; Gilligan, Nancy; Golston, Syd; Linville, Rex

1999-01-01

Provides a lesson that enables students to explain the global importance of mountains by applying the five themes of geography (location, place, relationships within places, movement, and regions) to a particular mountain range. Explains that students work in teams to prepare a brochure about their mountain range. (CMK)

Found Poetry

ERIC Educational Resources Information Center

Bruce, Wendy

2005-01-01

The lesson described in this article provides a wonderful opportunity for fourth graders to integrate reading and writing into a visual art experience. After an exploration of books, students create an artist's book that uses language as respiration. Through this lesson, students explore and understand prospective content for works of art.

Unintended knowledge learnt in primary science practical lessons

NASA Astrophysics Data System (ADS)

Park, Jisun; Abrahams, Ian; Song, Jinwoong

2016-11-01

This study explored the different kinds of unintended learning in primary school practical science lessons. In this study, unintended learning has been defined as student learning that was found to occur that was not included in the teachers learning objectives for that specific lesson. A total of 22 lessons, taught by five teachers in Korean primary schools with 10- to 12-year-old students, were audio-and video recorded. Pre-lesson interviews with the teachers were conducted to ascertain their intended learning objectives. Students were asked to write short memos after the lesson about what they learnt. Post-lesson interviews with students and teachers were undertaken. What emerged was that there were three types of knowledge that students learnt unintentionally: factual knowledge gained by phenomenon-based reasoning, conceptual knowledge gained by relation- or model-based reasoning, and procedural knowledge acquired by practice. Most unintended learning found in this study fell into the factual knowledge and only a few cases of conceptual knowledge were found. Cases of both explicit procedural knowledge and implicit procedural knowledge were found. This study is significant in that it suggests how unintended learning in practical work can be facilitated as an educative opportunity for meaningful learning by exploring what and how students learnt.

Using Classroom Recordings in Educational History Research. An East German Civics Lesson

ERIC Educational Resources Information Center

Jehle, May; Blessing, Benita

2014-01-01

Students learned in civics lessons in the German Democratic Republic (GDR, or East Germany) that their socialist society uniquely guaranteed all individuals the right to work, and that, as good socialists, they had the duty to take on socially meaningful work. Using the example of a video recording of an East German civics lesson and its…

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2018-06-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

Assessment of Understanding: Student Teachers' Preparation, Implementation and Reflection of a Lesson Plan for Science

NASA Astrophysics Data System (ADS)

Juhler, Martin Vogt

2017-05-01

Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils' learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers' field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study.

What Works Clearinghouse Quick Review: "Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges" examined the effects of performance-based scholarships for low-income community college students (ages 22-35) who were required to enroll in remedial courses. The study evaluated the impact of the scholarships on continued community college…

Tools for Getting Along. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and…

Food Service.

ERIC Educational Resources Information Center

Furneisen, Barbara K.

Written to teach deaf students skills in food services, this guide and the two related documents (see note) present practical skills needed to work in a school dining room setting serving approximately two hundred students and faculty. Eleven units are included, with each unit containing from three to eleven lessons. Each lesson includes an…

Evaluating Eyewitness Reports [Lesson Plan].

ERIC Educational Resources Information Center

2000

This lesson offers students experience in making historical meaning from eyewitness accounts that present a range of different perspectives. Students begin with a case study in working with alternative reports of a single event: the Great Chicago Fire of 1871. First, they compare two newspaper reports on the fire, then two memoirs of the fire…

1900 America: Historical Voices, Poetic Visions. Learning Page Lesson Plan.

ERIC Educational Resources Information Center

Beckmann, Chris; Gehler, David

To better understand the turn-of-the-century United States, this interdisciplinary lesson (covering 6-8 weeks) integrates use of primary resources with historical and literary analysis. Students work in groups and express themselves creatively through a multi-media epic poem. The artistic models for the students' multi-media epic poem are Walt…

Skills for Action. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Skills for Action," a program to build positive character values and life and citizenship skills for students in grades 9-12, includes classroom lessons and service learning. The program, with more than 100 lessons focused around 26 personal, social, and thinking skills, ranges from one semester to four years in length. Students explore…

Cultural Reflections: Work, Politics and Daily Life in Geramny. Social Studies Lessons.

ERIC Educational Resources Information Center

Blankenship, Glen; Tinkler, D. William

This curriculum packet, designed for high school students, contains student activities that focus on worker training and apprenticeship programs, structure of the school system, family income, leisure time activities, structure of the federal government, and social programs/health care. The three lessons may be used individually via integration…

Using the Internet To Investigate Algebra.

ERIC Educational Resources Information Center

Sherwood, Walter

The lesson plans in this book engage students by using a tool they enjoy--the Internet--to explore key concepts in algebra. Working either individually or in groups, students learn to approach algebra from a problem solving perspective. Each lesson shows learners how to use the Internet as a resource for gathering facts, data, and other…

Energy matters: An investigation of drama pedagogy in the science classroom

NASA Astrophysics Data System (ADS)

Alrutz, Megan

The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of the science content, the data also revealed missed opportunities for sense-making within the delivery of several drama-based science lessons. In conclusion, this study demonstrates how the integration of drama and science prepares students for seeking, accessing, and organizing information in different ways, providing multiple means for students to build knowledge and understanding for actively participating in the changing world around us.

Considering Community Psychology Competencies: A Love Letter to Budding Scholar-Activists Who Wonder if They Have What It Takes.

PubMed

Langhout, Regina Day

2015-06-01

Recently, community psychologists have re-vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I-a white working class woman academic-learned about my competency development through my research collaborations, using the lens of affective politics. I describe three lessons, from school-based research sites (elementary schools serving working class students of color and one elite liberal arts school serving wealthy white students). The first lesson, from an elementary school, concerns ethical, reflective practice. I discuss understanding my affect as a barometer of my ability to conduct research from a place of solidarity. The second lesson, which centers community inclusion and partnership, illustrates how I learned about the importance of "before the beginning" conversations concerning social justice and conflict when working in elementary schools. The third lesson concerns community education, information dissemination, and building public awareness. This lesson, from a college, taught me that I could stand up and speak out against classism in the face of my career trajectory being threatened. With these lessons, I flesh out key aspects of community practice competencies.

Language![R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"LANGUAGE!"[R] is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the…

Beginning Korean. Yale Linguistic Series.

ERIC Educational Resources Information Center

Martin, Samuel E.; Lee, Young-Sook C.

A "model of structural linguistic analysis as well as a teaching tool," this text is designed to give the student a comprehensive grasp of the essentials of modern Korean in 25 lessons, with 5 review lessons, leading to advanced levels of proficiency. It is intended to be used by adult students working either in classes or by themselves,…

Latin Revived: Source-Based Vocabulary Lessons Courtesy of Harry Potter

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Nilsen, Don L. F.

2006-01-01

Teachers can build on students' familiarity with and respect for the Harry Potter books to create source-based vocabulary lessons. The idea is to work with the Latin roots that J. K. Rowling uses to create original names for places, people, and magical charms and then to extend students' knowledge through exploration of additional English words…

Construction of Tasks in Order to Develop and Promote Classroom Communication in Mathematics

ERIC Educational Resources Information Center

Olteanu, Lucian

2015-01-01

In this article, the focus is on task construction and the importance of this process to develop and promote classroom communication in mathematics. The students' tests, examination of students' mathematical work, the teachers' lesson plans, and reports of the lessons' instructions are the basic data for this article. The analysis indicated that…

"Worth Ten Men on a Rope": A Lesson Plan on Sea Chanties.

ERIC Educational Resources Information Center

Kracht, James B.

In this lesson, middle school students explore a musical expression, the sea chantey, which provided a rhythm necessary to help 19th century sailors work together. Objectives are to help students understand the purpose of sea chanties, realize how different types of chanties were especially suited to different types of jobs, and identify the…

If Your Mother Says She Loves You, Check It Out

ERIC Educational Resources Information Center

Kritzberg, Barry

2007-01-01

In this article, the author describes the first lesson for his Chicago History Workshop, a course designed to take students beyond the Gradgrind memorization of facts approach and to introduce them, through a series of critical reading exercises, to the ways that historians actually work. In this lesson, the students begin to see that history is…

Too Good for Drugs and Violence. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Too Good for Drugs and Violence" is designed to promote high school students' prosocial skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons and an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Students engage…

Dr. King's Dream. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

This lesson plan teaches students about the life and work of Martin Luther King, Jr. Students listen to a brief biography, view photographs of the March on Washington, hear a portion of King's "I Have a Dream" speech, and discuss what King's words mean to them. Finally, they will create picture books about their own dreams of freedom for…

Modeling Lunar Phases in the Classroom: A Hands-On Interactive Lesson

NASA Astrophysics Data System (ADS)

Sarrazine, Angela R.

2007-12-01

Using Power-Point technology and hands-on materials, a 45 minute lesson has been created to allow students to explore the cause of lunar phases. Students work in cooperative pairs to model the different phases of the moon. In addition, this lesson does not require a bright light source. Using a partially painted Styrofoam ball, a small cup of Play-dough, a simple, protractor, and a data collection sheet, students observe the lunar phases and measure the angle between the sun and the moon. Students place the moon model in eight different positions simulating its orbit around the earth and record the observed changes. The Power-Point presentation contains three segments. The first section allows the teacher to determine the students’ level of prior knowledge about the moon and to uncover possible misconceptions. The second section facilitates the students’ learning by displaying the proper alignment of the model and the proper viewing position for the students. Finally, the presentation culminates in a review of what the students have just observed. This lesson has been created to meet Georgia Performance Standards (GPS) for 4th grade science regarding the cause of lunar phases. Teacher and student responses to this lesson have been extremely positive.

Assessment and the Aims of the Curriculum: An Explorer's Journey

ERIC Educational Resources Information Center

Black, Paul

2014-01-01

This article considers lessons learnt through involvement in several assessment projects. Early experience, in university work and in school examinations, led to an opportunity to help establish a novel system of assessment for an innovative school curriculum. Different lessons were then learnt from work on a national survey of school students'…

Pre-Service Mathematics Teachers' Learning and Teaching of Activity-Based Lessons Supported with Spreadsheets

ERIC Educational Resources Information Center

Agyei, Douglas D.; Voogt, Joke M.

2016-01-01

In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers' lesson plans, their instruction of the…

Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

NASA Astrophysics Data System (ADS)

Irish, Tobias E. L.

This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

Flipping the Classroom: Homework in Class, Lessons at Home

ERIC Educational Resources Information Center

Alvarez, Brenda

2012-01-01

One way to create more class time and not lose education time is to have students take notes at home and do the work in class. This article describes "flipping the classroom," a new instructional model that allows an educator to record a lesson plan on video in the same fashion it would be presented to students. The structure of the…

Pablo Picasso, "Still Life with Compote and Glass." and Paul Cezanne, "Ginger Pot with Pomegranate and Pears."

ERIC Educational Resources Information Center

Tollifson, Jerry; Lester, Laura

1986-01-01

The first art lesson helps middle-school students to understand characteristics, methods, and the historical significance of Cubist paintings as shown in Picasso's "Still Life with Compote and Glass." In the second lesson high school students learn about Cezanne's work and his relationship to the Impressionists and 20th century artists.…

Growing What Works: Lessons Learned Replicating Promising Practices for Latino Student Success

ERIC Educational Resources Information Center

Santiago, Deborah A.; Lopez, Estela

2013-01-01

How does the country accelerate Latino student success in higher education? The U.S. has to find programs and strategies that improve the success of Latino students, and then replicate or scale up those programs and strategies to serve more students. Those are the basic principles behind "Excelencia" in Education's Growing What Works (GWW)…

EPO for the NASA SDO Extreme Ultraviolet Variability Experiment (EVE) Learning Suite for Educators

NASA Astrophysics Data System (ADS)

Kellagher, Emily; Scherrer, D. K.

2013-07-01

EVE Education and Public Outreach (EPO) promotes an understanding of the process of science and concepts within solar science and sun-earth connections. EVE EPO also features working scientists, current research and career awareness. One of the highlights for of this years projects is the digitization of solar lessons and the collaboration with the other instrument teams to develop new resources for students and educators. Digital lesson suite: EVE EPO has taken the best solar lessons and reworked then to make then more engaging, to reflect SDO data and made them SMARTboard compatible. We are creating a website that Students and teachers can access these lesson and use them online or download them. Project team collaboration: The SDO instruments (EVE, AIA and HMI) teams have created a comic book series for upper elementary and middle school students with the SDO mascot Camilla. These comics may be printed or read on mobile devices. Many teachers are looking for resources to use with their students via the Ipad so our collaboration helps supply teachers with a great resource that teachers about solar concepts and helps dispel solar misconceptions.Abstract (2,250 Maximum Characters): EVE Education and Public Outreach (EPO) promotes an understanding of the process of science and concepts within solar science and sun-earth connections. EVE EPO also features working scientists, current research and career awareness. One of the highlights for of this years projects is the digitization of solar lessons and the collaboration with the other instrument teams to develop new resources for students and educators. Digital lesson suite: EVE EPO has taken the best solar lessons and reworked then to make then more engaging, to reflect SDO data and made them SMARTboard compatible. We are creating a website that Students and teachers can access these lesson and use them online or download them. Project team collaboration: The SDO instruments (EVE, AIA and HMI) teams have created a comic book series for upper elementary and middle school students with the SDO mascot Camilla. These comics may be printed or read on mobile devices. Many teachers are looking for resources to use with their students via the Ipad so our collaboration helps supply teachers with a great resource that teachers about solar concepts and helps dispel solar misconceptions.

Teacher Practice Online: Sharing Wisdom, Opening Doors. School Reform Series

ERIC Educational Resources Information Center

Pointer Mace, Desiree H.

2009-01-01

Teachers know how complicated their work is. They constantly balance considerations of individual students with those of the group; they think about how past events affect today's lessons; and they constantly adapt and revise for future lessons. But few people ever get to see teachers' work in this way. The most energizing, relational,…

Planning Physical Education Lessons as Teaching "Episodes"

ERIC Educational Resources Information Center

Chatoupis, Constantine

2016-01-01

An "episode" is a unit of time within which teachers and students are working on the same objective and are engaged in the same teaching/learning style. The duration of each episode, as well as the number of them in a single lesson, may vary. Additionally, the multiple episodes of a lesson may have similar objectives, offer similar…

Using Solution Strategies to Examine and Promote High-School Students' Understanding of Exponential Functions: One Teacher's Attempt

ERIC Educational Resources Information Center

Brendefur, Jonathan

2014-01-01

Much research has been conducted on how elementary students develop mathematical understanding and subsequently how teachers might use this information. This article builds on this type of work by investigating how one high-school algebra teacher designs and conducts a lesson on exponential functions. Through a lesson study format she studies with…

"Just the Way It Is" in Student Affairs--But Not the Way It Has to Be

ERIC Educational Resources Information Center

Turrentine, Cathryn

2005-01-01

After 18 years as a student affairs professional, the author is now headed in a different direction. The personal lessons that she has learned about work-life balance over the past two decades are very similar to others. Instead of focusing on personal lessons, the author offers some structural observations, and--with respect, as she leaves the…

Establishing and Maintaining High Expectations for Deaf/Blind Students Using a Team Approach

ERIC Educational Resources Information Center

Mockler, Kimberly

2014-01-01

As a teacher of the deaf as well as the classroom teacher, Kimberly Mockler works very closely with the teacher of the visually impaired. This involves sharing ideas, resources, and lesson plans for the deaf/blind students. Their lessons and goals are very similar and overlap in several areas. A major challenge for both of them is maintaining high…

Using Story-Based Lessons to Increase Academic Engaged Time in General Education Classes for Students with Moderate Intellectual Disability and Autism

ERIC Educational Resources Information Center

Courtade, Ginevra R.; Lingo, Amy S.; Whitney, Todd

2013-01-01

The purpose of the study was to examine the effects of special education and general education teachers working together to develop and implement story-based lessons on the academic engaged time of students with moderate intellectual disability and autism. A multiple probe across participants' design was used to measure teacher implementation of…

One-Two Punch: Utilizing Teacher Research Experiences and Related Classroom Activities to Increase Student Interest in STEM

NASA Astrophysics Data System (ADS)

Wold-Brennon, R.; Cooper, S. K.

2014-12-01

Through collaborations between scientists and educators, the Consortium for Ocean Leadership developed a series of marine geosciences classroom activities and lesson plans -- including the Adopt-a-Microbe project, a collection of hands-on science lessons that use the sub-seafloor microbiology topics to provide engaging pathways for K-12 students to learn about the world around them. The goal of these activities has been to introduce youth to deep ocean exploration, inspire interest in microbial oceanography, and foster higher education goals and career paths in related sciences for our youth. From the beginning, these lessons were developed in close working relationships between scientists and educators, and the lessons geared towards middle school have been recently piloted with the intent to maximize sustained student interest in STEM topics. While teaching these units, educators used surveys, polls, group discussions, and interviews to shed light on correlations between student interest in STEM and their close proximity to exemplary and enthusiastic educators and student leaders who are active in STEM activities such as research projects and expeditions. Educators continue to use Adopt-a-Microbe and related expedition science-based lessons to explore the broader impacts of their professional development in the Geosciences on their students' professed interest in STEM.

Home-Made Breads [and] Home-Baked Breads for Busy People.

ERIC Educational Resources Information Center

Kirk, John

This packet contains two lesson plans for a class on making bread to be taught in an adult literacy program. Developed by a teacher who has taught the classes to 175 people, the lesson plans each contain complete directions for working with students while baking bread. One lesson plan is for experienced home bakers, and the other is a simpler…

International Space Station: 6-8 Hands-on Science and Math Lesson Plans.

ERIC Educational Resources Information Center

Armstrong, Pat

These lesson plans, designed for grades 6-8, have been developed to provide a guide to hands-on experience in science and math. They focus on an International Space Station and are designed for use with students working in groups. The three lesson plans highlighting the importance of the scientific method are: (1) International Space Station…

Should the World Stop Cloning Around? 12th Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

MacDonald, David R.; Karayan, Michael

This lesson for grade 12 is designed to raise student awareness of the potential of human cloning and of the effects it could have on the present, naturally born population. Students work in teams to research the issue and are provided with background information, detailed instructions, on-line resources, and reflection questions. The teacher's…

Project Helping Hands. Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Westphal, Leanne

In this lesson, students work in teams, role-playing a nonprofit organization dedicated to improving the quality of life in rural Africa. Teams focus on four goals: (1) grow more food; (2) develop water resources; (3) improve health services; and (4) protect the environment. Each student team is assigned to one of five regions in Africa. Teams…

Will America Fall Apart Like the Maya? Grade 7 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

McDonald, David

If a civilization as powerful and technologically advanced during its time as the Maya could disappear, can the same tragic outcome befall the United States? In this lesson, students work in teams to research the ancient Mayan civilization, specifically the circumstances of its demise. Student teams prepare a report of their findings and recommend…

Infrared astronomy in science and education

NASA Astrophysics Data System (ADS)

Mayeur, Paul Anthony

This dissertation looks at the effects of an educator-scientist partnership on the creation of an inquiry based science lesson for the middle school classroom. The lesson was initially created by a scientist following their science research, but changed as the scientist began working with teachers. The changes in the lesson show that scientists and educators may not agree on what is considered appropriate for a science lesson because of time commitment and grade level. However, by working together the partnership is able to reach a compromise of the lesson that allows for the students to get the best possible outcome. This dissertation also shows that science research is a method of inquiry, which can be brought to the classroom through inquiry education. The science research the lesson followed looks at the interstellar dust cloud DC 314.8-5.1, which is unique because of the cloud's proximity to a B-type star with no known association. This thesis did a survey of the area looking for background sources that can be used for future spectroscopical studies. Further, the survey led to the discovery of two possible young stellar objects. In order to fuel educator-scientist interaction and to bring inquiry education into the middle school classroom a scientist created a web-based science lesson that incorporated real NASA data into the middle-school classroom. This lesson was based on the scientist's research in infrared astronomy within the broader context of astrobiology. The lesson includes students plotting real data; in the process the students learn about infrared radiation, star color, and the wavelength/temperature relationship. These are all topics that were studied in the scientist's research, which led the scientist to the idea of creating a lesson for the middle-school classroom. This lesson is based on the principles of inquiry-based learning. Inquiry lessons can bring together these ideas into one place and hopefully inspire new generations to explore the world and universe through science. The scientist then worked with five teachers to edit the lesson for each teacher's classroom. For four of five teachers the lesson changed from an online based lesson that used Excel to a PowerPoint presentation and paper graphing. It is shown here that partnerships between scientists and educators are beneficial for both parties as it allows scientists to understand how to communicate their scientific findings to the general public, while allowing teachers to stay updated with the most advanced science research.

I CAN Learn®. [Secondary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

I CAN Learn®. [Primary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Nasa's Operation Icebridge and Remote Sensing Techniques in the K-12 Classroom as a STEM Integration Project

NASA Astrophysics Data System (ADS)

McCarthy, K.

2017-12-01

NASA's Operation IceBridge (OIB), the largest airborne survey of Earth's polar ice uses remote sensing methods to collect data on changing sea and land ice. PolarTREC teacher Kelly McCarthy joined the team during the 2016 Spring Arctic Campaign. This presentation explores ways in which k-12 students were engaged in the work being done by OIB through classroom learning experiences, digital communications, and independent research. Initially, digital communication including chats via NASA's Mission Tools Suite for Education (MTSE) platform was leveraged to engage students in the daily work of OIB. Two lessons were piloted with student groups during the 2016-2017 academic year both for students who actively engaged in communications with the team during the expedition and those who had no prior connections to the field. All of the data collected on OIB missions is stored for public use in a digital portal on the National Snow and Ice Data Center (NSIDC) website. In one lesson, 10th-12th grade students were guided through a tutorial to learn how to access data and begin to develop a story about Greenland's Jakobshavn Glacier using pre-selected data sets, Google's MyMaps app, and independent research methods. In the second lesson, 8th grade students were introduced to remote sensing, first through a discussion on vocabulary using productive talk moves and then via a demonstration using Vernier motion detectors and a graph matching simulation. Students worked in groups to develop procedures to map a hidden surface region (boxed assortment of miscellaneous objects) using a Vernier motion sensor to simulate sonar. Students translated data points collected from the motion sensor into a vertical profile of the simulated surface region. Both lessons allowed students a way to engage in two of the most important components of OIB. The ability to work with real data collected by the OIB team provided a unique context through which students gained skill and overcame challenges in Excel, Google Apps, construction of graphs, and data analysis. The remote sensing simulation allowed students to practice and gain hands-on knowledge of the components of OIB discussed in the digital communications that may have felt unclear to students who have had limited or no exposure to remote sensing technologies or the science behind them.

Line Designs Inspired by Paul Klee

ERIC Educational Resources Information Center

Blanchette, Lisa

2009-01-01

In this lesson, students learn about line, shape, color, mixed media and abstraction, while being introduced to Swiss artist, Paul Klee (1879-1940). This lesson works well with a variety of age levels and abilities and could also be used to teach analogous or triad color schemes.

Small Group Multitasking in Literature Classes

ERIC Educational Resources Information Center

Baurain, Bradley

2007-01-01

Faced with the challenge of teaching American literature to large, multilevel classes in Vietnam, the writer developed a flexible small group framework called "multitasking". "Multitasking" sets up stable task categories which rotate among small groups from lesson to lesson. This framework enabled students to work cooperatively…

30 Years of Planning: An Artist-Teacher's Visual Lesson Plan Books

ERIC Educational Resources Information Center

Szekely, George

2006-01-01

The art room is the canvas, and all furnishings and objects are the art supplies. All art room surfaces and spaces can be used to communicate an art lesson. Artists in all media plan visually, and art lessons should be planned and preserved as are other works of art. As a young art teacher, the author felt it was important for his students to…

Teacher Interventions in Small Group Work in Secondary Mathematics and Science Lessons

ERIC Educational Resources Information Center

Hofmann, R.; Mercer, N.

2016-01-01

Collaborative problem solving, when students work in pairs or small groups on a curriculum-related task, has become an increasingly common feature of classroom education. This paper reports a study of a topic which has received relatively little attention: how teachers can most usefully intervene when students are working in a group, but have…

Launching a Discourse-Rich Mathematics Lesson

ERIC Educational Resources Information Center

Trocki, Aaron; Taylor, Christine; Starling, Tina; Sztajn, Paola; Heck, Daniel

2014-01-01

The idea of elementary school students working together on mathematical tasks is not new, but recent attention to creating purposeful discourse in mathematics classrooms prompts teachers to revisit discourse-promoting strategies for mathematics lessons. The Common Core's Standards for Mathematical Practice (CCSSI 2010) encourage teachers to…

Lesson Plan.

ERIC Educational Resources Information Center

Daniel, Lois; Cochran, Martha

1984-01-01

Activities to help sixth graders experience Greek culture are presented. In the first activity the students learn about the mythology and work and leisure of the ancient Greeks; the second activity involves students in cooking many Greek dishes. (RM)

Integrating the history of science into a middle school science curriculum

NASA Astrophysics Data System (ADS)

Huybrechts, Jeanne Marie

This study examined the effect of incorporating the history of science into a middle school physical science curriculum on student attitudes toward science and the work of scientists. While there is wide support for including some science history in middle school science lessons within both the science and science-education communities, there is little curriculum designed to meet that objective. A series of five lessons was written specifically for the study. Each lesson included a brief biography of a scientist whose work was of historical significance, and a set of directions for duplicating one or more of the experiments done by that scientist. A thirty-question, Likert scale survey of the attitudes of middle school students toward science and the work of scientists was also written for this study. The survey was administered to two groups of students in a single middle school: One group---the experimental group---subsequently used the science history curriculum; the second (control) group did not. The same attitude survey was readministered to both groups of students after study of the science-history curriculum was completed. The results of the study indicate that there was no statistically significant difference between the pretest and posttest scores of either the experimental or control group students. Further analysis was done to determine whether there were differences between the pretest and posttest scores of boys and girls, or between "regular" or "honors" students. In both cases no statistically significant difference was found.

Student Understanding of Time in an Introductory Astronomy Laboratory

NASA Astrophysics Data System (ADS)

Traxler, A. L.; Batuski, D. J.; Comins, N. F.; Thompson, J. R.

2005-09-01

The astronomy lab at the University of Maine consists of discrete weekly lessons in which students work in small groups. Individual pretests and post-tests accompany each lesson. The lesson studied here covers the topic of time, including sidereal time, Apparent Solar Time, and time zones. The pretest consists of four multiple-choice questions, which are also administered after instruction as a post-test. In the fall 2004 semester, the pretest was rewritten to focus on some major conceptual components of the lab, while the lesson materials were not modified from previous years. Examination of class performance (n = 96) revealed no significant improvements in score from pre- to post-lesson. In the spring 2005 semester, the lesson was altered to incorporate the Starry Night software for simulating the sky instead of the celestial sphere models previously used. The goal of the change was to give students a more interactive environment for completing the laboratory exercise, which was otherwise altered as little as possible. Data from the spring semester show some gains on the pre/post-test questions covering sidereal time and Daylight Savings Time. Results to date have informed planned modifications to the lesson. A. L. T. was supported during this research by the University of Maine through a Provost Fellowship.

Critical Thinking through Writing: Expressing Scientific Thought and Process in a Deaf Classroom

NASA Astrophysics Data System (ADS)

Manjarrez, Leslie

Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.

A Lesson in Number Pattern

ERIC Educational Resources Information Center

Fletcher, Rodney

2008-01-01

This article presents a guided investigation into the spacial relationships between the centres of the squares in a Fibonacci tiling. It is essentially a lesson in number pattern, but includes work with surds, coordinate geometry, and some elementary use of complex numbers. The investigation could be presented to students in a number of ways…

Integrating Social Studies and Science: A Decision Making Lesson for Teaching American Government.

ERIC Educational Resources Information Center

Chiodo, John J.

2000-01-01

Presents a lesson for an United States Government class where the students work in groups in order to explore the tradeoffs among energy usage, transportation, environmental issues, and policy choices that must be made when solving urban transportation problems. Includes six handouts. (CMK)

Team Work: Sports and the Law.

ERIC Educational Resources Information Center

Degelman, Charles; Hayes, Bill

This lesson plan uses students' interest in sports to teach good citizenship. With its focus on rules, responsibility, conflict resolution, and teamwork, the unit emphasizes the development of critical thinking, decision-making, and citizenship skills in young people. This lesson plan is part of a series of fully prepared, interactive classroom…

Brothers Grimm. [Lesson Plan].

ERIC Educational Resources Information Center

Discovery Communications, Inc., Bethesda, MD.

Based on Grimm's fairy tales, this lesson plan presents activities designed to help students understand that fairy tales connect them to earlier generations, help them think about present situations, that magic figures prominently in fairy tales, and that fairy tales can inspire readers to create original works of art. The main activity in the…

Mentorship: Mutual Benefits for ASL Students and Gifted Students (Part 1)

ERIC Educational Resources Information Center

Buisson, Gerald J.; Salgo, Jennifer

2012-01-01

Postsecondary American Sign Language (ASL) students are capable of teaching short lessons related to sign language and Deaf culture to gifted students in elementary school. College students who work as "interest-area mentors" benefit gifted students while building their own academic discipline and professional skills. In Part 1 of a 2-part series…

Schoolyard Volcanoes: A Unit in Volcanology and Hazards

NASA Astrophysics Data System (ADS)

Lechner, H. N.; Gochis, E. E.; Brill, K. A.

2014-12-01

How do you teach volcanology and volcanic hazards to students when there is no volcano nearby? You bring the volcano to them! At Michigan Technological University we have developed a four-lesson-unit for middle and high school students which incorporates virtual, analogue and numerical models to increase students' interests in geosciences while simultaneously expanding the community of earth-science-literate individuals necessary for a disaster resilient society. The unit aims to build on students' prior geoscience knowledge by examining the physical properties that influence volcanic eruptions and introduces them to challenges and methods of communicating hazards and risk. Lesson one engages students in a series of hands-on investigations that explore the "3-Vs" of volcanology: Viscosity, Volatiles and Volume. The students learn about the relationship between magma composition and viscosity and the influence on eruption style, behavior and morphology of different volcanoes. Lesson two uses an analogue model of a volcano to demonstrate the forces involved in an explosive eruption and associated hazards. Students think critically about the factors that affect hazards and risk as well as the variables (such as topography) that affect the eruption and the hazard. During lesson three students use Google Earth for a virtual field trip to Pacaya volcano, Guatemala to examine changes in the landscape over time and other evidence of volcanic activity to make interpretations about the volcano. The final lesson has the students use numerical models and GIS to create hazard maps based on probabilistic lahar scenarios. Throughout the unit students are engaged in an inquiry-based exploration that covers several Next Generation Science Standards (NGSS) content and practices. This four lesson unit has been field tested in two school districts and during a summer engineering program. Results from student work and post-surveys show that this strategy raises interests in and knowledge of volcanic hazards.

Making Social Work Count: A Curriculum Innovation to Teach Quantitative Research Methods and Statistical Analysis to Undergraduate Social Work Students in the United Kingdom

ERIC Educational Resources Information Center

Teater, Barbra; Roy, Jessica; Carpenter, John; Forrester, Donald; Devaney, John; Scourfield, Jonathan

2017-01-01

Students in the United Kingdom (UK) are found to lack knowledge and skills in quantitative research methods. To address this gap, a quantitative research method and statistical analysis curriculum comprising 10 individual lessons was developed, piloted, and evaluated at two universities The evaluation found that BSW students' (N = 81)…

Developing Leadership Skills in Students with Mild Disabilities.

ERIC Educational Resources Information Center

Imada, Dawn; Doyle, Beverly A.; Brock, Barbara; Goddard, Amber

2002-01-01

This article discusses designing leadership lessons for students with mild disabilities and results of a study evaluating the effectiveness of leadership training of 12 adolescents with mild disabilities. After attending bimonthly leadership workshops, students developed their ability to manage interpersonal relationships and work cooperatively,…

Thank You, Miss Katherine

ERIC Educational Resources Information Center

Compton, Cynthia

2008-01-01

Richmond Ballet's Mind in Motion program offers selected students an opportunity to take group dance lessons during 4th grade. Time taken away from academic instruction did not have a negative effect on standardized test scores and students reported feelings of greater success in school, more focus on school work, and greater ability to work with…

Chemistry That Applies. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Chemistry That Applies" is an instructional unit designed to help students in grades 8-10 understand the law of conservation of matter. It consists of 24 lessons organized in four clusters. Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and…

Building Support for Student Success: A Framework for Achieving the Dream's State Policy Work

ERIC Educational Resources Information Center

Jobs for the Future, 2005

2005-01-01

This document is designed to help accelerate and strengthen state policy initiatives that promote student success; and derive lessons from this work about strategies for influencing the allocation of resources, the transparency of and accountability for results, and the rules that shape how institutions make decisions about priorities and…

How Schools Address Students' Mental Health and Drug and Alcohol Concerns and Problems: Lessons from Student Assistance Programs

ERIC Educational Resources Information Center

Fertman, Carl I.; Tarasevich, Susan L.

2004-01-01

Conversations with school superintendents, board members, principals, teachers, counselors, and nurses about their students' social and emotional health show how actively they are working to help students confront difficult issues. Topping the list of issues are drug and alcohol use and abuse, depression, and violence among students. Equally…

WWC Review of the Report "A Written Language Intervention for At-Risk Second Grade Students: A Randomized Controlled Trial of the Process Assessment of the Learner Lesson Plans in a Tier 2 Response-to-Intervention (RtI) Model." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The study examined the effects of "Process Assessment of the Learner" ("PAL"), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum…

Teaching Technical Competencies for Fluid Mechanics Research

NASA Astrophysics Data System (ADS)

Tagg, Randall

2014-11-01

We are developing an ``on demand'' framework for students to learn techniques used in fluid mechanics research. The site for this work is a university-grade laboratory situated next to Gateway High School in Aurora, Colorado. Undergraduate university students work with K-12 students on research and technical innovation projects. Both groups need customized training as their projects proceed. A modular approach allows particular competencies such as pump selection, construction of flow piping and channels, flow visualization, and specific flow measurement methods to be acquired through focused lessons. These lessons can be learned in either a stand-alone fashion or assembled into units for formal courses. A research example was a student project on diffusion of infectious material in micro-gravity in the event of an intestinal puncture wound. A curriculum example is a 9-week quarter of high-school instruction on instrumentation that uses small-scale water treatment systems as a case study.

Modular and extensible lesson on fiber optics for youths

NASA Astrophysics Data System (ADS)

Wong, Nicholas H. L.; Tong, Amy S. K.; Posner, Matthew T.; Ravagli, Andrea

2017-08-01

Fiber optics and its application in telecommunications are rarely encountered by students until they reach tertiary education. While some secondary/middle school curricula may include coverage of basic geometrical optics concepts such as reflection and refraction, few if any go further to elaborate on how these eventually relate to global telecommunications. One could say that the science is made accessible for early-stage students, but discussions about applications are often reserved till later stages. In working through a PhD student-led optics educational outreach program called the "Lightwave Roadshow", we have observed, via engagements with young students and the public at school visits and fairs, that many youths (as well as parents) do have a basic appreciation that the internet is somehow based on light signals. However, few know how the two are related, much less how they work. To address this, our team of `ambassadors' in the Lightwave program has designed a self-contained lesson to introduce youths, aged 11 to 18 years, to fiber optics and optical fiber communications, drawing inspiration from various educational resources such as LASER ClassroomTM and the Exploratorium(R). The lesson is modularized into several parts, starting with using light to communicate Morse code, and then going into advanced concepts, such as total internal reflection and multiuser communications based on wavelength-division multiplexing. The latter can be treated as extensions whose inclusion can be tailored based on the youths' educational levels. A feature of this lesson is that it takes amore phenomenological than theoretical approach, and uses materials that are easily obtainable or craftable as well as interesting for youths, including colored gelatin, LED sources, and water as a waveguide. We outline a lesson and pedagogical method which contains hands-on experiments that can be carried out by educators in formal or informal classes, students learning independently, or optics and photonics student chapters and groups doing educational outreach. The experiments within were first demonstrated at the 2016 OSA Frontiers in Optics/Laser Science conference.

Lessons Learned on "Scaling Up" of Projects

ERIC Educational Resources Information Center

Viadero, Debra

2007-01-01

Having developed a technology-based teaching unit on weather that appeared to work well for middle school students, Nancy Butler Songer and her colleagues at the University of Michigan decided in the late 1990s to take the next logical step in their research program: They scaled up. This article discusses lessons learned by several faculty…

"All Quiet on the Western Front."

ERIC Educational Resources Information Center

Soderquist, Alisa

Based on Erich Maria Remarque's novel "All Quiet on the Western Front" and other war literature, this lesson plan presents activities designed to help students understand that works of art about war can call up strong emotions in readers; and that the writing process can be applied to writing poems. The main activity of the lesson involves…

The Complexities of a Lesson Study in a Dutch Situation: Mathematics Teacher Learning

ERIC Educational Resources Information Center

Verhoef, Nellie; Tall, David; Coenders, Fer; van Smaalen, Daan

2014-01-01

This study combines the Japanese lesson study approach and mathematics teachers' professional development. The first year of a 4-year project in which 3 Dutch secondary school teachers worked cooperatively on introducing making sense of the calculus is reported. The analysis focusses on instrumental and relational student understanding of…

Germany since 1945: A Focus on Berlin.

ERIC Educational Resources Information Center

Blankenship, Glen; Smith, Lindsey

This lesson accompanies a videotape which examines some of the forces, personalities and events which shaped Berlin and the rest of Germany between 1945 and 1994. The lesson is introduced by using the videotape and uses references from the videotape for further classroom work. Worksheets for student use include "Events in Germany,…

Perceived impact on student engagement when learning middle school science in an outdoor setting

NASA Astrophysics Data System (ADS)

Abbatiello, James

Human beings have an innate need to spend time outside, but in recent years children are spending less time outdoors. It is possible that this decline in time spent outdoors could have a negative impact on child development. Science teachers can combat the decline in the amount of time children spend outside by taking their science classes outdoors for regular classroom instruction. This study identified the potential impacts that learning in an outdoor setting might have on student engagement when learning middle school science. One sixth-grade middle school class participated in this case study, and students participated in outdoor intervention lessons where the instructional environment was a courtyard on the middle school campus. The outdoor lessons consisted of the same objectives and content as lessons delivered in an indoor setting during a middle school astronomy unit. Multiple sources of data were collected including questionnaires after each lesson, a focus group, student work samples, and researcher observations. The data was triangulated, and a vignette was written about the class' experiences learning in an outdoor setting. This study found that the feeling of autonomy and freedom gained by learning in an outdoor setting, and the novelty of the outdoor environment did increase student engagement for learning middle school science. In addition, as a result of this study, more work is needed to identify how peer to peer relationships are impacted by learning outdoors, how teachers could best utilize the outdoor setting for regular science instruction, and how learning in an outdoor setting might impact a feeling of stewardship for the environment in young adults.

Media Exposure on Student Work: Spotlight on Undergraduate Research

ERIC Educational Resources Information Center

Klyve, Dominic

2017-01-01

This paper describes efforts by the author to engage and motivate students in undergraduate research by giving them a large audience and engaging the media in disseminating their work. I provide an introduction to public relations from the point of view of a mathematics professor, and describe some lessons I have learned in my own attempts to…

Experiences and Lessons of the School-to-Work/Youth Apprenticeship Demonstration. Research and Evaluation Report Series 97-E.

ERIC Educational Resources Information Center

Employment and Training Administration (DOL), Washington, DC.

This report presents a final assessment of the early implementation of the School-to-Work (STW)/Youth Apprenticeship Demonstration programs and participants. Chapter I describes the evolution of STW policy. Chapter II discusses marketing methods, the student selection process and selection criteria, reasons for student participation, and number…

Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"ARIES: Exploring Motion and Forces" is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." The curriculum draws upon students' curiosity to explore phenomena, allowing for a discovery-based learning process. Group-centered lab work is designed to…

Badminton Instruction for Students in Grades 7-12.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This booklet describes: 1) athletic facilities and equipment needed for badminton, 2) teaching objectives, 3) performance fundamentals, 4) drills that teach skills needed for playing badminton, and 5) lesson progression for high school students. There are also suggestions for working with students with below average eye-hand coordination. (CJ)

The Invasive Plant Species Education Guide

ERIC Educational Resources Information Center

Mason, Kevin; James, Krista; Carlson, Kitrina; D'Angelo, Jean

2010-01-01

To help high school students gain a solid understanding of invasive plant species, university faculty and students from the University of Wisconsin-Stout (UW-Stout) and a local high school teacher worked together to develop the Invasive Plant Species (IPS) Education Guide. The IPS Education Guide includes nine lessons that give students an…

Survival Words and Phrases for Professionals Who Work with Students Who Are Bilingual and Severely/Multiply Handicapped, and with Their Families.

ERIC Educational Resources Information Center

Silberman, Rosanne K.; Correa, Vivian I.

1989-01-01

The paper offers a rationale for bilingual special education, provides suggestions for developing bilingual lessons for severely/multiply handicapped students, and includes a list of Spanish words and phrases used most frequently by students and their parents. (JDD)

Measuring University students' understanding of the greenhouse effect - a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students' mental models

NASA Astrophysics Data System (ADS)

Gold, A. U.; Harris, S. E.

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed knowledge of the greenhouse effect (e.g. direction of re-emission of infrared energy from greenhouse gas) are significantly more likely to be answered correctly by students who also produce expert-like concept sketch items than by students who don't include this aspect in their sketch and don't answer the multiple choice questions correctly. This difference is not as apparent for less technical multiple-choice questions (e.g. type of radiation emitted by Sun). Our findings explore the formation of student's mental models throughout different interventions and how well the different assessment techniques used in this study represent the student understanding of the overall concept.

Describing teacher-student interactions: a qualitative assessment of teacher implementation of the 7th grade keepin' it REAL substance use intervention.

PubMed

Pettigrew, Jonathan; Miller-Day, Michelle; Shin, Youngju; Hecht, Michael L; Krieger, Janice L; Graham, John W

2013-03-01

Variations in the delivery of school-based substance use prevention curricula affect students' acquisition of the lesson content and program outcomes. Although adaptation is sometimes viewed as a lack of fidelity, it is unclear what types of variations actually occur in the classroom. This observational study investigated teacher and student behaviors during implementation of a middle school-based drug prevention curriculum in 25 schools across two Midwestern states. Trained observers coded videos of 276 lessons, reflecting a total of 31 predominantly Caucasian teachers (10 males and 21 females) in 73 different classes. Employing qualitative coding procedures, the study provides a working typology of implementation patterns based on varying levels of teacher control and student participation. These patterns are fairly consistent across lessons and across classes of students, suggesting a teacher-driven delivery model where teachers create a set of constraints within which students vary their engagement. Findings provide a descriptive basis grounded in observation of classroom implementation that can be used to test models of implementation fidelity and quality as well as impact training and other dissemination research.

Between Ideals and Practice: Journalism Students Facing Ethical Dilemmas in Online Newsroom Teaching--Lessons From Denmark

ERIC Educational Resources Information Center

Eberholst, Mads Kaemsgaard; Hartley, Jannie Møller; Olsen, Maria Bendix

2016-01-01

This article looks at journalism students' experiences in a course that simulates an online newsroom. On the basis of a quantitative survey and more qualitative reflections from the students, we explore the dilemmas that students experience "working" as online journalists and how these are related to broader issues of journalistic…

High School in Switzerland Blends Work with Learning

ERIC Educational Resources Information Center

Hoffman, Nancy

2015-01-01

The Swiss model of high school matches students with career employment, jobs, and education. The system offers lessons to how the U.S. might create partnerships between business and education and also make high school more interesting and engaging for students.

Retention of Information as a Function of Lesson Design for Middle School Studies of Wetlands in New Jersey

NASA Astrophysics Data System (ADS)

Parsekian, A.; Cimiluca, C.; Gates, A. E.; Calderon, I.

2010-12-01

Considering the breadth of innovative teaching strategies available, it is helpful to identify which will be best suited for a particular subject. With students that have a variety of interests, it is important to engage as many as possible in the lab activity, especially those who might not identify science as their preferred interest. Here we test the retention of information by middle school students after a problem-based learning (PBL) style lesson compared with an investigation where the students were given no role-playing problem. Both lessons were designed around wetlands in New Jersey: the first being a pond-edge ecosystem in a park near the middle school in Newark, NJ that the students are familiar with and the second being small, isolated peat bogs in the Pinelands of southern New Jersey that are the subject of ongoing scientific research. Days after both hands-on lessons, the students were given short, carefully designed multiple choice quizzes that tested the retention of knowledge about each of the learning objectives set forth. Results of the quizzes are nearly normally distributed, indicating a similar average performance. A higher number of students preformed better on the problem-based learning post-quiz suggesting the inclusion of a role playing scenario is useful for engaging the most students in hands-on wetlands laboratory experiments. Future work should test the retention of this type of information over time and explore other teaching strategies. We also present new ideas for an inexpensive hands-on lesson as implemented for the peat bog wetlands example that introduces basic soil science concepts to middle school and high school students.

Lessons Learned from Migrating to an Online Electronic Business Management Course

ERIC Educational Resources Information Center

Walstrom, Kent A.

2014-01-01

This article describes the lessons learned while migrating an Electronic Business Management course from traditional face-to-face delivery to online delivery across a six and a half year time frame. The course under review teaches students how to develop and construct a working information-based online business using free versions of online…

Move Over Mr. Warhol, You're History!

ERIC Educational Resources Information Center

Hinshaw, Craig

2010-01-01

Shepard Fairey's famous poster of Barack Obama with the word "HOPE" surely contributed to Obama's public persona. In this article, the author presents a lesson inspired by the contemporary relevance of the poster. In this lesson, students will learn that photographs can be altered to create a work of art and that art can be used to create a…

Making Changes: A Futures-Oriented Course in Inventive Problem Solving. Lesson Book.

ERIC Educational Resources Information Center

Thomas, John W.

This textbook/workbook for secondary school students is designed to stimulate inventive problem solving of future world problems. It is organized into four units and contains 23 lessons. Unit I defines the nature of the course and provides methods for stating and defining problems, brainstorming, working in groups, and judging ideas. Unit II…

Printmaking with Geometric and Nature-Inspired Forms

ERIC Educational Resources Information Center

Burtner, Erin

2012-01-01

What excites the author the most is finding something new and turning it into a lesson her students will enjoy and learn from. Lately, she has been most inspired by the work she finds on one website. The lesson began with a brief PowerPoint based on an artist's website. This particular artist--Jennifer Schmitt--does reduction prints using several…

Mobile English Learning: An Evidence-Based Study with Fifth Graders

ERIC Educational Resources Information Center

Sandberg, Jacobijn; Maris, Marinus; de Geus, Kaspar

2011-01-01

Three groups participated in a study on the added value of mobile technology for learning English as a second language for primary school students. The first group had classroom lessons in English about zoo animals and their characteristics. The second group took classroom lessons and worked with a mobile application on location in a public zoo.…

Encouraging Refugee Awareness in the Classroom: A Guide for Teachers. Issue Paper.

ERIC Educational Resources Information Center

DeCarlo, Jacqueline; Hamilton, Virginia, Ed.

This lesson packet focuses on the growing situation of refugees and cultural awareness. In the document are definitions of terms, suggestions for infusing lessons on the refugees into the curriculum, and resource information. One of the purposes of working to create refugee awareness is to help ordinary students become extraordinary citizens of…

A Category-Based Video Analysis of Students' Activities in an Out-of-School Hands-on Gene Technology Lesson

ERIC Educational Resources Information Center

Scharfenberg, Franz-Josef; Bogner, Franz X.; Klautke, Siegfried

2008-01-01

Our research objectives focused on monitoring (i) students' activities during experimental teaching phases in an out-of-school gene technology laboratory, and (ii) potential relationships with variables such as work group size and cognitive achievement. Altogether, we videotaped 20 work groups of A-level 12th graders (n = 67) by continuous…

Elementary Students' Roles and Epistemic Stances during Document-Based History Lessons

ERIC Educational Resources Information Center

Nokes, Jeffery D.

2014-01-01

This article reports on a study that repositioned elementary students in new roles as active, critical participants in historical inquiry--roles that required a more mature epistemic stance. It reports 5th-grade students' responses to instructional methods intended to help them understand the nature of historical knowledge, appreciate the work of…

Looking at the Vietnam War through Literature.

ERIC Educational Resources Information Center

Muller, Lisa S.

1992-01-01

Suggests a lesson plan in which history students discuss the effects of the Vietnam War on individuals and society. Explains that the students compare their responses before and after hearing a reading of two different works on the war. Includes suggested readings and questions for students to use in interviewing people in the community. (DK)

Service Learning and the Compass Trail

ERIC Educational Resources Information Center

Morris, Ronald V.

2016-01-01

Students used a compass trail to show how they could perform service to their school. When students performed service learning, they completed a real task that was needed for a grateful audience conjoined with academic content in the lesson. Students worked on the school grounds and used content from their regular curriculum while looking for…

Fairy Tales from Life.

ERIC Educational Resources Information Center

Schulze, Patricia

With the help of the teacher, students will read fairy tales and identify common elements. Choosing common situations and working in small groups, students will draw storyboards of their fairy tale and then write the fairy tale. Project will conclude with class presentations. During ten 50-minute lessons, grade 3-5 students will: listen and read…

Energized Learning

Science.gov Websites

Energized Learning Students Lessons Bullet Getting Started Bullet Bringing It Home Bullet Unit activities with keys to subject matter standards. As students work through one or more of the standards-based Why Use the Energized Learning Site? How will teachers and Students Use the Energized Learning Site

Multicultural Information Quests: Instant Research Lessons, Grades 5-8.

ERIC Educational Resources Information Center

Rodgers, Marie E.

This book contains multicultural "treasure hunts" designed for use by teachers and librarians working with grades five through eight to: develop students' awareness of cultures other than their own; promote student research that requires using books other than an encyclopedia; provide students with annotated reference lists that may be used for…

Doing the lesson or doing science: Argument in high school genetics

NASA Astrophysics Data System (ADS)

Jiménez-Aleixandre, M. Pilar; Bugallo Rodríguez, Anxela; Duschl, Richard A.

2000-11-01

This article focuses on the capacity of students to develop and assess arguments during a high school genetics instructional sequence. The research focused on the locating distinction in argumentation discourse between doing science vs. doing school or doing the lesson (Bloome, Puro, & Theodorou, 1989). Participants in this classroom case study were high school (9th grade) students in Galicia (Spain). Students were observed, videotaped, and audiotaped while working in groups over six class sessions. Toulmin's argument pattern was used as a tool for the analysis of students' conversation and other frames were used for analyzing other dimensions of students' dialogue; (e.g., epistemic operations, use of analogies, appeal to consistency, and causal relations). Instances of doing science and instances of doing the lesson are identified and discussed as moments when the classroom discourse is dominated either by talking science or displaying the roles of students. The different arguments constructed and co-constructed by students, the elements of the arguments, and the sequence are also discussed, showing a dominance of claims and a lesser frequence of justifications or warrants. Implications for developing effective contexts to promote argumentation and science dialogue in the classroom are discussed.

The implementation of discovery learning model based on lesson study to increase student's achievement in colloid

NASA Astrophysics Data System (ADS)

Suyanti, Retno Dwi; Purba, Deby Monika

2017-03-01

The objectives of this research are to get the increase student's achievement on the discovery learning model based on lesson study. Beside of that, this research also conducted to know the cognitive aspect. This research was done in three school that are SMA N 3 Medan. Population is all the students in SMA N 11 Medan which taken by purposive random sampling. The research instruments are achievement test instruments that have been validated. The research data analyzed by statistic using Ms Excell. The result data shows that the student's achievement taught by discovery learning model based on Lesson study higher than the student's achievement taught by direct instructional method. It can be seen from the average of gain and also proved with t-test, the normalized gain in experimental class of SMA N 11 is (0.74±0.12) and control class (0.45±0.12), at significant level α = 0.05, Ha is received and Ho is refused where tcount>ttable in SMA N 11 (9.81>1,66). Then get the improvement cognitive aspect from three of school is C2 where SMA N 11 is 0.84(high). Then the observation sheet result of lesson study from SMA N 11 92 % of student working together while 67% less in active using media.

A pilot data collecting exercise on stress and nursing students.

PubMed

Por, Jitna

This article discusses the lessons learned from a small pilot study exploring the link between the working environment and occupational stress among groups of nursing students. A comparative descriptive design was adopted to examine, describe and compare the two variables (sources and frequency) in three groups of nursing students. The sample comprised 90 students from one large inner-city school of nursing in London. The Expanded Nursing Stress Scale questionnaires were used to collect the data. The main findings suggest that the adult, child and mental health branch students were similar with respect to overall frequency of occupational stress. Areas of commonality and variability in the sources of stress perceived by the three groups of students were identified. A pilot study is a crucial element of a good study design. Areas of concern, lessons learned and suggested refinements were identified.

When static media promote active learning: annotated illustrations versus narrated animations in multimedia instruction.

PubMed

Mayer, Richard E; Hegarty, Mary; Mayer, Sarah; Campbell, Julie

2005-12-01

In 4 experiments, students received a lesson consisting of computer-based animation and narration or a lesson consisting of paper-based static diagrams and text. The lessons used the same words and graphics in the paper-based and computer-based versions to explain the process of lightning formation (Experiment 1), how a toilet tank works (Experiment 2), how ocean waves work (Experiment 3), and how a car's braking system works (Experiment 4). On subsequent retention and transfer tests, the paper group performed significantly better than the computer group on 4 of 8 comparisons, and there was no significant difference on the rest. These results support the static media hypothesis, in which static illustrations with printed text reduce extraneous processing and promote germane processing as compared with narrated animations.

Anticipating students' reasoning and planning prompts in structured problem-solving lessons

NASA Astrophysics Data System (ADS)

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

2018-02-01

Structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

Lesson Plan Manual, a Series of Lesson Plans and Worksheets on Consumer Education and Student Worksheets for Consumer Education Lesson Plans, Adult Basic Education.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This manual provides teachers with lesson plans in consumer education. Each lesson contains background material offering the teacher specific information on the subject of the lesson, development of understandings, student worksheets, and discussion questions to encourage student involvement. The ten lesson plans are--Buying on time, Retail…

Design for Life. Abortion. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analyses of particular legal problems, the document consists of a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for a unit on abortion. The lessons are designed to expose students to the Supreme Court's decision concerning…

Teaching Students to Make Better Decisions about the Environment: Lessons from the Decision Sciences

ERIC Educational Resources Information Center

Arvai, Joseph L.; Campbell, Victoria E. A.; Baird, Anne; Rivers, Louie

2004-01-01

One of the fundamental goals of environmental education (EE) is to equip students with the skills to make more thoughtful decisions about environmental issues. Many examples of environmental and science education curricula work to address this goal by providing students with up-to-date information about a myriad of environmental issues from a…

Teaching Self-Determination and Arizona Standards for K-12 Students with Disabilities Lesson Plan Portfolio.

ERIC Educational Resources Information Center

Libby, Amanda

This document presents eight lesson plans designed to teach self-determination and Arizona academic standards to students with disabilities in grades K-12. The lesson plans include: (1) an oral language lesson plan for students with learning disabilities in grades 1-2; (2) a reading acquisition lesson that teaches color words to students with…

Webspinning in the Language Classroom.

ERIC Educational Resources Information Center

Taylor, Greg; And Others

1997-01-01

Teachers can use the World Wide Web to create multimedia foreign language activities without expensive software. Describes and includes a lesson plan for a mystery game suitable for high school advanced placement or intermediate university Spanish students requiring students to work together solving clues and writing short compositions. Includes…

A Computer for Every Student and Teacher: Lessons Learned about Planning and Implementing a Successful 1:1 Learning Initiative in Schools

ERIC Educational Resources Information Center

Corn, Jenifer O.; Oliver, Kevin M.; Hess, Clara E.; Halstead, Elizabeth O.; Argueta, Rodolfo; Patel, Ruchi K.; Tingen, Jennifer; Huff, Jessica D.

2010-01-01

Twelve high schools in North Carolina piloted a 1:1 learning initiative, where every student and teacher received a laptop computer with wireless Internet access provided throughout the school. The overall goals of the initiative were to improve teaching practices; increase student achievement; and better prepare students for work, citizenship,…

HEALTH AND NUTRITION LESSON PLANS AND STUDENT WORKSHEETS, ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

THIS MANUAL PROVIDES ADULT BASIC EDUCATION TEACHERS WITH LESSON PLANS IN HEALTH AND NUTRITION. EACH LESSON CONTAINS BACKGROUND MATERIAL OFFERING SPECIFIC INFORMATION ON THE SUBJECT OF EACH LESSON, AIMS, LESSON DEVELOPMENT, AND TWO STUDENT WORKSHEETS. DISCUSSION QUESTIONS ARE SUGGESTED TO ENCOURAGE THE GREATEST POSSIBLE STUDENT INVOLVEMENT. THE TEN…

The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students' intrinsic motivation and flow-experience

NASA Astrophysics Data System (ADS)

Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

2016-09-01

Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students' motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students' intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students' intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.

How Schools Are Using Action Research on Practical Work, New Technologies and Research and Development to Improve Student Outcomes

ERIC Educational Resources Information Center

Davenport, Carol

2013-01-01

Three methods from different schools illustrate how the cyclic process of action research can be used to develop teaching skills. The importance of learning from successful and unsuccessful lessons or parts of lessons is emphasised as the basis for development and improvement. This process can be carried out on an individual basis but development…

An Introduction to Contemporary Indo-Anglian Literature. Fulbright-Hays Summer Seminars Abroad 1966 (India).

ERIC Educational Resources Information Center

Rockett, Julia

This lesson is designed to expose high school students to contemporary Indian authors who write in English and to explore some of their common experiences, themes, and sensibilities as found in their works. While designed for use with a 12th grade literature class, the lesson can also be adapted for use as a single unit in a world literature…

Mr. William Shakespeare and the Internet.

ERIC Educational Resources Information Center

Reeves, Barbara

2000-01-01

Describes resources and links on a Web site entitled "Mr. William Shakespeare and the Internet," with suggestions for using them with students. Highlights include: historical context; impact of events/situations on works; motivational/preparatory lessons; reading and understanding Shakespeare; analysis of works; language; assessing other…

Estimating the Costs and Benefits of Providing Free Public Transit Passes to Students in Los Angeles County: Lessons Learned in Applying a Health Lens to Decision-Making

PubMed Central

Gase, Lauren N.; Kuo, Tony; Teutsch, Steven; Fielding, Jonathan E.

2014-01-01

In spite of increased focus by public health to engage and work with non-health sector partners to improve the health of the general as well as special populations, only a paucity of studies have described and disseminated emerging lessons and promising practices that can be used to undertake this work. This article describes the process used to conduct a Health Impact Assessment of a proposal to provide free public transportation passes to students in Los Angeles County. This illustrative case example describes opportunities and challenges encountered in working with an array of cross-sector partners and highlights four important lessons learned: (1) the benefits and challenges associated with broad conceptualization of public issues; (2) the need for more comprehensive, longitudinal data systems and dynamic simulation models to inform decision-making; (3) the importance of having a comprehensive policy assessment strategy that considers health impacts as well as costs and feasibility; and (4) the need for additional efforts to delineate the interconnectivity between health and other agency priorities. As public health advances cross-sector work in the community, further development of these priorities will help advance meaningful collaboration among all partners. PMID:25365061

Estimating the costs and benefits of providing free public transit passes to students in Los Angeles County: lessons learned in applying a health lens to decision-making.

PubMed

Gase, Lauren N; Kuo, Tony; Teutsch, Steven; Fielding, Jonathan E

2014-10-31

In spite of increased focus by public health to engage and work with non-health sector partners to improve the health of the general as well as special populations, only a paucity of studies have described and disseminated emerging lessons and promising practices that can be used to undertake this work. This article describes the process used to conduct a Health Impact Assessment of a proposal to provide free public transportation passes to students in Los Angeles County. This illustrative case example describes opportunities and challenges encountered in working with an array of cross-sector partners and highlights four important lessons learned: (1) the benefits and challenges associated with broad conceptualization of public issues; (2) the need for more comprehensive, longitudinal data systems and dynamic simulation models to inform decision-making; (3) the importance of having a comprehensive policy assessment strategy that considers health impacts as well as costs and feasibility; and (4) the need for additional efforts to delineate the interconnectivity between health and other agency priorities. As public health advances cross-sector work in the community, further development of these priorities will help advance meaningful collaboration among all partners.

A Sky-High Classroom Provides a New Perspective for Earth Science Students

ERIC Educational Resources Information Center

Kolb, Albert C.

1969-01-01

Describes an earth science program conducted from an airplane for 8th grade students of Carmel Middle School, Carmel, California. The steps involved in getting the program started, the classroom work and the preparatory field trips, as well as the airborne lesson itself, are described. (LC)

Roving the World

ERIC Educational Resources Information Center

Galley, Michelle

2004-01-01

The National Aeronautics and Space Administration's unmanned mission to Mars has inspired students throughout the United States and abroad to take part in a variety of science lessons and projects. These particular students get to sit down the hall from the Mars Exploration Rover navigational team and work on projects directly related to the…

Lessons Learned from Client Projects in an Undergraduate Project Management Course

ERIC Educational Resources Information Center

Pollard, Carol E.

2012-01-01

This work proposes that a subtle combination of three learning methods offering "just in time" project management knowledge, coupled with hands-on project management experience can be particularly effective in producing project management students with employable skills. Students were required to apply formal project management knowledge to gain…

Learning through Competing

ERIC Educational Resources Information Center

Tucker, Maggie

2007-01-01

In this article, the author describes how she prepares her middle school students for their Regional Junior Scholastics and the lessons they have learned through the process. Just as coaches never let athletes prepare without a clear understanding of the rules, her students ground themselves in how different art competitions work. Preparation for…

Repeating Decimals: An Alternative Teaching Approach

ERIC Educational Resources Information Center

Appova, Aina K.

2017-01-01

To help middle school students make better sense of decimals and fraction, the author and an eighth-grade math teacher worked on a 90-minute lesson that focused on representing repeating decimals as fractions. They embedded experimentations and explorations using technology and calculators to help promote students' intuitive and conceptual…

Exploring Geometric Sequences

ERIC Educational Resources Information Center

Reiser, Elana

2016-01-01

In this brief article Elana Reiser describes her favorite lesson that combines popular culture with mathematics in a way that motivates student thinking and participation. Exploring open-ended problems, students may feel uneasy at first, but working in small groups often leads them to experiment with a variety of solutions. Reiser explains that…

Math for Masons. (Revised).

ERIC Educational Resources Information Center

Heppa, Victor

This student manual is concerned with the practical application of mathematics as used by masons. The manual's design allows students to work at their own pace. Included in each of the five units are individual lesson sheets with written instructions and explanations. Each information sheet states that topic's objectives, information about the…

Teaching Students about Their Civic Obligation--Jury Duty.

ERIC Educational Resources Information Center

Engelhardt, Leah T.; Steinbrink, John E.

2001-01-01

Contends that early adolescents need to learn how the jury trial system works. Provides background information on the topic for teachers. Includes a two-day lesson plan on jury duty as a civic obligation, background information for students, and extension activities relating to jury trials in the appendix. (CMK)

Aprendiendo con Veronica.

ERIC Educational Resources Information Center

McDonald-O'Brien, Pat

1996-01-01

Describes how an elementary school literacy specialist worked with and saw the dilemmas, frustrations, and heartaches of a new student from Puerto Rico. Notes that the literacy specialist learned valuable lessons and gained an appreciation for the need to honor and celebrate, engage and instruct all students from all over the globe. (SR)

A Different Kind of Education Gap

ERIC Educational Resources Information Center

Eckert, Jonathan; Byrd, P. Ann

2012-01-01

Two former classroom teachers go back to the classroom to work, observe and discuss education. Their lessons learned include that grouping students according to ability is difficult, teachers are overworked, teachers must get to know each individual student, and most importantly, the separation between schools and the academic and policy…

Connect with Kids. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"Connect with Kids" aims to promote prosocial attitudes and positive behavior of elementary (grades 3-5) and secondary (grades 6-12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The…

Introduction to Media.

ERIC Educational Resources Information Center

Riler, Robert

Designed for senior high school students, this one semester course focuses on four aspects of modern media: television, film, radio, and advertising. Each topic is worked into a weekly lesson plan format that stresses the active involvement of students in the learning process. The course outline contains lists of objectives and media materials…

Interpersonal Behaviour Styles of Primary Education Teachers during Science Lessons

ERIC Educational Resources Information Center

Fisher, Darrell; den Brok, Perry; Waldrip, Bruce; Dorman, Jeffrey

2011-01-01

This study reports the first development in Australia of primary science teacher typologies of teacher-student interpersonal behaviour, which was measured by students' perceptions using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later…

Is It Cheating if Everybody Does It?

ERIC Educational Resources Information Center

Gustafon, Chris

2004-01-01

A teacher brings you a paper he suspects is not the student's own work, and a google search confirms it was copied right off a web page. Intellectual honesty issues are impossible to duck in the library, but plagiarism lessons are often met with yawns and eye rolls from students.

SCAMPERing into Engineering!

ERIC Educational Resources Information Center

Flannagan, Jenny Sue; Sawyer, Margaret

2015-01-01

In this article the authors describe what they call their "Snapshots of Science" program. These mini-lessons of science are taught once a week to all students in the school library. Over the last two years, they have been working to extend the experiences students have in their science classroom into the library. Each week, students…

Lessons learnt from a three-year pilot field epidemiology training programme.

PubMed

Hoy, Damian; Durand, A Mark; Hancock, Thane; Cash, Haley L; Hardie, Kate; Paterson, Beverley; Paulino, Yvette; White, Paul; Merritt, Tony; Fitzgibbons, Dawn; Gopalani, Sameer Vali; Flint, James; Edwin A Merilles, Onofre; Kashiwabara, Mina; Biaukula, Viema; Lepers, Christelle; Souares, Yvan; Nilles, Eric; Batikawai, Anaseini; Huseynova, Sevil; Patel, Mahomed; Saketa, Salanieta T; Durrheim, David; Henderson, Alden; Roth, Adam

2017-01-01

The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific.

Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

ERIC Educational Resources Information Center

Vani, V. Vijaya

2016-01-01

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

Student Loans as a Means of Financing Higher Education: Lessons from International Experience. World Bank Staff Working Papers Number 599.

ERIC Educational Resources Information Center

Woodhall, Maureen

International experience with student loans as a means of financing higher education is examined, with particular reference to developing countries. After summarizing the main purposes and kinds of student loan programs and practices in developed countries, advantages and disadvantages of loans as a means of financing higher education are…

Improving Science Instruction for Students with Disabilities: Proceedings. Working Conference on Science for Persons with Disabilities (Anaheim, California, March 28-29, 1994).

ERIC Educational Resources Information Center

Stefanich, Greg P.; Egelston-Dodd, Judy, Ed.

This proceedings report includes papers presented at a conference on teaching science to students with disabilities. In the first paper, "Family Pedigrees: A Model Lesson Illustrating Strategies for Teaching Students with Disabilities in a Mainstreamed High School Biology Class" (Kathleen Ball and Edward C. Keller, Jr.), strategies are described…

Foreign Language Projects for the Gifted Student.

ERIC Educational Resources Information Center

McKay, Carol L.; McKay, Martin D.

A language program often provides for the needs of gifted students by extra assignments or independent study. What is needed is a way to provide them with valid projects that do not add significantly to the teacher's work load. One way to do this is to plan lessons on an individual basis for the gifted student and to expand them for use with an…

"We May Give Advice but We Can Never Prompt Behavior": Lessons from Britain in Teaching Students Whose Behavior Causes Concern.

ERIC Educational Resources Information Center

Blake, Christopher, R. L.; Garner, Philip

This report focuses on teacher characteristics that enable teachers to work effectively with students with behavior disorders. A study was conducted that asked 60 British teachers, all of whom had some designated responsibilities for students with behavior problems, to identify a set of personal and professional characteristics which were most…

Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges

ERIC Educational Resources Information Center

Patel, Reshma; Rudd, Timothy

2012-01-01

The passage of the Higher Education Act of 1965, which extended need-based financial assistance to the general population for the first time, has improved college access for American students, but more work remains to be done to improve college success. According to government statistics, in 2006, about one in six students had earned a degree or…

Lesson Imaging in Math and Science: Anticipating Student Ideas and Questions for Deeper STEM Learning

ERIC Educational Resources Information Center

Stephan, Michelle; Pugalee, David; Cline, Julie; Cline, Chris

2016-01-01

Help turn students into problem solvers. With lesson imaging, teachers anticipate how chosen activities will unfold in real time--what solutions, questions, and misconceptions students might have and how teachers can promote deeper reasoning. When lesson imaging occurs before instruction, students achieve lesson objectives more naturally and…

2014 Fordham Sponsorship Annual Report

ERIC Educational Resources Information Center

Thomas B. Fordham Foundation, 2014

2014-01-01

The 2014 Fordham Sponsorship Annual Report is our opportunity to share the Fordham Foundation's work as the sponsor of eleven schools serving 3,200 students, and our related policy work in Ohio and nationally. We are fortunate as an organization that our policy work benefits our sponsorship efforts; and, that our lessons from sponsorship inform…

With Interest It Comes To...Unconscionable Clauses in Sales Contracts. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan on unconscionable clauses in sales contracts. The unit acquaints students with the operation of sales contracts and…

Utilization of Lesson Analysis as Teacher Self Reflection to Improve the Lesson Design on Chemical Equation Topic

NASA Astrophysics Data System (ADS)

Edyani, E. A.; Supriatna, A.; Kurnia; Komalasari, L.

2017-02-01

The research is aimed to investigate how lesson analysis as teacher’s self-reflection changes the teacher’s lesson design on chemical equation topic. Lesson Analysis has been used as part of teacher training programs to improve teacher’s ability in analyzing their own lesson. The method used in this research is a qualitative method. The research starts from build lesson design, implementation lesson design to senior high school student, utilize lesson analysis to get information about the lesson, and revise lesson design. The revised lesson design from the first implementation applied to the second implementation, resulting in better design. This research use lesson analysis Hendayana&Hidayat framework. Video tapped and transcript are employed on each lesson. After first implementation, lesson analysis result shows that teacher-centered still dominating the learning because students are less active in discussion, so the part of lesson design must be revised. After second implementation, lesson analysis result shows that the learning already student-centered. Students are very active in discussion. But some part of learning design still must be revised. In general, lesson analysis was effective for teacher to reflect the lessons. Teacher can utilize lesson analysis any time to improve the next lesson design.

Describing Teacher–Student Interactions: A Qualitative Assessment of Teacher Implementation of the 7th Grade keepin’ it REAL Substance Use Intervention

PubMed Central

Miller-Day, Michelle; Shin, Young Ju; Hecht, Michael L.; Krieger, Janice L.; Graham, John W.

2014-01-01

Variations in the delivery of school-based substance use prevention curricula affect students’ acquisition of the lesson content and program outcomes. Although adaptation is sometimes viewed as a lack of fidelity, it is unclear what types of variations actually occur in the classroom. This observational study investigated teacher and student behaviors during implementation of a middle school-based drug prevention curriculum in 25 schools across two Midwestern states. Trained observers coded videos of 276 lessons, reflecting a total of 31 predominantly Caucasian teachers (10 males and 21 females) in 73 different classes. Employing qualitative coding procedures, the study provides a working typology of implementation patterns based on varying levels of teacher control and student participation. These patterns are fairly consistent across lessons and across classes of students, suggesting a teacher-driven delivery model where teachers create a set of constraints within which students vary their engagement. Findings provide a descriptive basis grounded in observation of classroom implementation that can be used to test models of implementation fidelity and quality as well as impact training and other dissemination research. PMID:22739791

The Pathway Active Learning Environment: An interactive web-based tool for physics education

NASA Astrophysics Data System (ADS)

Nakamura, Christopher Matthew

The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive capabilities of the system as well as to identify productive and unproductive use patterns. This work establishes a proof-of-concept level demonstration of the feasibility of deploying this type of system. The impact of this work and the possibility of future research efforts are discussed in the context of Internet technologies that are changing rapidly.

Latin American Marketing Project. Grade 10 Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Antilla, Madeline; DeMonet, J.

In this lesson, students work as marketing teams hired by a U.S. fast food company to study the feasibility of selling fast food in Latin America. Teams are composed of cultural, production, marketing, and advertising experts. Each marketing team will investigate a product and a Latin American country. Teams will present their research and…

The key factors affecting students' individual interest in school science lessons

NASA Astrophysics Data System (ADS)

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The present study aimed to address this gap, using a mixed methods design. Qualitative interview data were collected from 60 Hong Kong junior secondary school students, who were asked to describe the nature of their interest in science lessons and the factors to which they attribute this. Teacher interviews, parent interviews, and classroom observations were conducted to triangulate student interview data. Five factors affecting students' individual interest in school science lessons were identified: situational influences in science lessons, individual interest in science, science self-concept, grade level, and gender. Quantitative data were then collected from 591 students using a questionnaire. Structural equation modelling was applied to test a hypothesised model, which provided an acceptable fit to the student data. The strongest factor affecting students' individual interest in school science lessons was science self-concept, followed by individual interest in science and situational influences in science lessons. Grade level and gender were found to be nonsignificant factors. These findings suggest that teachers should pay special attention to the association between academic self-concept and interest if they want to motivate students to learn science at school.

Working the System

ERIC Educational Resources Information Center

Berks, Darla R.; Vlasnik, Amber N.

2014-01-01

Unfortunately, many students learn about the concept of systems of linear equations in a procedural way. The lessons are taught as three discrete methods. Connections between the methods, in many cases, are not made. As a result, the students' overall understanding of the concept is very limited. By the time the teacher reaches the end of the…

Goldilocks/Baby Bear Approach to Differentiation

ERIC Educational Resources Information Center

Oliver, Cindy Lovell

2007-01-01

The teacher's of America's one-room schoolhouses long ago mastered the concept of differentiation. Small class sizes were the norm, including children of all ages. Older, or more advanced students, helped others understand their lessons. Students move on to more difficult work as they were ready. Skipping grades was not uncommon. As the population…

School Perspectives on Collaborative Inquiry: Lessons Learned from New York City, 2009-2010

ERIC Educational Resources Information Center

Robinson, Marian A.

2010-01-01

Background: Through its Children First initiative, New York City policymakers promoted collaborative inquiry as a process for helping administrators and teachers use student data to improve instruction and raise student achievement. Since 2007, city schools were expected to engage higher proportions of faculty in the inquiry work each year.…

The Praeger Handbook of Education and Psychology. Volume 4

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Raymond, Horn A., Ed.; Steinberg, Shirley R., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

Metals and Alloys; Machine Shop Work 3: 9557.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor in systematically planning and presenting a variety of meaningful lessons to facilitate the necessary training for the machine shop student. The materials are designed to enable the student to learn the manipulative skills and related knowledge necessary to understand…

Power Play: Rethinking Roles in the Art Classroom

ERIC Educational Resources Information Center

Buffington, Melanie L.

2014-01-01

This article describes how art teachers can work toward changing the power dynamics in their classrooms by using a student centered approach, as demonstrated by an example lesson about contemporary painter Kehinde Wiley. As the class unpacked the idea of power prevalent in Wiley's portraits, the students gave relevant examples of how power…

Staff Caricatures

ERIC Educational Resources Information Center

Templeton, Kristine

2010-01-01

This article describes how the author brings staff and students together through an art project that deals with caricatures. The author started with a lesson on caricature, and she made a PowerPoint presentation showcasing the work of Al Hirschfeld. Using photos of the staff, students created portraits and hung them in a main hallway after school.…

Scanner as a Fine Art

ERIC Educational Resources Information Center

Fontes, Kris

2008-01-01

Not every art department is fortunate enough to have access to digital cameras and image-editing software, but if a scanner, computer, and printer are available, students can create some imaginative and surreal work. This high-school level lesson begins with a discussion of self-portraits, and then moves to students creating images by scanning…

The Praeger Handbook of Education and Psychology. Volume 2

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A. Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

Science and Superheroes

ERIC Educational Resources Information Center

Dolenc, Nathan; Wood, Aja; Washburn, Megan; Batson, Yarden; Fan, Brittany; Dickens, Victoria; Armstrong, Shannon

2016-01-01

Role-play has been shown to increase student engagement and improve the overall classroom environment. When used effectively, role-play can transform a task or assignment to appear more like play than work. In this four-part lesson, role-play was used as a teaching strategy to engage students in learning the science and application of several…

Levers and Mixtures: An Integrated Science and Mathematics Activity to Solve Problems

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa

2017-01-01

In recent years, the integration of science and mathematics has become popular among educators because of its potential benefits for student learning. The purpose of this study is to introduce a two-day interdisciplinary lesson that brings science and mathematics concepts together, actively engaging students in working with percentages of the…

Using Evolutionary Data in Developing Phylogenetic Trees: A Scaffolded Approach with Authentic Data

ERIC Educational Resources Information Center

Davenport, K. D.; Milks, Kirstin Jane; Van Tassell, Rebecca

2015-01-01

Analyzing evolutionary relationships requires that students have a thorough understanding of evidence and of how scientists use evidence to develop these relationships. In this lesson sequence, students work in groups to process many different lines of evidence of evolutionary relationships between ungulates, then construct a scientific argument…

Understanding How Teachers Guide Evidence Construction Conversations

ERIC Educational Resources Information Center

Manz, Eve; Renga, Ian Parker

2017-01-01

Many classroom units and lessons are now organized around engaging students in developing claims and evidence. An aspect of teachers' work that is understudied is how teachers manage the complexity inherent in navigating between claims and empirical data. In other words, what do teachers do when students do not see what they are "supposed…

Abrasives and Grinding Machines; Machine Shop Work--Advanced: 9557.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor in systematically planning and presenting a variety of meaningful lessons to facilitate the necessary training for the machine shop student. The material contained in the outline is designed to enable the student to learn the manipulative skills and related knowledge…

Gravity Can Do What?

ERIC Educational Resources Information Center

Schnittka, Christine

2017-01-01

Many students (and adults) do not understand a basic tenet of energy literacy: how electricity is produced. They do not know how coal or other fossil fuels are used to make electricity, nor do they understand how nuclear power, hydroelectric power, and wind power work. The author developed a series of lessons to help students understand how…

The Praeger Handbook of Education and Psychology. Volume 1

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A., Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

Teaching Information Ethics to High School Students

ERIC Educational Resources Information Center

Lehman, Kathy

2009-01-01

The new AASL standards clearly spell out ethical responsibilities, which school librarians strive to instill and model as they work with staff and students. In this article, the author presents the AASL standards together with some tips and lesson ideas which she and her library partner have put into practice within their library media program.

The Praeger Handbook of Education and Psychology. Volume 3

ERIC Educational Resources Information Center

Kincheloe, Joe L., Ed.; Horn, Raymond A., Jr., Ed.

2007-01-01

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty…

Antidote: Civic Responsibility. Maine Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Maine state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student, or…

Antidote: Civic Responsibility. Illinois Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Illinois state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student,…

Antidote: Civic Responsibility. Alaska Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Alaska state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law student,…

Visual Narrative: A Technique to Enhance Secondary Students' Contribution to the Development of Inclusive, Socially Just School Environments--Lessons from a Box of Crayons

ERIC Educational Resources Information Center

Carrington, Suzanne; Allen, Kate; Osmolowski, Daniel

2007-01-01

This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in…

Student Reflections on Learning with Challenging Tasks: "I Think the Worksheets Were Just for Practice, and the Challenges Were for Maths"

ERIC Educational Resources Information Center

Russo, James; Hopkins, Sarah

2017-01-01

The current study considered young students' (7 and 8 years old) experiences and perceptions of mathematics lessons involving challenging (i.e. cognitively demanding) tasks. We used the Constant Comparative Method to analyse the interview responses (n = 73) regarding what work artefacts students were most proud of creating and why. Five themes…

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.

Do Lessons in Nature Boost Subsequent Classroom Engagement? Refueling Students in Flight

PubMed Central

Kuo, Ming; Browning, Matthew H. E. M.; Penner, Milbert L.

2018-01-01

Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive—not negative—aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of “redirects” (the number of times the teacher stopped instruction to direct student attention back onto the task at hand); independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of “redirects” was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may actually leave students more able to engage in the next lesson, even as students are also learning the material at hand. Such “refueling in flight” argues for including more lessons in nature in formal education. PMID:29354083

Maynard Dixon: "Free Speech."

ERIC Educational Resources Information Center

Day, Michael

1987-01-01

Based on Maynard Dixon's oil painting, "Free Speech," this lesson attempts to expand high school students' understanding of art as a social commentary and the use of works of art to convey ideas and ideals. (JDH)

Lesson on Demand. Lesson Plan.

ERIC Educational Resources Information Center

Weaver, Sue

This lesson plan helps students understand the role consumer demand plays in the market system, i.e., how interactions in the marketplace help determine pricing. Students will participate in an activity that demonstrates the concepts of demand, demand schedule, demand curve, and the law of demand. The lesson plan provides student objectives;…

Alternative Energy Lessons in Scotland

NASA Astrophysics Data System (ADS)

Boyle, Julie

2010-05-01

In Scotland the new science curriculum for pupils aged 12 to 15 shall include the following outcomes: "Using my knowledge and understanding, I can express an informed view on a national or global environmental issue;" "I have participated in constructing a model to harness a renewable source of energy and can investigate how to optimise the output;" and "I can discuss why it is important to me and to the future of the world that alternatives to fossil fuels are developed." There will be an emphasis on creating lessons that will nurture responsible citizens, improve pupil engagement and allow students to develop their team working skills. To help teachers plan lessons to address this, the Scottish Schools Equipment Research Centre and Edinburgh University made teaching materials on four renewable energy resources. This poster describes how their suggested activities on solar cells, wind turbines, hydroelectric power stations and wave power were used in science lessons with twelve year old students. After an initial class discussion based on issues related to climate change and diminishing fossil fuel supplies, a workshop activity was carried out in three stages. The students were issued with a fact sheet about one of four imaginary islands (Skisdale, Cloudy Island, Surfsville and Sun City) and they were asked to work in teams to choose the most suitable method of generating electricity for their island. Issues such as costs, where it will be sited and environmental implications were considered. They were then asked to conduct practical activities by constructing and testing models for these forms of renewable energy. To conclude, they presented their proposal to the rest of the class with reasoned explanations. The kits used in the lessons can be purchased from Anderson Scientific (sales@andersonscientific.co.uk). The solar cells were simply connected to a voltmeter. The wind and hydroelectric groups used the same basic equipment. This was made using a small water bottle, insulating tape, a screwdriver, a connecting block, a solar motor, a plastic fan and thin wires. The only difference was that the wind groups were issued hairdryers and the hydroelectric groups worked at a sink. The wave turbine was constructed in a similar way using the bases from two 5 litre water bottles. Various investigations were conducted into the factors affecting the voltage produced. For instance, the effect of the distance from the light source, the area of the solar cell, the type of blades, the depth of water and the wind speed were studied. The lessons reinforced their understanding of ideas covered in Science and Geography, such as voltage, power, fair tests, compass directions and map contours. Students also had the opportunity to practise connecting electrical components in series and they consolidated their understanding of energy changes, observing that generators convert kinetic energy to electrical energy. The activities allowed students to learn the basics of how renewable energy technologies work. The tasks provided a hands-on experience of renewable energy being used to power small-scale electrical devices such as an LED. The students also gained an appreciation of the complex issues involved in planning and implementing renewable energy generation in the real world.

Magnificent Mountains

ERIC Educational Resources Information Center

Anderson, Heather

2004-01-01

One way to increase awareness of endangered national heritage is to teach youth the importance of the land through the study of selected works of art. This article describes a lesson, in which students will study the work of Thomas Moran and create a mountain range collage. A short biography of Thomas Moran is included.

Lessons Learned: If I Only Knew Then...

ERIC Educational Resources Information Center

Ward, Janet

2012-01-01

When the author entered the profession in 1978, the phrase "enrollment management" was non-existent. One worked for admissions, financial aid, student accounts, or registration and records, and each department worked independently from the others. Most professionals specialized in one area (e.g., admissions) and then spent their entire career in…

Machinist (AFSC 42750).

ERIC Educational Resources Information Center

Air Univ., Gunter AFS, Ala. Extension Course Inst.

This four-volume student text is designed for use by Air Force personnel enrolled in a self-study extension course for machinists. Covered in the individual volumes are machine shop fundamentals, metallurgy and advanced machine work, advanced machine work, and tool design and shop management. Each volume in the set contains a series of lessons,…

Teaching Grammar: What Really Works

ERIC Educational Resources Information Center

Benjamin, Amy; Berger, Joan

2010-01-01

In this book, the authors share procedures for teaching grammar effectively and dynamically, in ways that appeal to students and teachers alike. Ideal for teachers just beginning their work in grammar instruction, this book includes day-by-day units and reproducibles to help them embed grammar lessons into writing instruction. Using visuals,…

Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Loehr, Abbey M

2016-12-01

Students, parents, teachers, and theorists often advocate for direct instruction on both concepts and procedures, but some theorists suggest that including instruction on procedures in combination with concepts may limit learning opportunities and student understanding. This study evaluated the effect of instruction on a math concept and procedure within the same lesson relative to a comparable amount of instruction on the concept alone. Direct instruction was provided before or after solving problems to evaluate whether the type of instruction interacted with the timing of instruction within a lesson. We worked with 180 second-grade children in the United States. In a randomized experiment, children received a classroom lesson on mathematical equivalence in one of four conditions that varied in instruction type (conceptual or combined conceptual and procedural) and in instruction order (instruction before or after solving problems). Children who received two iterations of conceptual instruction had better retention of conceptual and procedural knowledge than children who received both conceptual and procedural instruction in the same lesson. Order of instruction did not impact outcomes. Findings suggest that within a single lesson, spending more time on conceptual instruction may be more beneficial than time spent teaching a procedure when the goal is to promote more robust understanding of target concepts and procedures. © 2016 The British Psychological Society.

Final Report on the Study of the Impact of the Statewide Systemic Initiatives. Lessons Learned about Designing, Implementing, and Evaluating Statewide Systemic Reform. WCER Working Paper No. 2003-12

ERIC Educational Resources Information Center

Heck, Daniel J.; Weiss, Iris R.; Boyd, Sally E.; Howard, Michael N.; Supovitz, Jonathan A.

2003-01-01

This document represents the first of two volumes presented in "Study of the Impact of the Statewide Systemic Initiatives Program" (Norman L. Webb and Iris R. Weiss). In an effort to evaluate the impact of the Statewide Systemic Initiatives (SSIs) on student achievement and the lessons that could be learned from the National Science…

Lessons learnt from a three-year pilot field epidemiology training programme

PubMed Central

Durand, A Mark; Hancock, Thane; Cash, Haley L; Hardie, Kate; Paterson, Beverley; Paulino, Yvette; White, Paul; Merritt, Tony; Fitzgibbons, Dawn; Gopalani, Sameer Vali; Flint, James; Edwin A Merilles, Onofre; Kashiwabara, Mina; Biaukula, Viema; Lepers, Christelle; Souares, Yvan; Nilles, Eric; Batikawai, Anaseini; Huseynova, Sevil; Patel, Mahomed; Saketa, Salanieta T; Durrheim, David; Henderson, Alden; Roth, Adam

2017-01-01

Problem The Pacific region has widely dispersed populations, limited financial and human resources and a high burden of disease. There is an urgent need to improve the availability, reliability and timeliness of useable health data. Context The purpose of this paper is to share lessons learnt from a three-year pilot field epidemiology training programme that was designed to respond to these Pacific health challenges. The pilot programme built on and further developed an existing field epidemiology training programme for Pacific health staff. Action The programme was delivered in country by epidemiologists working for Pacific Public Health Surveillance Network partners. The programme consisted of five courses: four one-week classroom-based courses and one field epidemiology project. Sessions were structured so that theoretical understanding was achieved through interaction and reinforced through practical hands-on group activities, case studies and other interactive practical learning methods. Outcome As of September 2016, 258 students had commenced the programme. Twenty-six course workshops were delivered and one cohort of students had completed the full five-course programme. The programme proved popular and gained a high level of student engagement. Discussion Face-to-face delivery, a low student-to-facilitator ratio, substantial group work and practical exercises were identified as key factors that contributed to the students developing skills and confidence. Close engagement of leaders and the need to quickly evaluate and adapt the curriculum were important lessons, and the collaboration between external partners was considered important for promoting a harmonized approach to health needs in the Pacific. PMID:29051838

Science Students' Classroom Discourse: Tasha's Umwelt

NASA Astrophysics Data System (ADS)

Arnold, Jenny

2012-04-01

Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

Looking for Life in Extreme Environments on Earth and Beyond: Professional Development Workshop for Educators

NASA Astrophysics Data System (ADS)

Droppo, R.; Pratt, L.; Suchecki, P. C.

2010-08-01

The Looking for Life in Extreme Environments workshop held at Indiana University Bloomington in July of 2009 was the first in a series of workshops for high-school teachers that are currently in development. The workshops' modules are based on the research of faculty members in the Departments of Geological Sciences, Biology, and Astronomy, the School of Education, and the School of Public and Environmental Affairs at Indiana University Bloomington; the modules use lessons from Exploring Deep-Subsurface Life. Earth Analogues for Possible Life on Mars: Lessons and Activities, curricular materials that were produced and edited by Lisa Pratt and Ruth Droppo and published by NASA in 2008. Exploring Deep-Subsurface Life is a workbook, a DVD (with closed-captioning), and a CD with the lessons in digital text format for adaptation to classroom needs and printing. Each lesson includes the National Education Standards that apply to the materials. The workbook's lessons are written with three considerations: Life Domains, Cellular Metabolism, and Extreme Environments and Microbes. Students are challenged to build, draw, measure, discuss, and participate in laboratory processes and experiments that help them understand and describe microbes and their environments. In the Capstone, the students write a grant proposal based on the three lessons' analogues. The DVD is collection of videotaped interviews with scientists in laboratories at Michigan State, Princeton, and Indiana University, who are working on water and gas samples they collected from deep gold mines in South Africa and the Canadian Arctic. The interview materials and some animated graphics are compiled into four video pieces that support and compliment the accompanying workbook lessons and activities, and offer students insight into the excitement of scientific discovery.

Introducing Argumentation About Climate Change Socioscientific Issues in a Disadvantaged School

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Carson, Katherine

2018-03-01

Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students' understanding of climate change improved significantly (p < .001) with a large effect size. There was also a significant increase (p < .05) in the number of categories provided in written arguments about a climate change issue. Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students' argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Unintended Learning in Primary School Practical Science Lessons from Polanyi's Perspective of Intellectual Passion

NASA Astrophysics Data System (ADS)

Park, Jisun; Song, Jinwoong; Abrahams, Ian

2016-03-01

This study explored, from the perspective of intellectual passion developed by Michael Polanyi, the unintended learning that occurred in primary practical science lessons. We use the term `unintended' learning to distinguish it from `intended' learning that appears in teachers' learning objectives. Data were collected using video and audio recordings of a sample of twenty-four whole class practical science lessons, taught by five teachers, in Korean primary schools with 10- to 12-year-old students. In addition, video and audio recordings were made for each small group of students working together in order to capture their activities and intra-group discourse. Pre-lesson interviews with the teachers were undertaken and audio-recorded to ascertain their intended learning objectives. Selected key vignettes, including unintended learning, were analysed from the perspective of intellectual passion developed by Polanyi. What we found in this study is that unintended learning could occur when students got interested in something in the first place and could maintain their interest. In addition, students could get conceptual knowledge when they tried to connect their experience to their related prior knowledge. It was also found that the processes of intended learning and of unintended learning were different. Intended learning was characterized by having been planned by the teacher who then sought to generate students' interest in it. In contrast, unintended learning originated from students' spontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers' persuasive passion comes first in the process of intended learning, students' heuristic passion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual students, can occur during their lesson and to be able to better use this opportunity so that this unintended learning can be shared by the whole class. Furthermore, we argue that teachers' deliberate action and a more interactive classroom culture are necessary in order to allow students to develop, in addition to heuristic passion, persuasive passion towards their unintended learning.

Winslow Homer: "The Life Line."

ERIC Educational Resources Information Center

Brigham, Diane

1986-01-01

Using a color print of Winslow Homer's oil painting, "The Life Line," the goal of this senior high school art lesson is to have students debate the importance of dramatic effect in a work of art. (JDH)

Creating aging-enriched social work education:a process of curricular and organizational change.

PubMed

Hooyman, Nancy; St Peter, Suzanne

2006-01-01

The CSWE Geriatric Enrichment in Social Work Education Project, funded by the John A. Hartford foundation, aimed to change curricula and organizational structure in 67 GeroRich projects so that all students would graduate with foundation knowledge and skills to work effectively with older adults and their families. The emphasis was on change processes to infuse and sustain gerontological competencies and curricular resources in foundation courses. This article presents lessons learned and strategies for engaging faculty, practitioners and students in the curriculum and organizational change process.

What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School

NASA Astrophysics Data System (ADS)

Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente

2017-11-01

The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12-16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching-learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.

The effectiveness of advance organiser model on students' academic achievement in learning work and energy

NASA Astrophysics Data System (ADS)

Gidena, Asay; Gebeyehu, Desta

2017-11-01

The purpose of this study was to investigate the effectiveness of the advance organiser model (AOM) on students' academic achievement in learning work and energy. The design of the study was quasi-experimental pretest-posttest nonequivalent control groups. The total population of the study was 139 students of three sections in Endabaguna preparatory school in Tigray Region, Ethiopia. Two sections with equivalent means on the pretest were taken to participate in the study purposely and one section assigned as the experimental group and the other section assigned as the control group randomly. The experimental group was taught using the lesson plan based on the AOM, and the control group was taught using the lesson plan based on the conventional teaching method. Pretest and posttest were administered before and after the treatment, respectively. Independent sample t-test was used to analyse the data at the probability level of 0.05. The findings of the study showed that the AOM was more effective than the conventional teaching method with effect size of 0.49. This model was also effective to teach male and female students and objectives namely understanding and application. However, both methods were equally important to teach work and energy under the objective knowledge level.

Teaching science through literature

NASA Astrophysics Data System (ADS)

Barth, Daniel

2007-12-01

The hypothesis of this study was that a multidisciplinary, activity rich science curriculum based around science fiction literature, rather than a conventional text book would increase student engagement with the curriculum and improve student performance on standards-based test instruments. Science fiction literature was chosen upon the basis of previous educational research which indicated that science fiction literature was able to stimulate and maintain interest in science. The study was conducted on a middle school campus during the regular summer school session. Students were self-selected from the school's 6 th, 7th, and 8th grade populations. The students used the science fiction novel Maurice on the Moon as their only text. Lessons and activities closely followed the adventures of the characters in the book. The student's initial level of knowledge in Earth and space science was assessed by a pre test. After the four week program was concluded, the students took a post test made up of an identical set of questions. The test included 40 standards-based questions that were based upon concepts covered in the text of the novel and in the classroom lessons and activities. The test also included 10 general knowledge questions that were based upon Earth and space science standards that were not covered in the novel or the classroom lessons or activities. Student performance on the standards-based question set increased an average of 35% for all students in the study group. Every subgroup disaggregated by gender and ethnicity improved from 28-47%. There was no statistically significant change in the performance on the general knowledge question set for any subgroup. Student engagement with the material was assessed by three independent methods, including student self-reports, percentage of classroom work completed, and academic evaluation of student work by the instructor. These assessments of student engagement were correlated with changes in student performance on the standards-based assessment tests. A moderate correlation was found to exist between the level of student engagement with the material and improvement in performance from pre to post test.

A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes

ERIC Educational Resources Information Center

Tarhan, Leman; Ayyildiz, Yildizay; Ogunc, Aylin; Sesen, Burcin Acar

2013-01-01

Background: Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of "physical and chemical changes" difficult and abstract, and thus they generally have many misconceptions about it. Purpose: This study aimed to investigate the…

Preservice Educators' Perceptions of Teaching in an Urban Middle School Setting: A Lesson from the Amistad

ERIC Educational Resources Information Center

Hill, Pixita del Prado; Phelps, Stephen; Friedland, Ellen S.

2007-01-01

Preparing European-American preservice teachers for diverse urban school settings pose multiple challenges. Of primary concern are the differences in race, culture, and community between teachers and students. Because new teachers prefer to work where they grew up, most preservice teachers want to teach students who are like themselves in familiar…

Friction. Learning in Science Project. Working Paper No. 19.

ERIC Educational Resources Information Center

Stead, Keith; Osborne, Roger

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on students' thinking regarding their views on friction. Students (N=47) were…

Study Abroad and the City: Bringing the Lessons Home

ERIC Educational Resources Information Center

Brewer, Elizabeth

2011-01-01

Study abroad's purpose, once conceived primarily as a means for acquiring knowledge in a content area as well as language acquisition, began in the 1980s to be considered a vehicle for helping American students become less "parochial" and better prepared to live and work in a globalized world. To achieve these goals, students must be…

Using Simple Machines to Leverage Learning

ERIC Educational Resources Information Center

Dotger, Sharon

2008-01-01

What would your students say if you told them they could lift you off the ground using a block and a board? Using a simple machine, they'll find out they can, and they'll learn about work, energy, and motion in the process! In addition, this integrated lesson gives students the opportunity to investigate variables while practicing measurement…

Discipline Problems at Teachers' Colleges: Lessons for Lecturers and Students

ERIC Educational Resources Information Center

Yariv, Eliezer

2010-01-01

This case study worked with 80 lecturers drawn from Israeli teachers' colleges who reported that they face relatively few discipline problems; most appeared to be related to low motivation and/or dishonest behaviour. They treated each case in an ad hoc way, responded mildly and avoided imposing sanctions. It is argued that the student teachers'…

A Winning Strategy: Using "Glory Road" to Illustrate the Stages of Group Development

ERIC Educational Resources Information Center

Porter, Haley; Wimmer, Gaea

2012-01-01

Leadership educators work to engage and teach their students in new and innovative ways. The film "Glory Road" was shown in an agricultural leadership class to reiterate a lesson taught on Tuckman and Jensen's (1977) Stages of Group Development. Students wrote a paper to communicate their ability to identify and evaluate the stages of…

Herons, Frogs, and Cranberry Bogs: A Wetlands Unit for Science and Language Arts.

ERIC Educational Resources Information Center

Pottle, Jean L.

This book presents interesting lessons about freshwater and saltwater wetlands, the creatures that inhabit them, and individuals who have played an important role in saving them. Activities in this book give students a chance to do their own research, perform experiments, use field guides, and work with maps and diagrams. Students are asked to…

"I like Art Because..."

ERIC Educational Resources Information Center

Leishear, Christina Chiddo

2012-01-01

There is a lot of creative energy between students and their art materials. In this lesson, the author discusses materials an artist may use to create a work of art--paint, a paintbrush, a palette, crayons, markers, pastels, and so on. Each student sketched a picture of themselves holding some tools that can be used in art. The objectives of this…

Lessons from the Other Side of the Teacher's Desk: Discovering Insights to Help Language Learners

ERIC Educational Resources Information Center

Westbrook, Frances

2011-01-01

Most language teachers become teachers because they are fascinated by language. They like the way languages work, they are intrigued by differences between their native tongues and other languages, and they enjoy the process of helping their students learn. Most language teachers have had positive experiences as language students themselves…

Hanging on the Clothesline

ERIC Educational Resources Information Center

Morris, Katie

2012-01-01

Teaching the author's fifth-grade students a lesson on clothing design was a great way to show them how art and design are part of their everyday lives. It also allowed the students to express their personalities. Clotheslines served as an effective basis for their work. She and her class began by discussing how clothes can tell them about a…

Assessment Update: Progress, Trends, and Practices in Higher Education. Volume 25, Issue 3, May-June 2013

ERIC Educational Resources Information Center

Banta, Trudy W., Ed.

2013-01-01

This issue of "Assessment Update" presents the following articles: (1) Launching E-Portfolios: An Organic Process; (2) Editor's Notes: Envisioning Learning; (3) Promoting Student Affairs Buy-In for Assessment: Lessons Learned; (4) Working at Assessment; (5) Making the Case for Formative Assessment: How It Improves Student Engagement and…

Introducing the World of Work

ERIC Educational Resources Information Center

Katz, Andrew J.

2008-01-01

The author relates how his realization that students react to lessons positively if they are made to feel like part of a team. The teacher decided to a start a company within his classroom, "hiring" managers, camera operators, and designers to help him start the venture. Students were challenged to apply for a job by submitting an application, a…

Gravity. Learning in Science Project. Working Paper No. 20.

ERIC Educational Resources Information Center

Stead, Keith; Osborne, Roger

One area explored in the second (in-depth) phase of the Learning in Science Project was "children's science," defined as views of the world and the meanings for words that children have and bring with them to science lessons. The investigation reported focuses on students' thinking regarding their views on gravity. Students (N=42) were…

Evaluating Students' Perception of Group Work for Mobile Application Development Learning, Productivity, Enjoyment and Confidence in Quality

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2016-01-01

Teaching programming and mobile application development concepts can be challenging for instructors; however, teaching an interdisciplinary class with varied skill levels amplifies this challenge. To encompass a broad range of students, many instructors have sought to improve their lessons and methods by experimenting with group/team programming.…

Merging Cognitive Science and Curriculum to Strengthen Middle School Math

ERIC Educational Resources Information Center

WestEd, 2014

2014-01-01

Consider that colorful photographs, eye-catching illustrations, and captivating images intended to make textbooks more appealing may actually distract students from the lesson at hand. Or that asking students to simply solve math problems might not be as effective as having them explain the steps of solutions that are already worked out--even some…

Introduction to Machine Tool Technology, Machine Shop Work--Intermediate: 9555.01.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor to plan systematically and to present meaningful lessons programmed to meet the necessary training needed by the machine shop student. A beginning course, the four blocks of instruction contained in the outline are designed to enable the student to obtain the manipulative…

Reading Recovery[R]. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

“Reading Recovery[R]” is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. Tutoring is delivered by…

Implementing Statewide Longitudinal Student Data Systems: Lessons from the States. Working Paper #22

ERIC Educational Resources Information Center

Anagnostopoulos, Dorothea; Bali, Valentina A.

2011-01-01

Providing accurate and useful information on student achievement is a rising challenge for state educational agencies. With the passage of the No Child Left Behind Act (NCLB) in 2001, such challenges have become more pressing. A centerpiece of the educational accountability movement, NCLB has prompted states to improve their reporting on student…

I Hate/Don't Hate/Still Hate Group Projects! A Tripartite Ethical Framework for Enhancing Student Collaboration

ERIC Educational Resources Information Center

Murray, Jeffrey W.

2017-01-01

Students often say they hate group projects, because they don't want their grade held hostage by someone else's effort (or lack thereof) and/or because they've had the experience previously of having to do other people's work for them. For the instructor, the challenge is to figure out how to provide students with the valuable lessons and learning…

Guiding Age 10-11 Students to Notice the Salient Features of Physical Change Models in Chemistry Digital Learning Objects

ERIC Educational Resources Information Center

Gustafson, Brenda; Mahaffy, Peter; Martin, Brian

2015-01-01

This paper focuses on one Grade 5 class (9 females; 9 males) who worked in student-pairs to view five digital learning object (DLO) lessons created by the authors and meant to introduce students to the nature of models, the particle nature of matter, and physical change. Specifically, the paper focuses on whether DLO design elements could assist…

When Federal Title I Works To Improve Student Learning in Inner-City Schools: Lessons Learned in Schoolwide Projects in Minneapolis. Spotlight on Student Success No. 112.

ERIC Educational Resources Information Center

Wong, Kenneth K.; And Others

This article presents data on four schools in the Minneapolis (Minnesota) Public School District that are implementing schoolwide projects under Title I. The Title I schoolwide project was adopted in Minneapolis in 1990 to accommodate a growing population of low-income, educationally disadvantaged students in the primary grades. Evaluation of…

The Students' Take on the Epsilon-Delta Definition of a Limit

ERIC Educational Resources Information Center

Fernandez, Eileen

2004-01-01

This paper describes a sequence of lessons from two Calculus I classes for teaching the epsilon-delta definition of a limit. In these lessons, the author elicited students' misconceptions and perceptions of this definition through a reading/writing lesson and then used these student ideas to design a lesson aimed at addressing these misconceptions…

Unexpected Answers: Case Study of a Student Teacher Derailing in a Math Lesson.

ERIC Educational Resources Information Center

Nilssen, Vivi; And Others

An analysis of a student teacher's lesson in multiplication for Norwegian second graders explored why the lesson did not succeed. Two interpretive frameworks were used to analyze the lesson: teaching as a complex cognitive activity and teaching as improvisation. The student teacher, Marte, believed in child-centered education and tried to create…

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes: Update

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2004-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, How do we know these meteorites are from Mars? This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer It s the chemistry of the rock , students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes.

Chromosomes on the move: The educational and neurological advantages of using body movement to teach cellular division

NASA Astrophysics Data System (ADS)

Baumwoll, Alma Aron

As education and neuroscience begin to merge, creating the new field of brain-based education, teachers are working to integrate scientific research into the classroom. While working to improve my own teaching, I developed a lesson plan to teach mitosis and meiosis through movement. My thesis reviews education theory and neuroscience to support using movement as a teaching tool in high-level, subject-based classrooms. I then outline my lesson plan and present my investigations of its effectiveness as demonstrated through short-term memory, long-term memory, and students' personal responses to the class. Two experiments were completed with biology lab sections at Northeastern University between 2009 and 2012; I taught my lesson to experimental groups while control groups learned through video-based lessons. The short-term study showed significant improvement in both the grades and enjoyment of the experimental groups. The long-term, retroactive study yielded no significant data, possibly due to weaknesses in the experimental design.

Interpersonal Interactions in Instrumental Lessons: Teacher/Student Verbal and Non-Verbal Behaviours

ERIC Educational Resources Information Center

Zhukov, Katie

2013-01-01

This study examined verbal and non-verbal teacher/student interpersonal interactions in higher education instrumental music lessons. Twenty-four lessons were videotaped and teacher/student behaviours were analysed using a researcher-designed instrument. The findings indicate predominance of student and teacher joke among the verbal behaviours with…

Comment Data Mining to Estimate Student Performance Considering Consecutive Lessons

ERIC Educational Resources Information Center

Sorour, Shaymaa E.; Goda, Kazumasa; Mine, Tsunenori

2017-01-01

The purpose of this study is to examine different formats of comment data to predict student performance. Having students write comment data after every lesson can reflect students' learning attitudes, tendencies and learning activities involved with the lesson. In this research, Latent Dirichlet Allocation (LDA) and Probabilistic Latent Semantic…

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

The Effects of Instruction of Creative Invention on Students' Situational Interest in Physics Lesson

NASA Astrophysics Data System (ADS)

Leung, Tim

There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving paper lantern. The findings in this study suggest that educators can use instruction of creative invention to trigger students' situational interest and enhance students' individual interest in physics lessons.

Exploring the Planets: A Mathematical Journey

NASA Astrophysics Data System (ADS)

Campbell, M. B.; Johnson, C. L.

2002-12-01

We have developed a series of lessons, designed to teach and reinforce mathematics through lessons about Earth and the bodies that most resemble it in the solar system: Mars, Venus, and the Moon. All lessons are based on California mathematics standards and also cover some Earth science content standards. The overall goal is to achieve cross-curricular learning objectives by showing how math and science work together. While the lessons are designed for a 7th grade math class, they could easily be adapted for a science class, or even modified for different grade levels. The lessons are designed to make recent discoveries in planetary science accessible to students in under-resourced schools. The set of five lessons makes up one unit to be taught consecutively. All the lessons are designed for the alternate day 1 hr and 50 min block scheduling, however the activities could be divided up over two days to accommodate a traditional schedule. There are a total of five lessons, plus a unit test and alternative assessment activities to be given on the sixth day of the unit. In a normal block schedule, the unit should take three weeks. The lessons are available on the web at http://mahi.ucsd.edu/johnson/mathjourney. Each lesson plan comprises the lesson objectives (along with the relevant California 7th grade mathematics standards), a warm-up activity, a vocabulary list (containing words that may be unfamiliar to students, especially those who are learning English), materials required for the class, the lesson structure plus sample dialogue, and in-class and homework activities and worksheets. The in-class activities and worksheets give students the opportunity to master concepts, and can also be useful as a formative assessment tool for the teacher. The mid-unit quiz, final test, and final project can be used as summative assessments. The lessons will be tested this fall by the first author at Davis Middle School, Compton, CA. They will also be disseminated among Teach For America corps members to enable a broader impact in a range of urban and rural under-resourced schools. We have also been using the capabilities of the Scripps Institution of Oceanography Visualization Center to produce fly-throughs of large planetary data sets. These are exported as QuickTime movies, making them available as educational tools.

Effective Measures for School-To-Work Transition in the Vocational Education System: Lessons from Australia and Korea

ERIC Educational Resources Information Center

Jung, Tae-Hwa; Misko, Josie; Lee, Kisung; Dawe, Susan; Hong, Sun Yee; Lee, Kwan-Choon

2004-01-01

This study is about the school-to-work transition arrangements in place in South Korea and South Australia, and the improvements that are required to enable students to better make this transition. It represents the work of researchers from the Korea Research Institute for Vocational Education and Training (KRIVET) and the National Centre for…

Refining MARGINS Mini-Lessons Using Classroom Observations

NASA Astrophysics Data System (ADS)

Iverson, E. A.; Manduca, C. A.; McDaris, J. R.; Lee, S.

2009-12-01

One of the challenges that we face in developing teaching materials or activities from research findings is testing the materials to determine that they work as intended. Traditionally faculty develop material for their own class, notice what worked and didn’t, and improve them the next year. However, as we move to a community process of creating and sharing teaching materials, a community-based process for testing materials is appropriate. The MARGINS project has piloted such a process for testing teaching materials and activities developed as part of its mini-lesson project (http://serc.carleton.edu/margins/index.html). Building on prior work developing mechanisms for community review of teaching resources (e.g. Kastens, 2002; Hancock and Manduca, 2005; Mayhew and Hall, 2007), the MARGINS evaluation team developed a structured classroom observation protocol. The goals of field testing are to a) gather structured, consistent feedback for the lesson authors based on classroom use; b) guide reviewers of these lessons to reflect on research-based educational practice as a framework for their comments; c) collect information on the data and observations that the reviewer used to underpin their review; d) determine which mini-lessons are ready to be made widely available on the website. The protocol guides faculty observations on why they used the activity, the effectiveness of the activity in their classroom, the success of the activity in leading to the desired learning, and what other faculty need to successfully use the activity. Available online (http://serc.carleton.edu/margins/protocol.html), the protocol can be downloaded and completed during instruction with the activity. In order to encourage review of mini-lessons using the protocol, a workshop focused on review and revision of activities was held in May 2009. In preparation for the workshop, 13 of the 28 participants chose to field test a mini-lesson prior to the workshop and reported that they found this process instructive. Activity authors found the observations very helpful and the first mini-lessons have now been revised using feedback from testers. Initial results show that the tested mini-lessons give students hands-on experience with scientific data and help students make connections between geologic phenomena and data. Productive feedback ranged from suggestions for improving activity design, adaptations for other audiences, suggestions for clearer presentation, and tips for using the materials. The team plans to broaden the use of the protocol to test and refine all of the mini-lessons in the MARGINS collection.

Amazing Physics: Learning about Work, Energy and Projectile Motion in a Historical Context

ERIC Educational Resources Information Center

Tural, Guner

2013-01-01

Teaching physics through a historical context provides effective learning and increases students' motivation for and interest in physics. For example, trebuchets and mangonels may be interesting historical contexts for learning about energy, work, and projectile motion. In this study, the implementation of physics lessons related to these subjects…

Emotion Work and Affective Stance in the Mathematics Classroom: The Case of IRE Sequences in Finnish Classroom Interaction

ERIC Educational Resources Information Center

Tainio, Liisa; Laine, Anu

2015-01-01

Although according to the Finnish curriculum the learning environment in mathematics lessons should promote supportive interaction, Finnish pupils' attitudes toward and self-beliefs regarding mathematics deteriorate during basic education. This article investigates emotion work in teacher-student interaction in Finnish mathematics classrooms; the…

Strategies That Work: Teaching Comprehension for Understanding and Engagement, Second Edition

ERIC Educational Resources Information Center

Harvey, Stephanie; Goudvis, Anne

2007-01-01

Since its publication in 2000, Strategies That Work has become an indispensable resource for teachers who want to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. In this revised and expanded edition, the authors have added twenty completely new comprehension lessons, extending the scope of the…

Dumpster Optics: teaching and learning optics without a kit

NASA Astrophysics Data System (ADS)

Donnelly, Judy; Magnani, Nancy; Robinson, Kathleen

2016-09-01

The Next Generation Science Standards (NGSS) and renewed emphasis on STEM education in the U.S. have resulted in the development of many educational kits for teaching science in general and optics in particular. Many teachers do not have funding to purchase kits and practical experience has shown that even costly kits can have poorly written and misleading instructions and may include experiments that would not work in a classroom. Dumpster Optics lessons are designed to use inexpensive, commonly found materials. All lessons have been field-tested with students. We will describe the development of the lessons, provide examples of field testing experiences and outline possible future activities.

Bringing Art to Life through Living Paintings

ERIC Educational Resources Information Center

Stillwagon, Joanne

2005-01-01

In this article, the author relates how she and other art teachers developed a "living painting" lesson, an art lesson that incorporates art history and painting. The lesson was developed also in part to help new student-teachers plan a memorable lesson. With the living painting lesson, students will have to choose and recreate famous paintings…

To Prosecute or Not? Enforcement of Federal Criminal Regulatory Statutes. Revised Edition. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analyses of particular legal problems, the document consists of a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for a unit about the enforcement of federal criminal regulatory statutes. The lesson plan presents an analysis of the…

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability.

PubMed

Knight, Victoria F; Collins, Belva; Spriggs, Amy D; Sartini, Emily; MacDonald, Margaret Janey

2018-02-27

Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed.

Tyskland--et grat land med et grimt sprog. Oder: die Haltung Danischer gymnasiasten zu Deutsch, Deutschland, und den Deutschen (Germany--a Grey Country with an Ugly Language. Or: The Attitudes of Danish Students to German, Germany, and the Germans). ROLIG Working Paper 43.

ERIC Educational Resources Information Center

Bense, Elisabeth

Two studies are reported that investigated the views of Danish secondary school students studying German. The first, an observational study, revealed that the vast majority of questions Danish students posed during German lessons concerned grammar and vocabulary. The second study was a questionnaire that revealed that the Danish students were…

Effect of science magic applied in interactive lecture demonstrations on conceptual understanding

NASA Astrophysics Data System (ADS)

Taufiq, Muhammad; Suhandi, Andi; Liliawati, Winny

2017-08-01

Research about the application of science magic-assisting Interactive Lecture Demonstrations (ILD) has been conducted. This research is aimed at providing description about the comparison of the improvement of the conceptual understanding of lesson on pressure between students who receive physics lesson through science magic-assisting ILD and students who receive physics lesson through ILD without science magic. This research used a quasi-experiment methods with Control Group Pretest-Posttest Design. The subject of the research is all students of class VIII in one of MTs (Islamic junior high school) in Pekalongan. Research samples were selected using random sampling technique. Data about students' conceptual understanding was collected using test instrument of conceptual understanding in the form of multiple choices. N-gain average calculation was performed in order to determine the improvement of students' conceptual understanding. The result of the research shows that conceptual understanding of students on lesson about pressure who received lesson with ILD using science magic <0.44> is higher than students who received lesson with ILD without science magic <0.25>. Therefore, the conclusion is that the application of science magic ILD is more effective to improve the conceptual understanding of lesson on pressure.

Two instructional designs for dialogic citizenship education: an effect study.

PubMed

Schuitema, Jaap; Veugelers, Wiel; Rijlaarsdam, Gert; ten Dam, Geert

2009-09-01

Despite the renewed interest in citizenship education, relatively little is known about effective ways to realize citizenship education in the classroom. In the literature on citizenship education, dialogue is considered to be a crucial element. However, there is very little, if any, empirical research into the different ways to stimulate dialogue. The main aim of this study is to arrive at an understanding of how citizenship education can be integrated in history classes. The focus is on the effect of a dialogic approach to citizenship education on students' ability to justify an opinion on moral issues. Four hundred and eighty-two students in the eighth grade of secondary education. Two curriculum units for dialogic citizenship education were developed and implemented. The two curriculum units differed in the balance between group work and whole-class teaching. Students' ability to justify an opinion was assessed by means of short essays written by students on a moral issue. The effectiveness of both curriculum units was compared with regular history classes. Students who participated in the lessons for dialogic citizenship education were able to justify their opinion better than students who participated in regular history lessons. The results further show a positive effect of the amount of group work involved. The results of this study indicate that a dialogic approach to citizenship education as an integral part of history classes helps students to form a more profound opinion about moral issues in the subject matter. In addition, group work seems to be a more effective method to implement dialogue in the classroom than whole-class teaching.

How Do Nursing Students Use Digital Tools during Lectures?

PubMed

Sebri, Isabelle; Bartier, Jean-Claude; Pelaccia, Thierry

2016-01-01

Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them. We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended. 99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams). Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class.

How Do Nursing Students Use Digital Tools during Lectures?

PubMed Central

Sebri, Isabelle; Bartier, Jean-Claude

2016-01-01

Objectives Teachers often wonder what students are doing during lectures, behind their computers, mobile phones and other digital tools. This study aimed to document the type of tools used during lectures by nursing students and what they do with them. Methods We carried out a descriptive, prospective, multicentre study including 1446 nursing students in Alsace (France). The students filled in an anonymous questionnaire at the end of a lesson they had just attended. Results 99% of the students had taken at least one digital tool to the lesson. 90% had a mobile phone with them. It was mainly used for entertainment (particularly for sending and/or receiving text messages and consulting emails). 52% had a laptop with them. It was essentially used for academic tasks (taking notes, working on other teaching units or revising for exams). Conclusion Most nursing students take a phone or laptop to lectures with them with the intention of using them for entertainment and learning respectively. These results could guide training establishments in drafting their institutional policy concerning the use of digital tools in class. PMID:27812170

The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels

ERIC Educational Resources Information Center

Hastie, Peter A.; Sluder, J. Brandon; Buchanan, Alice M.; Wadsworth, Danielle D.

2009-01-01

A time-honored goal of physical education has been to improve children's fitness and health, particularly given increasing evidence that physical activity is associated with short- and long-term health benefits in youth. Given the need to find ways to help children achieve fitness goals, and that students tend to work harder and treat lessons more…

Coastal Residents, Stingray Style: Selecting the Best Intertidal Creeks for Seasonal Living

ERIC Educational Resources Information Center

Webb, Sarah; Carla Curran, Mary

2017-01-01

Graphing and calculating percentages are integral skills in a STEM curriculum. Teaching students how to create graphs allows them to identify numerical trends and to express results in a clear and concise manner. In this activity, students will remain engaged in the lesson by moving around the room and then work together to generate their own…

Water Works: A Great Show on Earth. Classroom Activities for Third and Fourth Grades.

ERIC Educational Resources Information Center

McClure, Judy; Clark, Neil

This curriculum guide is divided into five lessons, each containing several activities that reflect the natural path of inquiry that third or fourth grade students might take in considering the water that arrives in their bathroom sinks each morning. Starting from the familiar faucet, the students are encouraged to reflect on their own habits and…

Integrating Environmental Management in Chemical Engineering Education by Introducing an Environmental Management System in the Student's Laboratory

ERIC Educational Resources Information Center

Montanes, Maria T.; Palomares, Antonio E.

2008-01-01

In this work we show how specific challenges related to sustainable development can be integrated into chemical engineering education by introducing an environmental management system in the laboratory where the students perform their experimental lessons. It is shown how the system has been developed and implemented in the laboratory, what role…

Consumer Health: Does Advertising Work on You? and Evaluating a Product's Health Claims.

ERIC Educational Resources Information Center

Cox, Carolyn C.

This paper describes lessons for teaching middle and high school students how to determine if they are influenced by the power of advertising and how to evaluate a product's health claims. To determine the influence of advertising, teachers have high school students discuss what their latest health product/service purchase was, why they bought it,…

Replicating High-Performing Public Schools: Lessons from the Field

ERIC Educational Resources Information Center

Wicoff, Kimberly; Howard, Don; Huggett, Jon

2006-01-01

The fact that far too many students leave high school unprepared to become contributing members of society is hardly news. What is news is the growing number of schools that are proving public education can work for every student. Unlike a decade ago, when it was hard to find more than a handful of high-performing public schools, today many such…

Lessons of Globalization: Encounters and Discoveries of US Secondary Students in Mexico

ERIC Educational Resources Information Center

Ripton, John

2004-01-01

In June 2003 the author travelled with students to Mexico to explore pre-Columbian culture and traditional artisanal work in the Valley of Oaxaca. They arrived in the midst of a massive teachers' strike and their education really began. When they were not visiting the Zapotec ceremonial city of Monte Alban or the communities of artisans in the…

High School of the Future

ERIC Educational Resources Information Center

Jacobs, Joanne

2016-01-01

There are no bells at Salt Lake City's Innovations Early College High School, and there are no traditional "classes." Students show up when they like, putting in six and a half hours at school between 7:00 a.m. and 5:00 p.m. Working with a mentor teacher, students set their own goals and move through self-paced online lessons. They can…

The changing roles of natural resource professionals: providing tools to students to teach the public about fire

Treesearch

Pat Stephens Williams; Brian P. Oswald; Karen Stafford; Justice Jones; David Kulhavy

2011-01-01

The Arthur Temple College of Forestry and Agriculture (ATCOFA) at Stephen F. Austin State University is taking a proactive stance toward preparing forestry students to work closely with the public on fire planning in wildland-urban interface areas. ATCOFA's incorporation of the "Changing Roles" curriculum provides lessons on how natural resource managers...

French Fries, Dialysis Tubing & Computer Models: Teaching Diffusion & Osmosis through Inquiry & Modeling

ERIC Educational Resources Information Center

Friedrichsen, Patricia Meis; Pallant, Amy

2007-01-01

Can eating large amounts of sugarless candy and gum lead to diarrhea? How does Milk of Magnesia work? How does penicillin kill bacteria? These are some of the questions that students answer in this series of lessons on diffusion and osmosis. To begin the unit, students predict the results of a demonstration involving the relationship between…

Home Management for Low-Income Families: Ninth and Tenth Grade Level.

ERIC Educational Resources Information Center

Hill, Mary Lamb, Ed.; McFarland, Helen Karr, Ed.

This manual is intended to be of practical use to home economics teachers, especially those who have low-income students in their classes. It contains lesson plans, teaching techniques, and teaching aids. While most of the activities are designed to be used in the classroom, there are a number which require students to work outside the classroom.…

Working with WebQuests: Making the Web Accessible to Students with Disabilities.

ERIC Educational Resources Information Center

Kelly, Rebecca

2000-01-01

This article describes how students with disabilities in regular classes are using the WebQuest lesson format to access the Internet. It explains essential WebQuest principles, creating a draft Web page, and WebQuest components. It offers an example of a WebQuest about salvaging the sunken ships, Titanic and Lusitania. A WebQuest planning form is…

How prevention curricula are taught under real-world conditions

PubMed Central

Miller-Day, Michelle; Pettigrew, Jonathan; Hecht, Michael L.; Shin, YoungJu; Graham, John; Krieger, Janice

2015-01-01

Purpose As interventions are disseminated widely, issues of fidelity and adaptation become increasingly critical to understand. This study aims to describe the types of adaptations made by teachers delivering a school-based substance use prevention curriculum and their reasons for adapting program content. Design/methodology/approach To determine the degree to which implementers adhere to a prevention curriculum, naturally adapt the curriculum, and the reasons implementers give for making adaptations, the study examined lesson adaptations made by the 31 teachers who implemented the keepin' it REAL drug prevention curriculum in 7th grade classrooms (n = 25 schools). Data were collected from teacher self-reports after each lesson and observer coding of videotaped lessons. From the total sample, 276 lesson videos were randomly selected for observational analysis. Findings Teachers self-reported adapting more than 68 percent of prevention lessons, while independent observers reported more than 97 percent of the observed lessons were adapted in some way. Types of adaptations included: altering the delivery of the lesson by revising the delivery timetable or delivery context; changing content of the lesson by removing, partially covering, revising, or adding content; and altering the designated format of the lesson (such as assigning small group activities to students as individual work). Reasons for adaptation included responding to constraints (time, institutional, personal, and technical), and responding to student needs (students' abilities to process curriculum content, to enhance student engagement with material). Research limitations/implications The study sample was limited to rural schools in the US mid-Atlantic; however, the results suggest that if programs are to be effectively implemented, program developers need a better understanding of the types of adaptations and reasons implementers provide for adapting curricula. Practical implications These descriptive data suggest that prevention curricula be developed in shorter teaching modules, developers reconsider the usefulness of homework, and implementer training and ongoing support might benefit from more attention to different implementation styles. Originality/value With nearly half of US public schools implementing some form of evidence-based substance use prevention program, issues of implementation fidelity and adaptation have become paramount in the field of prevention. The findings from this study reveal the complexity of the types of adaptations teachers make naturally in the classroom to evidence-based curricula and provide reasons for these adaptations. This information should prove useful for prevention researchers, program developers, and health educators alike. PMID:26290626

Master on Photonics and Laser Technologies: on-line teaching experience

NASA Astrophysics Data System (ADS)

Paredes, Ángel; Michinel, Humberto; Salgueiro, José R.; Vázquez-Dorrío, Benito; Yáñez, Armando; Arines, Justo; Flores-Arias, M. Teresa

2014-07-01

The Galician Universitary System (SUG) in the framework of the European studies under the Bologna process presents a huge number of Masters courses. In this work we present the teaching framework of the Science Masters on "Photonics and Laser Technologies", coordinated by the University of Vigo (UVigo) and involving the three Universities of Galicia: University of Vigo (UVigo), University of Santiago de Compostela (USC) and University of Coruña (UdC). The aim of this work is to show how teaching at this Masters is carried out using an online platform so that the whole expertise of all the three Universities can be properly exploited and the geographic dispersion of lecturers and students overcame. The used platform permits the students to attend the lessons from their own Universities without wasting time and money on traveling. Besides, each lecturer can teach from his/her own University, allowing the combination of this activity with other professional and scientific duties. Thanks to this tool, the Masters could host students that followed the lessons from other different countries. The platform has been used for lectures, seminar classes, examinations, conferences and coordination activities between teachers and students.

Teaching Science with Technology

NASA Astrophysics Data System (ADS)

Gornostaeva, Svetlana

2015-04-01

This is a short introduction about me, description of different teaching methods, which is used in my teaching practice of Geography, biology and GIS systems education. The main part is tell about practical lesson with lab Vernier. My name is Svetlana Gornostaeva. I am a geography, biology and GIS systems teacher in Tallinn Mustjõe Gymnasium (www.mjg.ee) and private school Garant (http://www.erakoolgarant.ee/). In my teaching practice I do all to show that science courses are very important, interesting, and do not difficult. I use differentiated instruction methods also consider individual needs. At lessons is used different active teaching methods such as individual work of various levels of difficulty, team works, creative tasks, interactive exercises, excursions, role-playing games, meeting with experts. On my lessons I use visual aids (maps, a collection of rocks and minerals, herbarium, posters, Vernier data logger). My favorite teaching methods are excursions, meeting with experts and practical lesson with lab Vernier. A small part of my job demonstrate my poster. In the next abstract I want to bring a one practical work with Vernier which I do with my students, when we teach a theme "Atmosphere and climate". OUTDOOR LEARNING. SUBJECT "ATMOSPHERE AND CLIMATE". WEATHER OBSERVATIONS WITH VERNIER DATA LOGGER. The aim: students teach to use Vernier data logger and measure climatic parameters such as: temperature, humidity, atmospheric pressure, solar radiation, ultraviolet light radiation, wind speed. In working process pupils also teach work together, observe natural processes, analyze. Children are working by small groups, 4-5 in each group. Every one should personally measure all parameters and put numbers into the table. After it group observe cloudiness, analyze table and give conclusion "Is at this moment dominates cyclone or anticyclone ?". Children really like this kind of job. Vernier data logger it is really fantastic tool. It is mobile lab. This system give possibilities to easy and fast observe nature process in dynamic. Vernier puts easy-to-use data loggers, sensors, experiments and graphing/analysis software into the hands of students, helping educators develop the next generation of scientists and engineers. You also can do a bit fun with Vernier. For instance, children, who finished their job faster with anemometer can give answer to the question : whom lungs are bigger?" or with thermometer give answer to the question : who has the hottest hands?". Also with thermometer children can draw a rabbit or a mountain. I convinced that Vernier data logger with sensors should be in each school. SUMMARY Personally I am young teacher and do not have a lot of work experience, but I really like my work and do all to share my skills to my students.

Biodiversity Performs!

ERIC Educational Resources Information Center

World Wildlife Fund, Washington, DC.

This document features a lesson plan in which students work in teams to act out different ecosystem services, describe several free services that biodiversity provides to human, and explain how these services make life on earth possible. Samples of instruction and assessment are included. (KHR)

I Assumed You Knew: Teaching Assumptions as Co-Equal to Observations in Scientific Work

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Anbar, A. D.

2016-12-01

Introductory science curricula typically begin with a lesson on the "nature of science". Usually this lesson is short, built with the assumption that students have picked up this information elsewhere and only a short review is necessary. However, when asked about the nature of science in our classes, student definitions were often confused, contradictory, or incomplete. A cursory review of how the nature of science is defined in a number of textbooks is similarly inconsistent and excessively loquacious. With such confusion both from the student and teacher perspective, it is no surprise that students walk away with significant misconceptions about the scientific endeavor, which they carry with them into public life. These misconceptions subsequently result in poor public policy and personal decisions on issues with scientific underpinnings. We will present a new way of teaching the nature of science at the introductory level that better represents what we actually do as scientists. Nature of science lessons often emphasize the importance of observations in scientific work. However, they rarely mention and often hide the importance of assumptions in interpreting those observations. Assumptions are co-equal to observations in building models, which are observation-assumption networks that can be used to make predictions about future observations. The confidence we place in these models depends on whether they are assumption-dominated (hypothesis) or observation-dominated (theory). By presenting and teaching science in this manner, we feel that students will better comprehend the scientific endeavor, since making observations and assumptions and building mental models is a natural human behavior. We will present a model for a science lab activity that can be taught using this approach.

Teacher and student perspectives on motivation within the high school science classroom

NASA Astrophysics Data System (ADS)

Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational strategies included: Use of teacher enthusiasm, promoting a non-threatening class atmosphere, and connecting the adolescent world to science. In the lower tracked classroom, specific effective strategies were: Encouraging student-student dialogue, making lessons relevant using practical applications, building student self-confidence, and using hands-on inquiry activities. Teachers who incorporate such strategies into their classrooms regardless of the track will likely increase motivation and also enhance learning for all students.

Graduate Student and High School Teacher Partnerships Implementing Inquiry-Based Lessons in Earth Science

NASA Astrophysics Data System (ADS)

Smith, M. A.; Preston, L.; Graham, K.

2007-12-01

Partnering science graduate students with high school teachers in their classroom is a mutually beneficial relationship. Graduate students who may become future university level faculty are exposed to teaching, classroom management, outreach scholarship, and managing time between teaching and research. Teachers benefit by having ready access to knowledgeable scientists, a link to university resources, and an additional adult in the classroom. Partnerships in Research Opportunities to Benefit Education (PROBE), a recent NSF funded GK-12 initiative, formed partnerships between science and math graduate students from the University of New Hampshire (UNH) and local high school science teachers. A primary goal of this program was to promote inquiry-based science lessons. The teacher-graduate student teams worked together approximately twenty hours per week on researching, preparing, and implementing new lessons and supervising student-led projects. Several new inquiry-based activities in Geology and Astronomy were developed as a result of collaboration between an Earth Science graduate student and high school teacher. For example, a "fishbowl" activity was very successful in sparking a classroom discussion about how minerals are used in industrial materials. The class then went on to research how to make their own paint using minerals. This activity provided a capstone project at the end of the unit about minerals, and made real world connections to the subject. A more involved geology lesson was developed focusing on the currently popular interest in forensics. Students were assigned with researching how geology can play an important part in solving a crime. When they understood the role of geologic concepts within the scope of the forensic world, they used techniques to solve their own "crime". Astronomy students were responsible for hosting and teaching middle school students about constellations, using a star- finder, and operating an interactive planetarium computer program. In order to successfully convey this information to the younger students, the high school students had to learn their material well. This model of pairing graduate students with science teachers is continuing as a component of the Transforming Earth System Science Education (TESSE) program.

Simulated Disaster Day: Benefit From Lessons Learned Through Years of Transformation From Silos to Interprofessional Education.

PubMed

Livingston, Laura L; West, Courtney A; Livingston, Jerry L; Landry, Karen A; Watzak, Bree C; Graham, Lori L

2016-08-01

Disaster Day is a simulation event that began in the College of Nursing and has increased exponentially in size and popularity for the last 8 years. The evolution has been the direct result of reflective practice and dedicated leadership in the form of students, faculty, and administration. Its development and expansion into a robust interprofessional education activity are noteworthy because it gives health care professions students an opportunity to work in teams to provide care in a disaster setting. The "authentic" learning situation has enhanced student knowledge of roles and responsibilities and seems to increase collaborative efforts with other disciplines. The lessons learned and modifications made in our Disaster Day planning, implementation, and evaluation processes are shared in an effort to facilitate best practices for other institutions interested in a similar activity.

Enhancing the quality of argumentation in school science

NASA Astrophysics Data System (ADS)

Osborne, Jonathan; Erduran, Sibel; Simon, Shirley

2004-12-01

The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field.

Perceptions of College-Level Music Performance Majors Teaching Applied Music Lessons to Young Students

ERIC Educational Resources Information Center

Fredrickson, William E.

2007-01-01

The present study was designed to examine the reflections of college music performance majors (N = 12) who were teaching private music lessons. Students were instructed to keep a journal during one private lesson of their choice per week. Results indicated initial expectations of lessons that were consistently lower than lesson evaluations after…

Can lessons designed with Gestalt laws of visual perception improve students' understanding of the phases of the moon?

NASA Astrophysics Data System (ADS)

Wistisen, Michele

There has been limited success teaching elementary students about the phases of the moon using diagrams, personal observations, and manipulatives. One possible reason for this is that instruction has failed to apply Gestalt principles of perceptual organization to the lesson materials. To see if fourth grade students' understanding could be improved, four lessons were designed and taught using the Gestalt laws of Figure-Ground, Symmetry, and Similarity. Students (n = 54) who were taught lessons applying the Gestalt principles scored 12% higher on an assessment than students (n = 51) who only were taught lessons using the traditional methods. Though scores showed significant improvement, it is recommended to follow the American Association for the Advancement of Science guidelines and wait until 9th grade to instruct students about the phases.

The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

NASA Astrophysics Data System (ADS)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers and students with a picture of how their fieldwork contributes to overall objectives. The authors describe the expected course of research supported by this citizen science project and the work, now underway, on developing learning progressions to support such research.

Antidote: Civic Responsibility. Connecticut Law.

ERIC Educational Resources Information Center

Phi Alpha Delta Law Fraternity International, Washington, DC.

Designed for middle school through high school students, this unit contains eight lesson plans that focus on Connecticut state law. The state lessons correspond to lessons in the volume, "Antidote: Civic Responsibility. Drug Avoidance Lessons for Middle School & High School Students." Developed to be presented by educators, law…

Promoting Systems Thinking through Biology Lessons

NASA Astrophysics Data System (ADS)

Riess, Werner; Mischo, Christoph

2010-04-01

This study's goal was to analyze various teaching approaches within the context of natural science lessons, especially in biology. The main focus of the paper lies on the effectiveness of different teaching methods in promoting systems thinking in the field of Education for Sustainable Development. The following methods were incorporated into the study: special lessons designed to promote systems thinking, a computer-simulated scenario on the topic "ecosystem forest," and a combination of both special lessons and the computer simulation. These groups were then compared to a control group. A questionnaire was used to assess systems thinking skills of 424 sixth-grade students of secondary schools in Germany. The assessment differentiated between a conceptual understanding (measured as achievement score) and a reflexive justification (measured as justification score) of systems thinking. The following control variables were used: logical thinking, grades in school, memory span, and motivational goal orientation. Based on the pretest-posttest control group design, only those students who received both special instruction and worked with the computer simulation showed a significant increase in their achievement scores. The justification score increased in the computer simulation condition as well as in the combination of computer simulation and lesson condition. The possibilities and limits of promoting various forms of systems thinking by using realistic computer simulations are discussed.

Calculating ellipse area by the Monte Carlo method and analysing dice poker with Excel at high school

NASA Astrophysics Data System (ADS)

Benacka, Jan

2016-08-01

This paper reports on lessons in which 18-19 years old high school students modelled random processes with Excel. In the first lesson, 26 students formulated a hypothesis on the area of ellipse by using the analogy between the areas of circle, square and rectangle. They verified the hypothesis by the Monte Carlo method with a spreadsheet model developed in the lesson. In the second lesson, 27 students analysed the dice poker game. First, they calculated the probability of the hands by combinatorial formulae. Then, they verified the result with a spreadsheet model developed in the lesson. The students were given a questionnaire to find out if they found the lesson interesting and contributing to their mathematical and technological knowledge.

Simple Practice Doesn't Always Make Perfect: Evidence from the Worked Example Effect

ERIC Educational Resources Information Center

Booth, Julie L.; McGinn, Kelly M.; Young, Laura K.; Barbieri, Christina

2015-01-01

Findings from the fields of cognitive science and cognitive development propose a variety of evidence-based principles for improving learning. One such recommendation is that instead of having students practice solving long strings of problems on their own after a lesson, worked-out examples of problem solutions should be incorporated into…

Metalworking Lathe; Machine Shop Work--Intermediate: 9555.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor to plan systematically and to present meaningful lessons to provide the training needed by the machine shop student. This is the third course of instruction in a series of machine shop work courses. The six blocks of instruction contained in this outline are designed to…

Bench Work and Support Operations, Machine Shop Work--Intermediate: 9555.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline has been prepared as a guide to assist the instructor to plan systematically and to present meaningful lessons programmed to meet the necessary training needed by the machine shop student who has completed an introductory course in machine tool technology. The five blocks of instruction contained in this outline are designed to…

Lesson Study as Professional Development within Secondary Physics Teacher Professional Learning Communities

NASA Astrophysics Data System (ADS)

Collins, Tonya Monique Nicki

Two Professional Learning Communities of physics teachers from different high schools voluntarily participated in Lesson Study as a means of professional development. The five teacher-participants and one participant-researcher partook of two Lesson Study cycles, each of which focused on student physics misconceptions. The Lesson Study resulted in two topics of physics: projectiles and gravitation. The researcher aimed to determine what happens to secondary physics teachers who undergo Lesson Study through this phenomenological case study. Specifically, (1) What is the process of Lesson Study with secondary physics teachers? and (2) What are the teacher-reported outcomes of Lesson Study with secondary physics teachers? Overall, Lesson Study provided an avenue for secondary physics teachers to conduct inquiry on their students in an attempt to better understand student thinking and learning. As a result, teachers collaborated to learn how to better meet the needs of their students and self-reported growth in many areas of teaching and teacher knowledge. The study resulted in twelve hypotheses to be tested in later research centering on idealizing the process of Lesson Study and maximizing secondary physics teacher growth.

Engagement studios: students and communities working to address the determinants of health.

PubMed

Bainbridge, Lesley; Grossman, Susan; Dharamsi, Shafik; Porter, Jill; Wood, Victoria

2014-01-01

This article presents an innovative model for interprofessional community-oriented learning. The Engagement Studios model involves a partnership between community organizations and students as equal partners in conversations and activities aimed at addressing issues of common concern as they relate to the social determinants of health. Interprofessional teams of students from health and non-health disciplines work with community partners to identify priority community issues and explore potential solutions. The student teams work with a particular community organization, combining their unique disciplinary perspectives to develop a project proposal, which addresses the community issues that have been jointly identified. Approved proposals receive a small budget to implement the project. In this paper we present the Engagement Studios model and share lessons learned from a pilot of this educational initiative.

Critical evaluation as an aid to improved report writing: a case study

NASA Astrophysics Data System (ADS)

Walker, Mirabelle; Williams, Judith

2014-05-01

Report writing is an important employability skill for Engineers and Technologists, and this case study describes how a Technology degree module took a novel approach to developing students' report writing skills. Students learned how to use a criterion-referenced critical evaluation framework for reports and other technological documents. They were given opportunities to practise using the framework both through exemplars and through evaluating the work of their peers. They also carried out self-assessment. The authors' analysis of this novel approach shows that most students responded well to it and benefited from it. Lessons are drawn from this work for others who wish to improve their students' report writing skills.

Measuring up: A Simple Lesson That Engages Students in Scientific Practices and Mathematics

ERIC Educational Resources Information Center

Capps, Daniel

2012-01-01

A well-known lesson taught by many upper-elementary and early-middle-school teachers at the beginning of the school year asks students to compare how arm span relates to height. Students measure their height and arm span and compare their measurements to those of their classmates. This lesson gets students measuring, graphing, and practicing…

Into Adolescence: A Menu for Good Health. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Laing, Susan J.

This module, oriented toward middle school students in grades 5-8, includes nine lessons designed to help students synthesize nutritional information and use it to improve their health. In lesson 1, students look at factors that influence food choices. Lesson 2 uses creative expression activities to help students learn about the role of nutrients.…

Entropy Masking

NASA Technical Reports Server (NTRS)

Watson, Andrew B.; Stone, Leland (Technical Monitor)

1997-01-01

This paper details two projects that use the World Wide Web (WWW) for dissemination of curricula that focus on remote sensing. 1) Presenting grade-school students with the concepts used in remote sensing involves educating the teacher and then providing the teacher with lesson plans. In a NASA-sponsored project designed to introduce students in grades 4 through 12 to some of the ideas and terminology used in remote sensing, teachers from local grade schools and middle schools were recruited to write lessons about remote sensing concepts they could use in their classrooms. Twenty-two lessons were produced and placed in seven modules that include: the electromagnetic spectrum, two- and three-dimensional perception, maps and topography, scale, remote sensing, biotic and abiotic concepts, and landscape chi rise. Each lesson includes a section that evaluates what students have learned by doing the exercise. The lessons, instead of being published in a workbook and distributed to a limited number of teachers, have been placed on a WWW server, enabling much broader access to the package. This arrangement also allows for the lessons to be modified after feedback from teachers accessing the package. 2) Two-year colleges serve to teach trade skills, prepare students for enrollment in senior institutions of learning, and more and more, retrain students who have college degrees in new technologies and skills. A NASA-sponsored curriculum development project is producing a curriculum using remote sensing analysis an Earth science applications. The project has three major goals. First, it will implement the use of remote sensing data in a broad range of community college courses. Second, it will create curriculum modules and classes that are transportable to other community colleges. Third, the project will be an ongoing source of data and curricular materials to other community colleges. The curriculum will have these course pathways to a certificate; a) a Science emphasis, b) an Arts and Letters emphasis, and c) a Computer Science emphasis Each pathway includes course work in remote sensing, geographical information systems (GIS), computer science, Earth science, software and technology utilization, and communication. Distribution of products from this project to other two-year colleges will be accomplished using the WWW.

Developing Assessment through Lesson Study

ERIC Educational Resources Information Center

Fischman, Davida; Wasserman, Kelli

2017-01-01

Lesson study cultivates teachers' capacity for formative assessment by placing student thinking front and center throughout. Lesson study is a form of professional development in which a team of teachers determines a mathematical focus, collaboratively studies student thinking about the topic, designs a lesson about this content, implements the…

Electrical Sensing Devices.

ERIC Educational Resources Information Center

Montana State Univ., Bozeman. Dept. of Agricultural and Industrial Education.

This unit of instruction on electrical sensing devices is designed especially for use with freshman vocational agriculture students. A unit plan discusses the general aims and goals, lesson titles, student and teacher activities, and references. The unit consists of four lessons. A lesson plan for each lesson provides these components: need;…

Using Technology to Support Teachers' Lesson Modifications during Lesson Study

ERIC Educational Resources Information Center

Skultety, Lisa; Gonzalez, Gloriana; Vargas, Gabriela

2017-01-01

Lesson study is a professional development activity that increases teachers' attention to student thinking. However, coordinating teachers' live observations of a lesson can be challenging. Using the framework of "distributed cognition," we investigate whether technology supports teachers' examination of student thinking and aids the…

Paint Bucket Polygons

ERIC Educational Resources Information Center

Edwards, Michael Todd; Harper, Suzanne R.

2010-01-01

During a two-week summer professional development workshop, teams of intermediate-level school teachers and college methods instructors crafted mathematics learning modules--activities, lesson plans, work sheets, and technology-oriented tasks--with the primary goal of strengthening students' understanding of various geometric concepts. They recast…

Improving Preservice Field Placements in Secondary Mathematics: A Residency Model for Student Teaching through Lesson Study

ERIC Educational Resources Information Center

Gurl, Theresa

2010-01-01

In response to the recent calls for a residency model for field internships in education, a possible model based on an adaptation of Japanese lesson study is described. Lesson study consists of collaboratively planning, implementing, and discussing lessons after the lesson is taught. Results of a study in which student teachers and cooperating…

Building Astronomy Curriculum to Include the Sight Impaired: Week long summer camp activities for Middle School Students adherent to Washington State Curriculum Standards (EALR's)

NASA Astrophysics Data System (ADS)

Ramien, Natalie; Loebman, S. R.; Player, V.; Larson, A.; Torcolini, N. B.; Traverse, A.

2011-01-01

Currently astronomy learning is heavily geared towards visual aids; however, roughly 10 million people in North America are sight impaired. Every student should have access to meaningful astronomy curriculum; an understanding of astronomy is an expectation of national and state science learning requirements. Over the last ten years, Noreen Grice has developed Braille and large print astronomy text books aimed at sight impaired learners. We build upon Grice's written work and present here a five day lesson plan that integrates 2D reading with 3D activities. Through this curriculum, students develop an intuitive understanding of astronomical distance, size, composition and lifetimes. We present five distinct lesson modules that can be taught individually or in a sequential form: the planets, our sun, stars, stellar evolution and galaxies. We have tested these modules on sight impaired students and report the results here. Overall, we find the work presented here lends itself equally well to a week long science camp geared toward middle school sight impaired taught by astronomers or as supplemental material integrated into a regular classroom science curriculum. This work was made possible by a 2007 Simple Effective Education and Dissemination (SEED) Grant For Astronomy Researchers, Astronomical Society of the Pacific through funds provided by the Planck Mission, Jet Propulsion Laboratory, California Institute of Technology.

Credit: A Teaching Unit.

ERIC Educational Resources Information Center

Clanton, Brandolyn; And Others

Intended for teachers of secondary school students, five lessons on consumer credit are presented. In the first lesson students identify and evaluate sources of credit, compare some of the costs and benefits of credit, and learn to apply criteria used in evaluating applications for credit. In the second lesson, students learn about two basic types…

Students' attitudes to learning physics at school and university levels in Scotland

NASA Astrophysics Data System (ADS)

Skryabina, Elena

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Investigating University Students' Attitudes towards Physics Lesson, Their Self-Efficacy Beliefs and Burnout Levels for the Prediction of Their Academic Success in Physics Lessons

ERIC Educational Resources Information Center

Capri, Burhan

2013-01-01

The purpose of this study is to find out whether university students' attitudes towards physics lesson, their self-efficacy beliefs and burnout levels predict their academic success in physics lessons. The research group consists of 641 university students of which 307 are girls (47.1%) and 334 boys (52.9%). The research data were collected using…

Energy and Economics for the Elementary Grades. Unit I (Grades K-6). Lessons and Activities for the Elementary Grades.

ERIC Educational Resources Information Center

Backler, Alan

Six lessons for students in grades K-3 and six lessons for students in grades 4-6 are presented. These lessons are designed to help students become more aware of the energy choices that they must make in the present and for the future and to understand that the costs of maintaining a specific standard of living and thriving national economy can be…

Stationary Engineering. Science 2. Teachers Guide.

ERIC Educational Resources Information Center

Frost, Harold J.; Steingress, Frederick M.

This teachers guide to be used with the second-year student manual, "Stationary Engineering Science Manual--2," contains 140 lesson plans, corresponding to the lessons in the student manual. The lessons are brief and each involves concrete trade experiences where science is applied with 26 lessons also involving mathematical problems…

Teaching where there are no schools.

PubMed

Helwig, J F; Friend, J

1985-01-01

An experimental project designed to investigate the feasibility of using radio as a medium of instruction in the teaching of elementary school mathematics, the Radio Mathematics Project, which was located in Nicaragua from mid-1974 to early 1979, developed mathematics lessons for the first 4 years of elementary school. These lessons -- daily radio broadcasts plus postbroadcast activities conducted by the classroom teachers -- proved to be successful in improving the students' mathematics achievement. The cost of widescale implementation of the materials was estimated to be well within Nicaragua's budget. The success of the project can be attributed largely to the innovative style of the broadcast lessons, a style characterized as "interactive" in recognition of its mimicry of a conversation between students and teacher. The interactive lesson style is easily adapted to the teaching of many other subjects and has been used, with minor modifications, to teach English as a 2nd language and initial reading. In all these settings, the lessons provide daily instruction and are intended to replace rather than supplement existing instruction in the subject matter. Each lesson consists of a broadcast portion of the lesson carries the major burden of instruction. The interactive radio lessons are designed to provide direct instruction to the students. The radio teachers explain concepts, provide examples, and guide the students in the completion of exercises. The students listening to the radio lessons are expected to participate actively. After every student response, the radio gives the correct response so that the children can immediately compare their own responses with the correct one. Segmented structure is characteristic of the radio lessons used in all 3 projects mentioned. Radio Math's lessons are reinforced by rigorous research to validate their teaching effectiveness.

The Rewards of Research at an Undergraduate Institution and Lessons Learned in Building Detector Systems that Work

NASA Astrophysics Data System (ADS)

Isenhower, Donald

2015-04-01

This talk addresses primary lessons learned during 28 years of work leading to the awarding of this prize for work on designing, building and operating detectors, with most of the work involving over 150 undergraduates during this time period. There are a wide range of skills and knowledge to be learned if a young scientist is interested in following this career route, so the most important subset of these will be described. Part will be how to involve undergraduate students at their fullest potential, and important differences of ACU from many programs, which has led to collaborators to make inquiries as to when will the ``ACU Army'' arrive so that they can time when their detector components will be shipped to the experiments for the testing and setup to be handed over to these students. The size of the detectors constructed have varied from small hodoscopes to the world's largest active cathode strip chambers. The science knowledge needed for detector construction is extremely multidisciplinary, and this must be learned by the professor directing the work as they will not have an engineering or support staff to lean on usually. This will include fields often considered unimportant to physics; however, ignorance of them can lead to failure. Knowing the primary question to ask will show where a significant area of concern will lie in what is being done by a person, group or company on a subsystem for a detector. Textbook descriptions of detectors, electronics, and materials can lead young experimenters astray. It has been learning the correct, fundamental physical processes that determine actual detector performance that has allowed the awardee to make his most important contributions over many years of research. A final lesson to be described will be how to make your undergraduate research program self-sustaining, so that critical knowledge is not lost as students graduate. Research supported in part by grants from the U.S. DOE Office of Science, the NSF, and NATO.

All Play and No Work: Computer Games Are Invading the Classroom--And Not a Moment Too Soon

ERIC Educational Resources Information Center

MacKenty, Bill

2006-01-01

In this article, the author discusses how computer games can be used successfully in classrooms. The author also relates how one of his struggling students has become excited about learning when he introduced computer games as part of his lessons. The author also cites the factors that make computer games better in inspiring students over…

Problem-Solving Models for Computer Literacy: Getting Smarter at Solving Problems. Student Lessons.

ERIC Educational Resources Information Center

Moursund, David

This book is intended for use as a student guide. It is about human problem solving and provides information on how the mind works, placing a major emphasis on the role of computers as an aid in problem solving. The book is written with the underlying philosophy of discovery-based learning based on two premises: first, through the appropriate…

From Rhymes to Resistance: Hip-Hop as a Critical Lens in Promoting Socially Just Teaching

ERIC Educational Resources Information Center

Shelby-Caffey, Crystal; Byfield, Lavern; Solbrig, Stephanie

2018-01-01

If an educator is to take a critical stance, teach students to do the same, and design lessons that engage students in thoughtful discussions and actions surrounding issues of social justice, then discussions of politics, race, culture, economics and systems of power are crucial to this work, and the use of hip-hop is a worthwhile endeavour. In…

That Which Is Taught, That Which Is Learned

ERIC Educational Resources Information Center

Ratner, Andrew R.

2008-01-01

There is a transcendent force at work in the world, and its design for learning and life is far too complex to be executed through lesson plans and textbooks. In this article, the author describes a phone call from a student he taught in a high school English class 16 years earlier and has not seen since. After the student reveals how his life was…

Coyotes, Skunks, and Bears in the Sky --- A Multicultural Approach to Astronomy

NASA Astrophysics Data System (ADS)

Lebofsky, N. R.; Lebofsky, L. A.; Canizo, T.

1994-12-01

Staff and teacher/facilitators from the ARTIST (Astronomy-Related Teacher Inservice Training) and ACCESS! (All Children Can Explore the Solar System!) PROJECTS use myths, legends, creative writing, and related activities to augment astronomy lessons. In both elementary and middle school classrooms teachers use an integrated curriculum approach to extend the science lesson into language arts, social studies, fine arts, and math. Reading, writing, storytelling, and art projects blend easily with lessons on constellations, planets, Sun, Moon, and sky. Including myths and legends from a variety of cultures and time periods underscores the universal appeal of both sky-watching and creativity. Through a variety of inservice programs and materials development, the authors provide scientific background and classroom activities for teachers in grades K--8. Project facilitators report marked improvement in primary grade reading and writing skills and improved language acquisition for bilingual students when a high interest topic such as astronomy is introduced and integrated with language arts lessons. Facilitators have used astronomy to empower special education students to share both their knowledge and appreciation of the universe with the general school population. A slide-and-music presentation and samples of student work will highlight activities developed through PROJECT ARTIST. PROJECT ARTIST is funded by the National Science Foundation. PROJECT ACCESS! is funded by the Arizona Board of Regents (Eisenhower Math and Science Program).

Effects of Multimedia Usage in Students' Attitude towards Turkish Republic Revolution History and Kemalism Lesson

ERIC Educational Resources Information Center

Ulusoy, Kadir

2011-01-01

In this study, whether the multimedia in the history lesson affects the students' attitude towards this lesson or not has been studied. With this object, whether there is a difference among the point averages that students take from the preliminary test and whether there is a difference among the point averages that students take from the last…

Tracking change over time: River flooding

USGS Publications Warehouse

,

2014-01-01

The objective of the Tracking Change Over Time lesson plan is to get students excited about studying the changing Earth. Intended for students in grades 5-8, the lesson plan is flexible and may be used as a student self-guided tutorial or as a teacher-led class lesson. Enhance students' learning of geography, map reading, earth science, and problem solving by seeing landscape changes from space.

The Relationship between Pre-Service Mathematics Teachers' Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks

ERIC Educational Resources Information Center

Taylan, Rukiye Didem

2018-01-01

This study explored whether pre-service teachers' (PSTs') lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs' lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced…

Using the CLEAN educational resource collection for building three-dimensional lessons to teach the climate system

NASA Astrophysics Data System (ADS)

Gold, A. U.; Sullivan, S. M.; Manning, C. L. B.; Ledley, T. S.; Youngman, E.; Taylor, J.; Niepold, F., III; Kirk, K.; Lockwood, J.; Bruckner, M. Z.; Fox, S.

2017-12-01

The impacts of climate change are a critical societal challenge of the 21st century. Educating students about the globally connected climate system is key in supporting the development of mitigation and adaptation strategies. Systems thinking is required for students to understand the complex, dynamic climate systems and the role that humans play within them. The interdisciplinary nature of climate science challenges educators, who often don't have formal training in climate science, to identify resources that are scientifically accurate before weaving them together into units that teach about the climate system. The Climate Literacy and Energy Awareness Network (CLEAN) supports this work by providing over 700 peer-reviewed, classroom-ready resources on climate and energy topics. The resource collection itself provide only limited instructional guidance, so educators need to weave the resources together to build multi-dimensional lessons that develop systems thinking skills. The Next Generation Science Standards (NGSS) science standards encourage educators to teach science in a 3-dimensional approach that trains students in systems thinking. The CLEAN project strives to help educators design NGSS-style, three-dimensional lessons about the climate system. Two approaches are currently being modeled on the CLEAN web portal. The first is described in the CLEAN NGSS "Get Started Guide" which follows a step-by-step process starting with the Disciplinary Core Idea and then interweaves the Cross-Cutting Concepts (CCC) and the Science and Engineering Practices (SEP) based on the teaching strategy chosen for the lesson or unit topic. The second model uses a climate topic as a starting place and the SEP as the guide through a four-step lesson sequence called "Earth Systems Investigations". Both models use CLEAN reviewed lessons as the core activity but provide the necessary framework for classroom implementation. Sample lessons that were developed following these two approaches are provided on the CLEAN web portal (cleanet.org).

The Meaning behind the Mask. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

In this lesson plan, students explore the cultural significance of masks. After exploring the world of African masks and storytelling, they create masks that tell stories of their own. In these six lessons, students first recall contexts in which masks are worn in the United States, and then discuss their use in stories. Students then investigate…

Key Events in Student Leaders' Lives and Lessons Learned from Them

ERIC Educational Resources Information Center

Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.

2014-01-01

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…

Sludge Characteristics. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

A description of the general characteristics of sludge is provided in this lesson. It is intended as introductory material to acquaint students with the physical, chemical and biological characteristics of sludge. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated…

Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

ERIC Educational Resources Information Center

Martin, Jodie D.; Martin, James E.; Osmani, Kimberly J.

2014-01-01

This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased…

Integral Students' Experiences: Measuring Instructional Quality and Instructors' Challenges in Calculus 1 Lessons

ERIC Educational Resources Information Center

Hong, Dae S.; Choi, Kyong Mi; Hwang, Jihyun; Runnalls, Cristina

2017-01-01

In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their…

Building Your Undergraduate Physics Career

NASA Astrophysics Data System (ADS)

2014-03-01

In this interactive event for undergraduates, students will learn important lessons about career preparation, including skill building, networking, and developing ``soft skills.'' Our expert panel of working physicists will be on hand to answer questions, offer advice, and share their stories. Light refreshments will be served.

Push-n-Go: A Dynamic Energy Conversion Lesson.

ERIC Educational Resources Information Center

Taylor, Beverly A. P.

1998-01-01

Focuses on the use of push and go toys to discuss with students how the toy acquires potential energy when work is done on it and how this energy is stored in the internal mechanism for later conversion into kinetic energy. (DDR)

It's in the Box.

ERIC Educational Resources Information Center

Kurtz, Kevin

1996-01-01

Describes a California elementary school's plan to help teachers develop portfolios for year-end assessments. Teachers toss notes from parents, student work samples, photographs of class activities, lesson materials, and other "artifacts" into cardboard boxes. They help each other sort by four subject categories and develop final…

Forgetting of Foreign-Language Skills: A Corpus-Based Analysis of Online Tutoring Software.

PubMed

Ridgeway, Karl; Mozer, Michael C; Bowles, Anita R

2017-05-01

We explore the nature of forgetting in a corpus of 125,000 students learning Spanish using the Rosetta Stone ® foreign-language instruction software across 48 lessons. Students are tested on a lesson after its initial study and are then retested after a variable time lag. We observe forgetting consistent with power function decay at a rate that varies across lessons but not across students. We find that lessons which are better learned initially are forgotten more slowly, a correlation which likely reflects a latent cause such as the quality or difficulty of the lesson. We obtain improved predictive accuracy of the forgetting model by augmenting it with features that encode characteristics of a student's initial study of the lesson and the activities the student engaged in between the initial and delayed tests. The augmented model can predict 23.9% of the variance in an individual's score on the delayed test. We analyze which features best explain individual performance. Copyright © 2016 Cognitive Science Society, Inc.

COR V2: teaching observational research with multimedia courseware.

PubMed

Blasko, Dawn G; Kazmerski, Victoria A; Torgerson, Carla N

2004-05-01

Courseware for Observational Research (COR Version 2) is an interactive multimedia program designed to teach the foundation of the scientific method: systematic observation. COR uses digital video with interactive coding to teach basic concepts, such as creating precise operational definitions; using frequency, interval, and duration coding; developing sampling strategies; and analyzing and interpreting data. Through lessons, a case study, and laboratory exercises, it gradually scaffolds students from teacher-directed learning into self-directed learning. The newest addition to COR is a case study in which students work collaboratively, using their own observations to make recommendations about a child's disruptive behavior in an after-school program. Evaluations of the lessons showed that classes using COR received better grades on their field observations than did those using methods that are more traditional. Students' confidence and knowledge increased as they moved through each section of the program.

Effect of Cathode Depth on Sediment Microbial Fuel Cell (sMFC) Performance and Microbial Structure

NASA Astrophysics Data System (ADS)

Minka, Paige R.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Using Remote Sensing and Satellite Technology at Charles F. Patton Middle School

NASA Astrophysics Data System (ADS)

Leiden, Anita L.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Assessing and Enhancing Science Education at the John Heinz National Wildlife Refuge at Tinicum

NASA Astrophysics Data System (ADS)

Saroka, Keith W.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Barrier Island Activity to Illustrate Hands-On Science

NASA Astrophysics Data System (ADS)

Griffin, Suzanne H.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Holographic Microscopy: A Feasibility Experiment

NASA Astrophysics Data System (ADS)

McCann, Guy W.

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Do Students Really Understand Topology in the Lesson? A Case Study

ERIC Educational Resources Information Center

Narli, Serkan

2010-01-01

This study aims to specify to what extent students understand topology during the lesson and to determine possible misconceptions. 14 teacher trainees registered at Secondary School Mathematics education department were observed in the topology lessons throughout a semester and data collected at the first topology lesson is presented here.…

The Key Factors Affecting Students' Individual Interest in School Science Lessons

ERIC Educational Resources Information Center

Cheung, Derek

2018-01-01

Individual interest in school science lessons can be defined as a relatively stable and enduring personal emotion comprising affective and behavioural reactions to events in the regular science lessons at school. Little research has compared the importance of different factors affecting students' individual interest in school science lessons. The…

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes. Update.

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Allen, J. S.; Stocco, K.; Henry, M.; Allen, J. S.; McReynolds, Julie; Porter, T. Todd; Veile, Jeri

2005-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a six-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret authentic data, students realize that the research is an application of two basic science concepts taught in the classroom, the electromagnetic spectrum and isotopes. Additional information is included in the original extended abstract.

Space Rocks Tell Their Secrets: Space Science Applications of Physics and Chemistry for High School and College Classes

NASA Technical Reports Server (NTRS)

Lindstrom, M. M.; Tobola, K. W.; Stocco, K.; Henry, M.; Allen, J. S.

2003-01-01

As the scientific community studies Mars remotely for signs of life and uses Martian meteorites as its only available samples, teachers, students, and the general public continue to ask, "How do we know these meteorites are from Mars?" This question sets the stage for a three-lesson instructional package Space Rocks Tell Their Secrets. Expanding on the short answer "It's the chemistry of the rock", students are introduced to the research that reveals the true identities of the rocks. Since few high school or beginning college students have the opportunity to participate in this level of research, a slide presentation introduces them to the labs, samples, and people involved with the research. As they work through the lessons and interpret real data, students realize that the research is an application of basic science concepts they should know, the electromagnetic spectrum and isotopes. They can understand the results without knowing how to do the research or operate the instruments.

Basic Wind Tech Course - Lesson Plans and Activities

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

Swapp, Andy

2011-07-01

The funds from this project were used to purchase tools and instrumentation to help replicate actual on-the-job wind energy scenarios which provided the students with the practical or applied components of wind energy jobs. This project enhanced the educational experiences provided for the students in terms of engineering and science components of wind energy by using electronics, control systems, and electro-mechanical instrumentation to help students learn standardized wind-specific craftsman skills. In addition the tools and instrumentation helped the students learn the safety necessary to work in the wind industry.

`Question Moments': A Rolling Programme of Question Opportunities in Classroom Science

NASA Astrophysics Data System (ADS)

Pedrosa-de-Jesus, Helena; Leite, Sara; Watts, Mike

2016-06-01

This naturalistic study integrates specific `question moments' into lesson plans to increase pupils' classroom interactions. A range of tools explored students' ideas by providing students with opportunities to ask and write questions. Their oral and written outcomes provide data on individual and group misunderstandings. Changes to the schedule of lessons were introduced to explore these questions and address disparities. Flexible lesson planning over 14 lessons across a 4-week period of high school chemistry accommodated students' contributions and increased student participation, promoted inquiring and individualised teaching, with each teaching strategy feeding forward into the next.

Cancel the Cardinals Home Opener?! Lessons in Melting and Evaporation

ERIC Educational Resources Information Center

Market, Patrick S.

2005-01-01

The St. Louis Cardinals are scheduled to play their home opener the next day and Megan Riley, a young meteorologist who works for a private weather consulting firm, is responsible for developing the weather forecast. It's looking like she may need to change her prediction from rain to snow. In this interrupted case study, students work in small…

Learning to Share: Life Lessons in Group Dynamics

ERIC Educational Resources Information Center

Potash, Betsy

2016-01-01

In this article, Betsy Potash shares the frustration she experienced as a student when working on group projects. She struggled with being a good listener and with a tendency to dominate the group projects. Teachers had not taught her how to work well in a group. During her first year as a teacher, Betsy attended a faculty retreat where she…

Teaching with Stereoscopic Video: Opportunities and Challenges

NASA Astrophysics Data System (ADS)

Variano, Evan

2017-11-01

I will present my work on creating stereoscopic videos for fluid pedagogy. I discuss a variety of workflows for content creation and a variety of platforms for content delivery. I review the qualitative lessons learned when teaching with this material, and discuss outlook for the future. This work was partially supported by the NSF award ENG-1604026 and the UC Berkeley Student Technology Fund.

Keep Out - Danger! Use of Devices Which Can Cause Death or Serious Bodily Injury in Defense of Real and/or Personal Property. A Student's Lesson Plan [and] A Teacher's Lesson Plan [and] A Lawyer's Lesson Plan.

ERIC Educational Resources Information Center

Howard, Estelle; And Others

One of a series of secondary level teaching units presenting case studies with pro and con analysis of particular legal problems, the document presents a student's lesson plan, a teacher's lesson plan, and a lawyer's lesson plan for introducing torts (any wrong, other than a breach of contract, resulting in a personal injury or property damage…

Integrating Social Justice with Mathematics and Science: An Analysis of Student Teacher Lessons

ERIC Educational Resources Information Center

Garii, Barbara; Rule, Audrey C.

2009-01-01

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers (20F, 6M) at a mid-sized college in central New York State. The presented…

Chemistry Practical Lessons: Altering Traditions for Students' Emancipation

ERIC Educational Resources Information Center

Nhalevilo, Emilia Afonso

2012-01-01

This paper is a response to Maria Andree's paper. Andree tells in the paper how mistakes in practical lessons may be critical events to change students' attitudes in regard science. While traditionally mistakes in practical lessons could obligate students to repeat the experiment in order to get the "right result" in the paper we have a good…

Creating a Student Price Index. Lesson Plan.

ERIC Educational Resources Information Center

Lewin, Roland

This lesson plan gives students a hands-on understanding of a price index, how it is composed, what it is used for, and some of its limitations. Students then can make the connection to some of the popular price indices such as the Consumer Price Index and the Producer Price Index. The lesson states a purpose; cites learning objectives; suggests…

Martin Luther King, Jr. and the Power of Nonviolence. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

This lesson plan introduces students in grades 6-8 to Martin Luther King Jr.'s philosophy of nonviolence and the teachings of Mohandas K. Gandhi that influenced King's views. After considering the political impact of this philosophy, students explore its relevance to personal life. In these 6 lessons students will: (1) examine the philosophy of…

Do dental students have a neutral working posture?

PubMed

Movahhed, Taraneh; Dehghani, Mahboobe; Arghami, Shirazeh; Arghami, Afarin

2016-11-21

Dentists are susceptible to Musculoskeletal Disorders (MSDs) due to prolonged static postures. To prevent MSDs, working postures of dental students should be assessed and corrected in early career life. This study estimated the risk of developing musculoskeletal disorders in dental students using Rapid Upper Limb Assessment (RULA) tool. A number of 103 undergraduate dental students from fourth and fifth academic years participated. Postures of these students were assessed using RULA tool while working in the dental clinic. They also answered a questionnaire regarding their knowledge about postural dental ergonomic principles. The majority of the students (66%) were at intermediate and high risk levels to develop MSDs and their postures needed to be corrected. There was no significant correlation between RULA score and gender, academic year and different wards of dental clinics. There was no significant correlation between knowledge and RULA scores. Dental students did not have favorable working postures. They were at an intermediate to high risk for developing MSDs which calls for a change in their working postures. Therefore students should be trained with ergonomic principles and to achieve the best results, ergonomic lessons should be accompanied by practice and periodical evaluations.

Thinking Big

ERIC Educational Resources Information Center

Kastens, Kim; Krumhansl, Ruth; Baker, Irene

2015-01-01

This article is aimed at teachers already experienced with activities involving small, student-collected data sets and who are now ready to begin working with large, online data sets collected by scientists and engineers. The authors discuss challenges, instructional strategies, and sources of appropriate lesson plans. With guidance, plus online…

Womanist Lessons for Reinventing Teaching

ERIC Educational Resources Information Center

Beauboeuf-Lafontant, Tamara

2005-01-01

Although teaching is regarded as "women's work," few calls for change in the multicultural and social justice literature focus attention on the teaching self as a socially constructed gendered identity. Given Black women's prominence in this literature as successful educators of students underserved in contemporary schools, the author…

The Expert Mathematician. Revised. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2006

2006-01-01

"The Expert Mathematician" is designed to help middle school students develop the thinking processes for mathematical applications and communication. A three-year program of instruction, "The Expert Mathematician" uses a software and consumable print materials package with 196 lessons that teach the "Logo" programming…

Instructional Resources: Issues in Public Sculpture.

ERIC Educational Resources Information Center

Hill, Julie Lasater; And Others

1988-01-01

Presents four lesson plans for teaching K-12 students about public sculpture and contemporary sculptors. Highlights the following works: "Playscapes" by Isamu Noguchi, "The Dallas Piece" by Henry Moore, "Old Glory" by Mark di Suvero, and "Face of the Earth" by Vito Acconci. Includes background information on…

Removing the Shackles of Euclid: 3 Context.

ERIC Educational Resources Information Center

Fielker, David S.

1981-01-01

The process of investigating some of the properties of diagonals and other geometric concepts with a group of 11-year-old girls is presented. Possible changes that could have been made in the lesson are discussed, and examples of individual student work are provided. (MP)

It Really Works: Cultural Communication Proficiency.

ERIC Educational Resources Information Center

Bennett, Ruth, Ed.

This paper describes the cultural communication proficiency method of indigenous language instruction, developed at Humboldt State University's Center for Indian Community Development (California), and demonstrates the method with five Hupa lesson plans. The method is based on three principles: that Native American students learn by doing, learn…

Leading Deep Conversations in Collaborative Inquiry Groups

ERIC Educational Resources Information Center

Nelson, Tamara Holmlund; Deuel, Angie; Slavit, David; Kennedy, Anne

2010-01-01

Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers' conversations. Polite, congenial conversations…

Lessons in Self-Made Success: Programs Teach Business, Entrepreneurship

ERIC Educational Resources Information Center

Rosenfeld, Stuart; Pages, Erik

2008-01-01

Everyone admires entrepreneurs, and every region aspires to become entrepreneurial. Whether community colleges should teach entrepreneurship today--or support entrepreneurs--is a non-issue. Colleges want students, graduates, faculty, and administrators to be entrepreneurial. Other countries marvel at, and work to emulate, America's entrepreneurial…

Lessons from Leaders.

ERIC Educational Resources Information Center

Schuh, John H.

2002-01-01

A semistructured interview protocol was used to present perspectives on leadership from five national leaders in student affairs. Several major themes emerged. Issues were discussed about leaderships; how they manage difficulties; what work were they most proud of; and what was their advice for aspiring leaders. Reviews limitations and…

Mathematics Curriculum Guide for Spanish-Speaking Students, Levels E, F. Field Test. Working Draft = Guia didactica de matematicas, Niveles E, F. Edicion Experimental.

ERIC Educational Resources Information Center

Chicago Board of Education, IL. Dept. of Curriculum.

The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

The Turn of the Century. Tenth Grade Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

ERIC Educational Resources Information Center

Bartels, Dede

In this 10th grade social studies and language arts interdisciplinary unit, students research and report on historical figures from the turn of the 20th century. Students are required to work in pairs to learn about famous and common individuals, including Andrew Carnegie, Samuel Gompers, Susan B. Anthony, Thomas Edison, Theodore Roosevelt, Booker…

The Dutch Experience with Weighted Student Funding: Some Lessons for the U.S. Working Papers Series. SAN09-03

ERIC Educational Resources Information Center

Ladd, Helen F.; Fiske, Edward B.

2009-01-01

Policy makers and educators in the U.S. have recently shown considerable interest in the concept of weighted student funding (WSF) as a means of financing primary and secondary schools. WSF appeals both to conservatives, who see it as a way to promote parental choice and school autonomy, and to progressives, who are attracted by the call of extra…

African Americans. [Multicultural Studies for Grades 3 and 4, Reproducible Workbook.

ERIC Educational Resources Information Center

Maher, Jan; Selwyn, Doug

This workbook is designed for use with third, fourth, or fifth grade elementary school students and focuses on African American history and culture. Of the workbook's 14 lessons, Lesson 1 asks students to consider what they already know about Africa. Lesson 2 focuses on the geography of Africa. Lesson 3 presents current scientific theory about the…

Legacy: Challenging Lessons in Civics and Citizenship.

ERIC Educational Resources Information Center

Hardin, Julia P., Ed.

This is a collection of lesson plans on civic education designed for all levels of gifted students and written by teachers from across the U.S. The 25 teachers submitting lessons to the compilation are a part of the LEGACY (Linking Educators and the Gifted with Attorneys for Civics: Yes!) project. The lessons involve students in the study of the…

Just do it: flipped lecture, determinants and debate

NASA Astrophysics Data System (ADS)

Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya

2016-08-01

This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills, such as debate, argument and disagreement. The students were told in advance to use the online material to prepare, which had a short handout on matrix determinants posted, as the lesson would be interactive and would rely on them having studied this. At the beginning of the lesson, the two mathematicians worked together to model the skill of professional disagreement, one arguing for the cofactor expansion method and the other for the row reduction method. After voting for their preferred method, the students worked in small groups on examples to defend their choice. Each group elected a spokesperson and a political style debate followed as the students argued the pros and cons of each technique. Although one lecture does not establish whether the flipped lecture model is preferable for student instruction, the paper presents a case study for pursuing this approach and for further research on incorporating this style of teaching in Science, Technology, Engineering and Mathematics subjects.

How To Cut a Round and a Square Inside Opening in a Piece of Sheet Metal Using Aviation Snips. Sheet Metal 1-001. Lesson Plan No. 2.

ERIC Educational Resources Information Center

Shibayama, Guy T.

As part of a 90-hour community college course in sheet metal working, this 50-minute lesson was designed to enable a student to: (1) identify and use right and left hand aviation snips; (2) cut out a 6-inch round opening in a piece of sheet metal using aviation snips; and (3) cut out a 6-by-6 inch square opening in a piece of sheet metal using…

"Dark Skies, Bright Kids" - First Year Of Outreach In Rural Virginia

NASA Astrophysics Data System (ADS)

Ries, Paul; Johnson, K.; Zasowski, G.; Beaton, R.; Carlberg, J.; Czekala, I.; de Messieres, G.; Drosback, M.; Gugliucci, N.; Jackson, L.; Lynch, R.; Romero, C.; Sivakoff, G.; Whelan, D.; Wong, A.

2010-10-01

Dark Skies, Bright Kids (DSBK) is an educational/public outreach program at the University of Virginia directed primarily towards rural elementary school students in grades 3-5. The program, which is run by a diverse community of volunteers (faculty, postdocs, grad students, and undergrads), targets schools in the rural areas surrounding UVa in southern Albemarle County. While these schools are privileged with remarkably dark skies, these same schools are also home to an economically under-privileged and educationally under-served population. DSBK seeks to use those dark skies, among other resources, to create excitement and interest in science and engineering as part of a weekly after-school program. A typical afternoon consists of 1.5-2.5 hours of science activities specifically centered around space and astronomy. Each week has a theme (e.g., rockets, invisible light) and we incorporate a mix of activities on that theme, such as hands-on experiments, stories, games, and creative play. We also encourage family involvement, so that the parents are actively involved in their children's education. Every other week, we hold a family observing night, so both the students and their parents can learn about the night sky together. The program lasts for one semester at each school, and we have just completed our second semester of work. Each new semester brings on new challenges, but also new lessons to make our program better in future semesters. Our group actively writes and then rewrites our own lesson plans as we learn what works best with the students. We are now in the process of putting our lesson plans online so other groups can take advantage of what we have learned and apply this program at other schools. On the web: http://www.astro.virginia.edu/dsbk/

Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

PubMed

Auerbach, A J; Higgins, M; Brickman, P; Andrews, T C

2018-01-01

Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert ( n = 14) and novice ( n = 29) active-learning instructors as they analyzed lessons. Experts and novices differed in what they noticed, with experts more commonly considering how instructors hold students accountable, topic-specific student difficulties, whether the instructor elicited and responded to student thinking, and opportunities students had to generate their own ideas and work. Experts were also better able to support their lesson analyses with reasoning. This work provides foundational knowledge for the future design of preparation and support for instructors adopting active learning. Improving teacher knowledge will improve the implementation of active learning, which will be necessary to widely realize the potential benefits of active learning in undergraduate STEM. © 2018 A. J. Auerbach et al. CBE—Life Sciences Education © 2018 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).

``What if we were in a test tube?'' Students' gendered meaning making during a biology lesson about the basic facts of the human genitals

NASA Astrophysics Data System (ADS)

Orlander, Auli Arvola

2014-06-01

This paper explores what happens in the encounters between presentations of "basic facts" about the human genitals and 15-year-old students during a biology lesson in a Swedish secondary school. In this paper, meaning making was approached as relational, context-dependent and continually transacted. For this reason the analysis was conducted through a series of close readings of situations where students interacted with each other and the teacher in opening up gaps about alternative ways of discussing gender. Drawing on Foucault's theories about the inclusion and exclusion of knowledge and the subsequent work of Butler and other feminist researchers, the paper illuminates what gendered relations remain tacit in the conversation. It then illustrates possible ways in which these tacit gendered meanings could be made overt and discussed with the students when making meaning about the human genitals. The paper also shows how the ways in which human genitals are transacted in the science classroom have importance for what kind of learning is made available to the students.

Support and Dissemination of Teacher-Authored Lesson Plans: a Digital Library for Earth System Education (DLESE) and Geological Society of America (GSA) Collaboration

NASA Astrophysics Data System (ADS)

Devaul, H.; Pandya, R. E.; McLelland, C. V.

2003-12-01

The Digital Library for Earth System Education (www.dlese.org) and the Geological Society of America (www.geosociety.org) are working together to publish and disseminate teacher-authored Earth science lesson plans. DLESE is a community-based effort involving teachers, students, and scientists working together to create a library of educational resources and services to support Earth system science education. DLESE offers free access to electronic resources including lesson plans, maps, images, data sets, visualizations, and assessment activities. A number of thematic collections have recently been accessioned, which has substantially increased library holdings. Working in concert with GSA, a non-profit organization dedicated to the advancement of the geosciences, small-scale resource creators such as classroom teachers without access to a web server can also share educational resources of their own design. Following a two-step process, lesson plans are submitted to the GSA website, reviewed and posted to the K-12 resource area: http://www.geosociety.org/educate/resources.htm. These resources are also submitted to the DLESE Community Collection using a simple cataloging tool. In this way resources are available to other teachers via the GSA website as well as via the DLESE collection. GSA provides a template for lesson plan developers which assists in providing the necessary information to help users find and understand the intent of the activity when searching in DLESE. This initial effort can serve as a prototype for important services allowing individual community members to contribute their work to DLESE with little technical overhead.

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

A comparison of VRML and animation of rotation for teaching 3-dimensional crystal lattice structures

NASA Astrophysics Data System (ADS)

Sauls, Barbara Lynn

Chemistry students often have difficulty visualizing abstract concepts of molecules and atoms, which may lead to misconceptions. The three-dimensionality of these structures presents a challenge to educators. Typical methods of teaching include text with two-dimensional graphics and structural models. Improved methods to allow visualization of 3D structures may improve learning of these concepts. This research compared the use of Virtual Reality Modeling Language (VRML) and animation of rotation for teaching three-dimensional structures. VRML allows full control of objects by altering angle, size, rotation, and provides the ability to zoom into and through objects. Animations may only be stopped, restarted and replayed. A web-based lesson teaching basic concepts of crystals, which requires comprehension of their three-dimensional structure was given to 100 freshmen chemistry students. Students were stratified by gender then randomly to one of two lessons, which were identical except for the multimedia method used to show the lattices and unit cells. One method required exploration of the structures using VRML, the other provided animations of the same structures rotating. The students worked through an examination as the lesson progressed. A Welch t' test was used to compare differences between groups. No significant difference in mean achievement was found between the two methods, between genders, or within gender. There was no significant difference in mean total SAT in the animation and VRML group. Total time on task had no significant difference nor did enjoyment of the lesson. Students, however, spent 14% less time maneuvering VRML structures than viewing the animations of rotation. Neither method proved superior for presenting three-dimensional information. The students spent less time maneuvering the VRML structures with no difference in mean score so the use of VRML may be more efficient. The investigator noted some manipulation difficulties using VRML to rotate structures. Some students had difficulty obtaining the correct angle required to properly interpret spatial relationships. This led to frustration and caused some students to quit trying before they could answer questions fully. Even though there were some difficulties, outcomes were not affected. Higher scores, however, may have been achieved had the students been proficient in VRML maneuvering.

Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others, bring basic science to life in second grade classrooms. We will be happy to share their story and to make our lesson plans available to a broader audience.

Development of an Attitude Scale towards High School Physics Lessons

ERIC Educational Resources Information Center

Yavas, Pervin Ünlü; Çagan, Sultan

2017-01-01

The aim of this study was to develop a Likert type attitude scale for high school students with regard to high school physics lessons. The research was carried out with high school students who were studying in Ankara. First, the opinions of 105 high school students about physics lessons were obtained and then 55 scale items were determined from…

Into Adolescence: Stopping Violence. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Post, Jory

This module presents a curriculum on violence prevention for middle school students. It begins with a discussion of what violence is. The second lesson helps students to examine the portrayal of violence in various media. In the third lesson, students examine their own anger and their own tendencies toward violence. The fourth lesson examines the…

Lesson Closure: An Important Piece of the Student Learning Puzzle

ERIC Educational Resources Information Center

Ganske, Kathy

2017-01-01

As we seek ways to improve literacy teaching and learning, we need to be careful not to overlook lesson closure as an opportunity to solidify student learning. This Teaching Tip describes the importance of taking time at the ends of lessons, days, and weeks to revisit what students have learned as a means for helping them synthesize and assimilate…

Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach

ERIC Educational Resources Information Center

Nuha, Muhammad 'Azmi; Waluya, S. B.; Junaedi, Iwan

2018-01-01

Creative thinking is very important in the modern era so that it should be improved by doing efforts such as making a lesson that train students to pose their own problems. The purposes of this research are (1) to give an initial description of students about mathematical creative thinking level in Problem Posing Model with Lesson Study approach…

Reading Instruction That Increases Thinking Abilities.

ERIC Educational Resources Information Center

Collins, Cathy

1991-01-01

Analyzes the effects of eight reading and writing lessons designed to increase adolescent thinking ability. Finds that the lessons increased thinking abilities and scholastic achievement of middle school students. Notes that the lessons positively affect students' self-esteem and communication skills. (RS)

Lesson "Balance in Nature

NASA Astrophysics Data System (ADS)

Chapanova, V.

2012-04-01

Lesson "Balance in Nature" This simulation game-lesson (Balance in Nature) gives an opportunity for the students to show creativity, work independently, and to create models and ideas. It creates future-oriented thought connected to their experience, allowing them to propose solutions for global problems and personal responsibility for their activities. The class is divided in two teams. Each team chooses questions. 1. Question: Pollution in the environment. 2. Question: Care for nature and climate. The teams work on the chosen tasks. They make drafts, notes and formulate their solutions on small pieces of paper, explaining the impact on nature and society. They express their points of view using many different opinions. This generates alternative thoughts and results in creative solutions. With the new knowledge and positive behaviour defined, everybody realizes that they can do something positive towards nature and climate problems and the importance of individuals for solving global problems is evident. Our main goal is to recover the ecological balance, and everybody explains his or her own well-grounded opinions. In this work process the students obtain knowledge, skills and more responsible behaviour. This process, based on his or her own experience, dialogue and teamwork, helps the participant's self-development. Making the model "human↔ nature" expresses how human activities impact the natural Earth and how these impacts in turn affect society. Taking personal responsibility, we can reduce global warming and help the Earth. By helping nature we help ourselves. Teacher: Veselina Boycheva-Chapanova " Saint Patriarch Evtimii" Scholl Str. "Ivan Vazov"-19 Plovdiv Bulgaria

Iterating between lessons on concepts and procedures can improve mathematics knowledge.

PubMed

Rittle-Johnson, Bethany; Koedinger, Kenneth

2009-09-01

Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. The purpose of the current study was to evaluate the instructional benefits of an iterative lesson sequence compared to a concepts-before-procedures sequence for students learning decimal place-value concepts and arithmetic procedures. In two classroom experiments, sixth-grade students from two schools participated (N=77 and 26). Students completed six decimal lessons on an intelligent-tutoring systems. In the iterative condition, lessons cycled between concept and procedure lessons. In the concepts-first condition, all concept lessons were presented before introducing the procedure lessons. In both experiments, students in the iterative condition gained more knowledge of arithmetic procedures, including ability to transfer the procedures to problems with novel features. Knowledge of concepts was fairly comparable across conditions. Finally, pre-test knowledge of one type predicted gains in knowledge of the other type across experiments. An iterative sequencing of lessons seems to facilitate learning and transfer, particularly of mathematical procedures. The findings support an iterative perspective for the development of knowledge of concepts and procedures.

Interrogating the Lesson Plan in a Pre-Service Methods Course: Evidence from a University in Kenya

ERIC Educational Resources Information Center

Simwa, Kefa L.; Modiba, Maropeng

2015-01-01

The paper reports on research that examined how the content of a History methods course, taught in a university in Kenya, influenced student teachers' lesson planning and pedagogical skills. A lecture on a lesson plan, micro-teaching lesson plan documents and presentations were examined to determine student teachers' preparedness for teaching the…

Papermaking and Poetry. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Withroe, J.

In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an…

Preventing Unplanned Pregnancy and Completing College: An Evaluation of Online Lessons. 2nd Edition

ERIC Educational Resources Information Center

Antonishak, Jill; Connolly, Chelsey

2014-01-01

The National Campaign to Prevent Teen and Unplanned Pregnancy published free online lessons that help students take action to prevent unplanned pregnancy and complete their education. From the fall of 2012 to the spring of 2014, approximately 2,800 students took the online lessons and participated in pre- and post-lesson evaluation surveys at four…

Getting Off on the Right Foot in Elementary Art.

ERIC Educational Resources Information Center

Hoff, Ardith

Designed as a guide to planning art lessons, the booklet offers over 40 suggestions and sample lesson plans for students in grades K-6. Although most of the lessons could be taught at any time of year, they are arranged month-by-month for convenience. Included in each monthly program are lesson plans for both intermediate and primary students,…

Towards a Unified Theory of Engineering Education

ERIC Educational Resources Information Center

Salcedo Orozco, Oscar H.

2017-01-01

STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons and activities as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling STEM literacy (Tsupros, Kohler and…

Cultural Arts Handbook.

ERIC Educational Resources Information Center

Pistone, Kathleen A.

The handbook presents activities to aid elementary school classroom teachers as they develop and implement cultural arts lessons. A cultural arts program is interpreted as a way to help students develop perceptual awareness, build a basic vocabulary in some art cultural form, evaluate their own works of art, appreciate creative expressions, and…

The Silent Spring of Rachel Carson.

ERIC Educational Resources Information Center

Kerstetter, Ned

1996-01-01

Presents a lesson plan examining Rachel Carson's call to arms concerning the harmful consequences of pesticides. Students view a video documentary on Carson's work and read a synopsis of her book, "Silent Spring." Assessment is provided by various activities including writing assignments, creating posters, and editorial cartoons. (MJP)

Living in Space

NASA Technical Reports Server (NTRS)

Andrews, Sheila Briskin; Kirschenbaum, Audrey

1988-01-01

Operation Liftoff was designed to encourage pupils in the nation's elementary schools to take a greater interest in mathematics and science. Topics addressed include: food, clothing, health, housing, communication, and working. Each unit consists of background information, a teacher printout (lesson plan), and student liftoff (activities) for levels A, B, and C.

The PPP: Problem Panel Project.

ERIC Educational Resources Information Center

Crawford, Russell K.

The Problem Panel Project is an instructor-developed, one-semester course in contemporary problems. Based on the inquiry approach, the course is structured for independent research and group work and requires no traditionally-structured daily lesson plans. The course is divided into six procedural points. First, students decide which contemporary…

My Classroom: Georgia

ERIC Educational Resources Information Center

Baker, Melanie

2017-01-01

Khatuna Kharkheli is an English language teacher in the Faculty of Education, Exact, and Natural Sciences at Gori State Teaching University (GSTU) in Gori, Georgia. With her passion for developing innovative and creative lessons and with her commitment to professional development, Ms. Kharkheli works to inspire her students to achieve success both…

Investigating the Watergate Scandal.

ERIC Educational Resources Information Center

Ritchie, Donald A.

1998-01-01

Summarizes the events leading up to and the investigation that followed the Watergate break-in. Presents a lesson plan using primary documents that allows students to explore the workings of congressional investigations, the key figures in the scandal, and the arguments of the different participants. Includes copies of the documents. (DSK)

Writing for Real Purpose

ERIC Educational Resources Information Center

Ikpeze, Chinwe H.

2009-01-01

Working to transform his classroom, fifth grade teacher John Blain of Buffalo (New York) public schools infused technology into his literature lessons by adding an online literature discussion to his more traditional classroom discussion. Students were assigned to read Kate DiCamillo's books "Because of Winn-Dixie" and "The Tiger…

Ways Animals Communicate

ERIC Educational Resources Information Center

Curry, Kristen; Sumrall, William J.; Moore, Jerilou; Daniels, Anniece

2008-01-01

The authors describe a set of upper-elementary activities that focuses on how animals communicate. The activities describe procedures that students working in groups can use to investigate the topic of animal communication. An initial information sheet, resource list, and grading rubric are provided. The lesson plan was field-tested in an…

Mosaic Horses

ERIC Educational Resources Information Center

Rudecki, Maryanna

2009-01-01

This article describes a lesson inspired by Sicilian mosaics. The author first presented a PowerPoint presentation of mosaics from the Villa Romana del Casale and reviewed complementary and analogous colors. Students then created mosaics using a variety of art materials. They presented their work to their peers and discussed the thought and…

Science education in a bilingual class: problematising a translational practice

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2016-10-01

In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13-14. All students had Turkish as their minority language, whereas the teacher's minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups. They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students' language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students' descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students' achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language.

An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

NASA Astrophysics Data System (ADS)

Burton, Amanda

Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

Innovative Strategies for Enhancing Geoscience: Lesson Plans from the 3rd Millennium B.C.E.

NASA Astrophysics Data System (ADS)

Romani, P. N.; Bartholomew, I.; Frank, M.; Hackett, K.; Jackson, T.; Melzer, S.; 6th Grade,

2002-05-01

Each year the fifth and sixth grade students at Glenarden Woods Elementary Magnet School for Talented and Gifted (TAG) Students, in Glenarden, Maryland study an ancient culture to provide a unifying theme to their studies. The thematic unit is year-long and involves language arts, social studies, and art. Originally, the curriculum did not include any math or science, but for the past seven years we have been working to integrate the technology of the ancient culture into the program. Our goals are to keep the science as hands on as possible and to have the students learn by solving problems. This year's culture was ancient Egypt and the math and science components had a distinctive geoscience flavor to them. The initial problem for the students was to how to lay out a pyramid so that the four sides were aligned with the four cardinal directions as the pyramids are in Egypt. In keeping with the spirit of their studies they had to do so as the Egyptians did, i.e. without a pole star and without the use of any "modern" conveniences such as compasses, global positioning systems, etc. The problem was solved by measurements and observations of a gnomon's shadow. This work then provided a nice springboard for their next problem, duplicating Eratosthenes's measurement of the circumference of the Earth. Eratosthenes was a Greek who lived and experimented in Egypt in the Ptolemaic era. His determination of the Earth's circumference was within 15% of the modern day value. For this work the students had to team with other elementary students in Amherst, Massachusetts. We will present how we did the projects and lessons learned.

Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

ERIC Educational Resources Information Center

Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…

Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

NASA Astrophysics Data System (ADS)

Liu, Ning; Neuhaus, Birgit

2014-07-01

This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.

Student Mental Models of the Greenhouse Effect: Retention Months After Interventions

NASA Astrophysics Data System (ADS)

Harris, S. E.; Gold, A. U.

2013-12-01

Individual understanding of climate science, and the greenhouse effect in particular, is one factor important for societal decision-making. Ideally, learning opportunities about the greenhouse effect will not only move people toward expert-like ideas but will also have long-lasting effects for those individuals. We assessed university students' mental models of the greenhouse effect before and after specific learning experiences, on a final exam, then again a few months later. Our aim was to measure retention after students had not necessarily been thinking about, nor studying, the greenhouse effect recently. How sticky were the ideas learned? 164 students in an introductory science course participated in a sequence of two learning activities and assessments regarding the greenhouse effect. The first lesson involved the full class, then, for the second lesson, half the students completed a simulation-based activity and the other half completed a data-driven activity. We assessed student thinking through concept sketches, multiple choice and short answer questions. All students generated concept sketches four times, and completed a set of multiple choice (MCQs) and short answer questions twice. Later, 3-4 months after the course ended, 27 students ('retention students') completed an additional concept sketch and answered the questions again, as a retention assessment. These 27 students were nearly evenly split between the two contrasting second lessons in the sequence and included both high and low-achieving students. We then compared student sketches and scores to 'expert' answers. The general pattern over time showed a significant increase in student scores from before the lesson sequence to after, both on concept sketches and MCQs, then an additional increase in concept sketch score on the final exam (MCQs were not asked on the final exam). The scores for the retention students were not significantly different from the full class. Within the retention group, there was also no difference in scores based on which contrasting lesson a student did. Students in both of the contrasting lessons scored significantly higher on the retention test than on the initial pre-test. Their concept sketch scores on the retention test were slightly lower than their scores on the final exam (not significantly), but matched their post-lesson-sequence scores. Their MCQ scores were slightly higher on the retention test than on the post-lesson-sequence test (also not significantly). These results imply that students both learned and retained new ideas about the greenhouse effect for at least a few months after the end of the course and did not regress to their pre-lesson ideas. Further analysis should show which particular aspects of student mental models changed over the full temporal sequence.

Geometric House: A Beginning Lesson for First-Graders

ERIC Educational Resources Information Center

Joyce, Teri Dexheimer

2009-01-01

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

Strategies Unlimited.

ERIC Educational Resources Information Center

Blaga, Jeff; And Others

Designed primarily for teachers of students in grades 7-12, the document presents over 60 social studies teaching strategies and lesson plans. Each lesson includes an overview, grade level information, suggested course/subject matter uses, objectives, suggested materials, student materials, and an instructional plan. Lesson topics fall into the…

The effect of mathematical games on on-task behaviours in the primary classroom

NASA Astrophysics Data System (ADS)

Bragg, Leicha A.

2012-12-01

A challenge for primary classroom teachers is to maintain students' engagement with learning tasks while catering for their diverse needs, capabilities and interests. Multiple pedagogical approaches are employed to promote on-task behaviours in the mathematics classroom. There is a general assumption by educators that games ignite children's on-task behaviours, but there is little systemically researched empirical data to support this claim. This paper compares students' on-task behaviours during non-digital game-playing lessons compared with non-game-playing lessons. Six randomly selected grade 5 and 6 students (9-12 year olds) were observed during ten mathematics lessons. A total of 2,100 observations were recorded via an observational schedule and analysed by comparing the percentage of exhibited behaviours. The study found the children spent 93 % of the class-time exhibiting on-task engagement during the game-playing lessons compared with 72 % during the non-game-playing lessons. The game-playing lessons also promoted greater incidents of student talk related to the mathematical task (34 %) compared with the non-game-playing lessons (11 %). These results support the argument that games serve to increase students' time-on-task in mathematics lessons. Therefore, it is contended that use of games explicitly addressing the mathematical content being taught in a classroom is one way to increase engagement and, in turn, potential for learning.

Great IDEAS: Telescopes, Computers, and Education

NASA Astrophysics Data System (ADS)

Nook, M. A.; Williams, D. L.

1999-05-01

Two workshops were developed for k-12 teachers that take advantage of the excitement students esperience when viewing objects through a telescope for the first time and the growth in educational opportunities that the internet has generated. The observational astronomy workshop focused on teaching educators a few basics about naked-eye, binocular, and small telescope observing; while the computers in astronomy education workshop taught teachers to develop simple web sites and permitted them to test astronomy software. The observational astronomy workshop met for three days on the SCSU campus to teach basic celestial motions, several constellations, and the basic operation of small telescopes. The next four nights were spent at Camden State Park in southwest Minnesota learning to locate deep sky objects and preparing public presentations. The final two nights the teachers presented public observing programs at three state parks. Fifty percent of the teachers implemented night observing into their curriculum this past year, and one teacher purchased her own telescope to use with students and to help other teachers in the district. The computers in astronomy workshop introduced the teachers to several commercially available astronomy software packages and taught them the fundamentals of constructing simple web pages. The participants were required to develop astronomy lessons based on one of the software packages or a web site that they developed. Each participant then constructed a web-based lesson plan, student lesson, and teacher's guide for their lesson. These lessons are available at http://enstein.stcloudstate.edu/nook/IDEAS/computers/. Support for this work was provided by NASA through grant numbers ED-90156.01-97A and ED-90157.01-97A from the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Incorporated, under NASA contract NAS5-26555.

Case studies in teaching evolution: The intersection of dilemmas in practice

NASA Astrophysics Data System (ADS)

Fisher, Rachel

Despite recent science education reform documents citing evolution as a core concept to be taught in grades K-12, research shows problems with how it is currently taught. Evolution is often avoided, teachers minimize its importance within biology, infuse misconceptions, and/or interject non-scientific ideologies into lessons. My research focused on how teachers in two geographically and culturally distinct school districts in the southwestern U.S. negotiate dilemmas during an evolution unit. One school district was rural and had a large population of Mormon students, while the other district was urban, with a large majority Mexican/Mexican-American students. Using a case study approach, I observed three biology teachers during their evolution lessons, interviewed them throughout the unit, co-planned lessons with them, and collected artifacts from this unit, including anonymous student work. I also included data from four genetics lessons for each teacher to determine if the issues that arose during the evolution unit were a result of the general practice of the teacher, or if they were unique to evolution. Findings showed teachers' backgrounds and comfort levels with evolution, in addition to their perceptions of community context, affected how they negotiated pedagogical, conceptual, political, and cultural dilemmas. This study's findings will inform in-service teachers' future practice and professional development tools to aid with their teaching---this may include methods to negotiate some of the political (e.g. state standards) or cultural (e.g. religious resistance) issues inherent to teaching evolution.

Stifling Student Expression: A Lesson Taught, A Lesson Learned.

ERIC Educational Resources Information Center

Eveslage, Thomas E.

1995-01-01

Substantive student publications can bring the democratic process to life in high schools. The article presents examples of student censorship by high school teachers and advisors, noting that the attempt to inhibit students' written expression may short-circuit a useful learning tool that can prepare students for productive citizenship. (SM)

The Effects of Activity and Gain Based Virtual Material on Student's Success, Permanency and Attitudes towards Science Lesson

ERIC Educational Resources Information Center

Tas, Erol

2015-01-01

The main objective of this study is to research the effects of a student gains and activity based virtual material on students' success, permanence and attitudes towards science lesson, developed for science and technology lesson 6th grade "Systems in our body" unit. The study, which had a quasi-experimental design, was conducted with…

Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing

ERIC Educational Resources Information Center

Berninger, Virginia W.; Wolf, Beverly

2009-01-01

Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

Exploring the use of lesson study with six Canadian middle-school science teachers

NASA Astrophysics Data System (ADS)

Bridges, Terry James

This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data, observing colleagues teach, time to collaborate, plan, and reflect, teaching the same lesson to two classes, more intentional teaching, and increasing social interactions. Teacher challenges included: teacher unfamiliarity with the students being taught, time spent taking part in lesson study, teachers in the role of observers, and impact of observers and videotaping on students and teachers during lesson enactments.

Investigating Science Discourse in a High School Science Classroom

NASA Astrophysics Data System (ADS)

Swanson, Lauren Honeycutt

Science classrooms in the United States have become more diverse with respect to the variety of languages spoken by students. This qualitative study used ethnographic methods to investigate the discourse and practices of two ninth grade science classrooms. Approximately 44% of students included in the study were designated as English learners. The present work focused on addressing the following questions: 1) In what ways is science discourse taken up and used by students and their teacher? 2) Are there differences in how science discourse is used by students depending on their English language proficiency? Data collection consisted of interviewing the science teacher and the students, filming whole class and small group discussions during two lesson sequences, and collecting lesson plans, curricular materials, and student work. These data were analyzed qualitatively. Findings indicated that the teacher characterized science discourse along three dimensions: 1) the use of evidence-based explanations; 2) the practice of sharing one's science understandings publically; and 3) the importance of using precise language, including both specialized (i.e., science specific) and non-specialized academic words. Analysis of student participation during in-class activities highlighted how students progressed in each of these science discourse skills. However, this analysis also revealed that English learners were less likely to participate in whole class discussions: Though these students participated in small group discussions, they rarely volunteered to share individual or collective ideas with the class. Overall, students were more adept at utilizing science discourse during class discussions than in written assignments. Analysis of students' written work highlighted difficulties that were not visible during classroom interactions. One potential explanation is the increased amount of scaffolding the teacher provided during class discussions as compared to written assignments. In the implications section, I provide science teachers with recommendations regarding how to promote science discourse in their classrooms. Specifically, teachers should provide students structured opportunities to practice science discourse, require students to use both written and oral modalities in assignments, and offer timely feedback to students regarding their progress in developing their science discourse skills. How this study contributes to the research base on the teaching of science and English learners will also be described.

Water Foundations Teachers Guide. The Science of Florida's Water Resources: Lesson Plans for Teachers and Students.

ERIC Educational Resources Information Center

2001

This document features lesson plans for teachers and students on Florida's water resources. The guide is divided into four grade levels: K-2, 3-5, 6-8, and 9-12. Each grade level includes objectives, guides, and five lesson plans. K-2 lesson plans include: (1) "We Are Water"; (2) "Why Water is Extra Special"; (3) "Water's…

Flipping social determinants on its head: Medical student perspectives on the flipped classroom and simulated patients to teach social determinants of health.

PubMed

Gostelow, N; Barber, J; Gishen, F; Berlin, A

2018-02-19

Inequalities in healthcare are increasing. Engaging medical students to tackle this urgent challenge alongside clinical sciences can be demanding. This study examines medical student perceptions of a flipped approach to health inequalities co-designed by faculty and sixth-year students. A flipped learning session was piloted for year 4 medical students combining an online lesson followed by a tutorial with a simulated patient. A mixed-methods approach collected questionnaire data using 4-point Likert scales and free text answers. A semi-structured group interview was conducted with six voluntary participants. Two hundred and eighty-nine students completed questionnaires. 85% (n = 246) completed the online lesson. Students agreed the session helped their understanding of key concepts (mean 3.2), was improved by having an actor (mean = 3.6), and was enjoyable (mean = 3.2). Thematic analysis of qualitative questionnaire and interview data revealed three themes: engagement; structure; and attitudes towards social determinants of health. The simulation increased clinical relevance and students gained understanding of the impact of health inequalities upon individuals. This paper indicates flipped learning can increase clinical relevance and engagement in population health and person-centered care. Further work could assess changes in practice and attitudes of future doctors in tackling such global health challenges.

Five Lessons of a Dumbledore Education

ERIC Educational Resources Information Center

Music, Rusmir; Agans, Lyndsay J.

2007-01-01

Hogwarts School of Witchcraft and Wizardry and the world of Harry Potter may help educators re-imagine their daily work and provide good reminders that intentional formal and informal mentoring, informed by educational theory, play an essential role in student learning and development. Mentoring principles at Hogwarts flow from Albus Dumbledore,…

Invention through Form and Function Analogy

ERIC Educational Resources Information Center

Rule, Audrey C.

2015-01-01

"Invention through Form and Function Analogy" is an invention book for teachers and other leaders working with youth who are involving students in the invention process. The book consists of an introduction and set of nine learning cycle formatted lessons for teaching the principles of invention through the science and engineering design…

Odyssey Math. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2009

2009-01-01

"Odyssey Math," published by CompassLearning[R], is an interactive, software-based K-8 mathematics curriculum. It includes individualized instructional and assessment tools, as well as an administrative function that allows teachers to track student performance and progress and to generate reports. Lessons employ real-world contexts in which…

Motivational Strategies That Work!

ERIC Educational Resources Information Center

Educators' Spotlight Digest, 2009

2009-01-01

This article presents K-12 motivational strategies that focus on different ideas school library media specialists can use to gain and sustain attention in the research topic. Some have come from recent submissions to the S.O.S. database of lesson plans and teaching ideas. A student-directed searching activity for college level library instruction…

Plaster People...A La George Segal.

ERIC Educational Resources Information Center

Boulay, Michele

2003-01-01

Describes an art project used with eleventh- and twelfth-grade students in which they created plaster self-portraits inspired by the work of George Segal. Includes directions for the casting and lists the art materials needed for the lesson. Explains that the project requires half a semester to complete. (CMK)

Got Sheetrock?

ERIC Educational Resources Information Center

Sheehan, Diane B.

2005-01-01

The author of this article, an art teacher, describes a high school studio lesson about sculptural reliefs using Sheetrock. She describes how students can work with and prepare Sheetrock and how they can create a design and transfer it onto the dry Sheetrock plaster. Making repairs to the surface, coloring and finishing, and the tools required are…

Strategies for Encouraging Students to Persist on Challenging Tasks: Some Insights from Work in Classrooms

ERIC Educational Resources Information Center

Roche, Anne; Clarke, Doug; Sullivan, Peter; Cheeseman, Jill

2013-01-01

This article promotes the use of mathematically appropriate, engaging and challenging tasks to support learning that is worthwhile. The authors share insights from a three-lesson design experiment and the three tasks along with the results from their implementation are explored.

Breezy Power: From Wind to Energy

ERIC Educational Resources Information Center

Claymier, Bob

2009-01-01

This lesson combines the science concepts of renewable energy and producing electricity with the technology concepts of design, constraints, and technology's impact on the environment. Over five class periods, sixth-grade students "work" for a fictitious power company as they research wind as an alternative energy source and design and test a…

Linking Schools and Workplaces: Lessons from Australia and Overseas.

ERIC Educational Resources Information Center

Sweet, Richard

Efforts to link schools and workplaces in Australia, Sweden, and elsewhere were examined to identify preconditions and effective strategies for linking school to work in Australia. An Australian program that combines applied, contextualized learning structured according to industry standards with students' general education was shown to produce…

Optimizing Your K-5 Engineering Design Challenge

ERIC Educational Resources Information Center

Coppola, Matthew Perkins; Merz, Alice H.

2017-01-01

Today, elementary school teachers continue to revisit old lessons and seek out new ones, especially in engineering. Optimization is the process by which an existing product or procedure is revised and refined. Drawn from the authors' experiences working directly with students in grades K-5 and their teachers and preservice teachers, the…

Basic Electricity. Part 2.

ERIC Educational Resources Information Center

Kilmer, Donald C.

This guide, the second (part 2) in a set of four guides, is designed for the student interested in a vocation in electrical work, and includes two units: Unit IV--Electrical Theory, covering thirteen lessons (matter, the atom, electrical charges in the atom, rules of electric charges, electricity, atoms in an electrical conductor, electrical…

LEGO Robotics: An Authentic Problem Solving Tool?

ERIC Educational Resources Information Center

Castledine, Alanah-Rei; Chalmers, Chris

2011-01-01

With the current curriculum focus on correlating classroom problem solving lessons to real-world contexts, are LEGO robotics an effective problem solving tool? This present study was designed to investigate this question and to ascertain what problem solving strategies primary students engaged with when working with LEGO robotics and whether the…

"What's Your BiQ?"

ERIC Educational Resources Information Center

Clark, Theresa

2013-01-01

The topic of bisexuality and discussion of bisexual individuals is sorely lacking from discussions about human sexuality. This lesson plan brings visibility to the invisible. Helping educators and students become more aware of bisexuality can help them become more savvy about working with diverse issues around sexuality, especially as they relate…

Distance Synchronous Information Systems Course Delivery

ERIC Educational Resources Information Center

Peslak, Alan R.; Lewis, Griffith R.; Aebli, Fred

2014-01-01

Teaching computer information systems via distance education is a challenge for both student and faculty. Much research work has been performed on methods of teaching via distance education. Today we are faced with a variety of options for course delivery. Asynchronous delivery via online or lesson instruction still remains most common. But…

More Science through Children's Literature: An Integrated Approach.

ERIC Educational Resources Information Center

Butzow, Carol M.; Butzow, John W.

This book offers ideas, activities, and resources to assist teachers in designing a curriculum to help elementary students reach a better understanding of science, its nature, and content. The integrated units are resources upon which to build interdisciplinary lessons. This book contains 21 chapters, each built around a work of fictional…

Career Exploration Curriculum Guide. (Prototype).

ERIC Educational Resources Information Center

Great Falls Public Schools, MT.

Materials contained in this curriculum guide include daily lesson plan outlines for an eighteen-week Experience Based Career Education (EBCE) class. Learning experiences are suggested to meet the following major objectives of the class: (1) Develop students' understanding of the role of work in society and the multiple aspects of their career…

The Professional Educator: Pittsburgh's Winning Partnership

ERIC Educational Resources Information Center

Hamill, Sean D.

2011-01-01

Professional educators--whether in the classroom, library, counseling center, or anywhere in between--share one overarching goal: seeing all students succeed in school and life. In this regular feature, the work of professional educators is explored--not just their accomplishments, but also their challenges--so that the lessons they have learned…

Basic Electricity. Part 3.

ERIC Educational Resources Information Center

Kilmer, Donald C.

Third (part 3) in a set of four guides designed for the student interested in a vocation in electrical work, this guide includes four units: Unit VI--Ohm's Law, covering six lessons (voltage, current-flow and resistance, the Ohm's Law formula, formula for finding voltage, formula for finding resistance); Unit VII--Voltages, covering five lessons…

Net Lessons: Education World's Internet Primer.

ERIC Educational Resources Information Center

1997

This booklet presents educators with practical ways to put the Internet to work in the classroom. An introduction provides resources for getting connected to and exploring the Internet. The next section on using the Web in the classroom discusses a student-created Web survey; cooperative challenge; social action; community connection; simulation;…

Getting Out of the Way: A Lesson in Change

ERIC Educational Resources Information Center

McEnery, Douglas

2005-01-01

When the author's school implemented a model of standards-driven, research-based teaching practices, he realized that working individually with teachers on their professional development goals was not improving teacher performance or student achievement. As such, he developed a more facilitative role and listened to groups of teachers discuss…

Blind Students Learn Food Skills

ERIC Educational Resources Information Center

Pass, Gisela; Uhlinger, Susan J.

1970-01-01

The problems of cooking and working in the kitchen were the focal point of a series of six lessons given by the Hampden County, Massachusetts, Extension Service for 16 blind men and women. The basic purpose of the course was to help them develop self-reliance in relation to meal preparation. (Author/MF)

Mathematics Lessons from Finland and Sweden

ERIC Educational Resources Information Center

Seaberg, Rebecca L.

2015-01-01

In many ways, mathematics classrooms in Finland and Sweden are very similar to what would be considered traditional classrooms in the United States. Classes begin with checking homework and questions, followed by the teacher giving instruction in the new material, and end with students working on their new assignment. There are also interesting…

Lights, Camera, Action: Facilitating PETE Students' Reflection through Film

ERIC Educational Resources Information Center

Lee, Okseon; Ravizza, Dean; Lee, Myung-Ah

2009-01-01

Preparing teacher candidates to be reflective professionals is a critical component of physical education teacher education programs. Although many specific strategies have been developed to facilitate post-lesson reflection, strategies for reflecting on future work and professional life have not been widely explored. As a way to facilitate…

Basic Electricity. Part 4.

ERIC Educational Resources Information Center

Kilmer, Donald C.

Designed for the student interested in a vocation in electrical work, this guide, fourth in a set of four, includes three units: Unit X--Splicing Wires, covering thirteen lessons (removing insulation, pigtail splice, Western Union splice, tap splice, extension cord splice, connecting wires to a terminal screw, underwriter's knot, three-wire ground…

Richard Rodgers: The Man and His Music.

ERIC Educational Resources Information Center

Mason, Keith

2002-01-01

Discusses how to teach students about the music of Richard Rodgers in an effort to educate them about music in the twentieth century. Explores his work over the years, particularly in association with other composers. Includes a collection of resources and a lesson plan that focuses on "The Carousel Waltz." (CMK)

Lessons from Ganderbill Holler. Essay.

ERIC Educational Resources Information Center

Liftig, Inez Fugate

2001-01-01

An award-winning science teacher recalls her youth in Appalachian Kentucky and how she learned the fundamental concepts of biology, botany, hydrology, and geology playing and working in the family's "holler." The holler also gave her a philosophy of teaching--she has her students experience the wonders of the natural world before…

Lessons on Leading for Equity

ERIC Educational Resources Information Center

Larson, Rob; Barton, Rhonda

2013-01-01

Leading for equity is hard, yet inspiring, work. It requires thoughtful and bold conversations about race and poverty; close examination of policies and practices; and astute attention paid to a variety of data and evidence of student achievement, progress, and success. Above all, it requires a willingness to look deeply at one's beliefs and…

School Leadership: Lessons from the Lived Experiences of Urban Teachers

ERIC Educational Resources Information Center

Bridwell, Sandra D.

2012-01-01

The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these…

Lessons from the Specific Factors Model of International Trade.

ERIC Educational Resources Information Center

Tohamy, Soumaya M.; Mixon, J. Wilson, Jr.

2003-01-01

Uses the Specific Factors model to illustrate the meaning of economic efficiency, how complex economies simultaneously determine prices and quantities, and how changes in demand conditions or technology can affect income distribution among owners of factors of production. Employs spreadsheets to help students see how the model works. (JEH)

When Curriculum Meets Art

ERIC Educational Resources Information Center

Giardina, Nicola

2016-01-01

A three-year grant program at the Metropolitan Museum of Art in New York City encourages teachers to draw connections between curricular topics and works of art. In this article, museum educator Nicola Giardina describes how the program uses inquiry-based lessons to create meaningful learning experiences for underserved students. She highlights…

Evaluation results of the GlobalWatershed GK-12 Fellowship Program - a model for increased science literacy and partnership

NASA Astrophysics Data System (ADS)

Mayer, A. S.; Vye, E.

2016-12-01

The Michigan Tech GlobalWatershed GK-12 Fellowship program bridges the gap between K-12 learning institutions and the scientific community with a focus on watershed research. Michigan Tech graduate students (fellows) work in tandem with teachers on the development of relevant hands-on, inquiry based lesson plans and activities based on their doctoral research projects in watershed science. By connecting students and teachers to state of the art academic research in watershed science, teachers are afforded a meaningful way in which to embed scientific research as a component of K-12 curricula, while mentoring fellows on the most pertinent and essential topics for lesson plan development. Fellows fulfill their vital responsibility of communicating their academic research to a broader public while fostering improved teaching and communication skills. A goal of the project is to increase science literacy among students so they may understand, communicate and participate in decisions made at local, regional, and global levels. The project largely works with schools located in Michigan's western Upper Peninsula but also partners with K-12 systems in Sonora, Mexico. While focusing on local and regional issues, the international element of the project helps expand student, teacher, and fellow worldviews and global awareness of watershed issues and creates meaningful partnerships. Lesson plans are available online and teacher workshops are held regularly to disseminate the wealth of information and resources available to the broader public. Evaluation results indicate that fellows' skill and confidence in their ability to communicate science increased as a results of their participation of the program, as well as their desire to communicate science in their future careers. Teachers' confidence in their capacity to present watershed science to their students increased, along with their understanding of how scientific research contributes to understanding of water-related issues. The GlobalWatershed GK-12 Fellowship program serves as a model for broadening scientific impacts among a wider public through shared communication and partnership.

Effect of simulation on the ability of first year nursing students to learn vital signs.

PubMed

Eyikara, Evrim; Baykara, Zehra Göçmen

2018-01-01

The acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation. This study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs. A convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014-2015. Ninety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list. A statistically significant difference was not observed between the groups in terms of the average pre-test scores on knowledge (p>0.050). Groups exposed to simulation obtained statistically significantly higher scores than the control group in post-test knowledge (p<0.050). The ability of the groups exposed to simulation to measure vital signs in healthy adults and patients was more successful than that the control group (p<0.050). This was statistically significant. Simulation had a positive effect on the ability of nursing students to measure vital signs. Thus, simulation should be included in the mainstream curriculum in order to effectively impart nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teachers' Situation-Specific Mastery Experiences: Teacher, Student Group and Lesson Effects

ERIC Educational Resources Information Center

Malmberg, Lars-Erik; Hagger, Hazel; Webster, Sophie

2014-01-01

Following a model on the cyclical nature of teacher ("trait") self-efficacy and context-, task- and situation-specific ("state") "mastery experiences" (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students…

Aging in America: Fact, Fiction and Feeling.

ERIC Educational Resources Information Center

Strubbe, Mary A.

Thirteen lessons on aging in America, appropriate for the secondary school level, are presented. Each lesson is designed to take approximately one day and includes the goal, objectives, background information, reproducible student handouts, materials and equipment needed, procedures, and evaluation forms. In the first lesson students examine their…

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe

PubMed Central

BROCK, RICHARD; TABER, KEITH S.; RIGA, FRAN

2016-01-01

ABSTRACT Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross‐disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross‐disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross‐disciplinary education. PMID:27812226

How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe.

PubMed

Billingsley, Berry; Brock, Richard; Taber, Keith S; Riga, Fran

2016-05-01

Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. This is the first study to look at how students make sense of the teaching they receive in two subjects (science and religious education [RE]) when one subject's curriculum explicitly refers to cross-disciplinary study and the other does not. Interviews with 61 students in seven schools in England suggested that students perceive a permeable boundary between science and their learning in science lessons and also a permeable boundary between religion and their learning in RE lessons, yet perceive a firm boundary between science lessons and RE lessons. We concluded that it is unreasonable to expect students to transfer instruction about cross-disciplinary perspectives across such impermeable subject boundaries. Finally, we consider the implications of these findings for the successful management of cross-disciplinary education.

Kinesthetic Astronomy: Significant Upgrades to the Sky Time Lesson that Support Student Learning

NASA Astrophysics Data System (ADS)

Morrow, C. A.; Zawaski, M.

2004-12-01

This paper will report on a significant upgrade to the first in a series of innovative, experiential lessons we call Kinesthetic Astronomy. The Sky Time lesson reconnects students with the astronomical meaning of the day, year, and seasons. Like all Kinesthetic Astronomy lessons, it teaches basic astronomical concepts through choreographed bodily movements and positions that provide educational sensory experiences. They are intended for sixth graders up through adult learners in both formal and informal educational settings. They emphasize astronomical concepts and phenomenon that people can readily encounter in their "everyday" lives such as time, seasons, and sky motions of the Sun, Moon, stars, and planets. Kinesthetic Astronomy lesson plans are fully aligned with national science education standards, both in content and instructional practice. Our lessons offer a complete learning cycle with written assessment opportunities now embedded throughout the lesson. We have substantially strengthened the written assessment options for the Sky Time lesson to help students translate their kinesthetic and visual learning into the verbal-linguistic and mathematical-logical realms of expression. Field testing with non-science undergraduates, middle school science teachers and students, Junior Girl Scouts, museum education staff, and outdoor educators has been providing evidence that Kinesthetic Astronomy techniques allow learners to achieve a good grasp of concepts that are much more difficult to learn in more conventional ways such as via textbooks or even computer animation. Field testing of the Sky Time lesson has also led us to significant changes from the previous version to support student learning. We will report on the nature of these changes.

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Developing biology teachers' pedagogical content knowledge through learning study: the case of teaching human evolution

NASA Astrophysics Data System (ADS)

Bravo, Paulina; Cofré, Hernán

2016-11-01

This work explores how pedagogical content knowledge (PCK) on evolution was modified by two biology teachers who participated in a professional development programme (PDP) that included a subsequent follow-up in the classroom. The PDP spanned a semester and included activities such as content updates, collaborative lesson planning, and the presentation of planned lessons. In the follow-up part, the lessons were videotaped and analysed, identifying strategies, activities, and conditions based on student learning about the theory of evolution. Data were collected in the first round with an interview before the training process, identifying these teachers' initial content representation (CoRe) for evolution. Then, a group interview was conducted after the lessons, and, finally, an interview of stimulated recall with each teacher was conducted regarding the subject taught to allow teachers to reflect on their practice (final CoRe). This information was analysed by the teachers and the researchers, reflecting on the components of the PCK, possible changes, and the rationale behind their actions. The results show that teachers changed their beliefs and knowledge about the best methods and strategies to teach evolution, and about students' learning obstacles and misconceptions on evolution. They realised how a review of their own practices promotes this transformation.

Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

NASA Astrophysics Data System (ADS)

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

2018-01-01

To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

Capturing student mathematical engagement through differently enacted classroom practices: applying a modification of Watson's analytical tool

NASA Astrophysics Data System (ADS)

Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

2018-04-01

This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.

From Creeks to the Classroom: Hands-on Curriculum Units on the Web

NASA Astrophysics Data System (ADS)

Salter, I. Y.

2005-12-01

Archway School is in the process of developing 6 curriculum units to teach middle school students about the ecology and environmental science of the San Francisco Bay Area. This is being accomplished through integrated classroom, field trip, and creek restoration project activities. The creek where restoration work takes place becomes an outdoor laboratory for a wide array of classroom lessons tied to both National and California Science Education Standards. The entire curriculum, including all lesson plans, assessments, and examples of student work are being made available, free of charge, to teachers and educators via the Internet. Although the units were initially developed to teach about the natural and geological history of the San Francisco Bay Area, classroom activities are structured such that they could be used at any school and restoration work could be undertaken at any creek in the country. This presentation will showcase the curriculum and provide information so that educators may bring it home to their own institutions. Teachers will get a "tour" of 3 of the 6 curriculum units (Ecology, Watersheds, Earth History) and then have an opportunity to view activities that highlight the strengths of the program.

Putting the spark into physical science and algebra

NASA Astrophysics Data System (ADS)

Pill, Bruce; Dagenais, Andre

2007-06-01

The presenters will describe a number of laboratory activities developed in collaboration with the Department of Electrical Engineering at the University of Delaware as part of their outreach program to help make math and science more authentic on the pre-college level. Lessons relating to electrical topics are often abstract and appropriate only for advanced students in math and science. We have devised lessons that rely on simple equipment. They promote skills that are included in National and State Standards. They emphasize the connections between math and science; they are appropriate for an algebra course, a physical science course, a PhysicsFirst course or a traditional physics course. Students benefit from seeing that what they learn in math and science courses can lead to cutting-edge work in areas such as passive wave imaging, photonics, wireless communication and high performance computing. The collaboration has been meaningful because it has motivated us to tailor our lessons to reflect what is happening in the research lab of our local university. Written materials for use in teacher training workshops will also be available.

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

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Japanese Lesson Study Comes to California

ERIC Educational Resources Information Center

Jetter, Madeleine; Hancock, Gwen

2012-01-01

Japanese lesson study--Jugyou kenkyuu--which is a cornerstone of Project DELTA (Developing Educators Learning to Teach Algebraically), adds a new twist: the teachers take turns publicly teaching the collaboratively planned lessons with their own students for the rest of the team to observe and then analyze, based on the students' learning. Lesson…

Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons

ERIC Educational Resources Information Center

Melago, Kathleen A.

2014-01-01

Teachers can easily encounter students with Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) in the instrumental lesson setting. Applicable to instrumental lesson settings in the public or private schools, private studios, or college studios, this article focuses on specific strategies ranging from the…

Greek Mythology: Cultures and Art. ArtsEdge Curricula, Lessons and Activities.

ERIC Educational Resources Information Center

Nickerson, Charles

The visual arts offer aesthetic, perceptual, creative, and intellectual opportunities. This lesson points out that by creating and painting mythological characters, students will improve their ability to analyze, reorganize, critique, and create. The lesson also intends for fourth-grade students to gain insight into Greek culture through the…

Growing Greener Cities: Environmental Education Guide.

ERIC Educational Resources Information Center

American Forestry Association, Washington, DC.

This environmental education guide, developed by American Forests, includes five lessons created to help teachers use "Growing Greener Cities," a tree-planting handbook. The lessons are designed to teach students the role trees and forests play in cities. Lesson one begins with an introduction, several preparatory exercises to orient students to…

The American Revolution: The Declaration and Beyond. [Lesson Plan].

ERIC Educational Resources Information Center

Kasper, Paula

Based on Thomas Paine's pamphlet "Common Sense," this lesson plan presents activities designed to help students understand that as the American Revolution approached, writers created highly persuasive documents calling for separation from England. The main activity in the lesson involves students in writing a persuasive essay. It includes…

Selections from a Humanities Unit on India. Fulbright-Hays Summer Seminars Abroad 1998 (India).

ERIC Educational Resources Information Center

Makin, Marion A.

Intended for high school students, two humanities lessons on India approach India from a "world cultures" perspective. In the first lesson, "Story Scrolls," pairs of students create and present stories from Hindu mythology using traditional methods. The lesson gives content objectives, skills objectives, and…

Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

NASA Astrophysics Data System (ADS)

Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

2014-12-01

Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to participate in interactive real-world science scenarios. Success of this partnership is measured by the enhancement of student interest in STEM sciences and learning skills for each child.

A Investigation of the Conceptual Changes Resulting from the Use of Demonstrations in College Physics.

NASA Astrophysics Data System (ADS)

Gattis, Kenneth William

1995-01-01

The purpose was to investigate the acquisition and retrieval of physics concepts introduced to college physics students by classroom demonstrations. Three experimental groups of calculus-based physics classes were presented lessons on three different topics during the semester. The lessons, which were planned to deliver identical concepts and examples, were preceded by a short quiz and were followed by an identical posttest. One treatment group received "enhanced" demonstration lessons, which included a brief period of peer discussion prior to the demonstration lesson. The second treatment group received typical demonstration lessons, and the control group received traditional lectures. Both demonstration groups were found to have higher conceptual gains than the control group on the topic of force and motion, which featured an air track demonstration. No differences were found on the topic of conservation of energy. On the topic of angular momentum, the demonstration groups tended to have higher prediction gains and the control group had higher explanation gains. No differences were found between the gains of the two demonstration groups. Student interview responses recorded one to two weeks after the experimental lessons indicated that the lesson containing a "stool and dumbbell" demonstration in the treatment groups was more memorable than the corresponding angular momentum lesson seen by the control group. Demonstration group students who made conceptual gains on the quizzes were found to give more complete responses to problems; yet they used language that was similar to that used by demonstration group students making no gains. In recalling experimental lessons, the demonstration group students gave responses that were more complete and used more everyday language than the control group students. It was concluded that demonstrations may assist students on certain topics by (1) helping to make concepts more believable; (2) helping to explain concepts that have key spatial and temporal relationships; and (3) providing especially vivid visual images and physical examples that are useful in making analogies to other examples and generalizing to more abstract concepts. Further study is needed to test the hypothesis that demonstrations tend to enrich students' verbal descriptions of physics concepts and examples.

Students' Experience of Working with Socioscientific Issues - a Quantitative Study in Secondary School

NASA Astrophysics Data System (ADS)

Ottander, Christina; Ekborg, Margareta

2012-12-01

This research project aims to investigate how students in lower secondary school experience work with socioscientific issues (SSI). The six socioscientific cases developed and used in this project are relevant according to characteristics of SSI and to the national curriculum. Approximately 1,500 students in Sweden have worked with one SSI case chosen by the teachers. A questionnaire-based instrument was used to measure the affective domain of students' attitudes towards and interest in science before starting to work with the case and a second questionnaire after finishing a case. The second student questionnaire, measured the situational characteristics of the SSI work and perceived cognitive and affective outcomes. According to the students' self-reported experience, all cases were interesting and related to a current issue. Most cases were equally interesting to boys and girls, the only exception was You are what you eat, which girls found more interesting than boys did. Almost all students claim that they learnt new facts, learnt to argue for their standpoint and to search and evaluate information during the work with the cases. The girls' average scores were higher on several aspects of learning outcomes. Furthermore the students, especially the girls, perceived that the outcome of working with SSI had relevance for their future, with some cases more relevant than others. The more interesting the student found the case, the more they claimed they learnt. The students do not, however, claim that they learnt more science than during ordinary lessons.

Creative Activities for String Students.

ERIC Educational Resources Information Center

Stabley, Nola Campbell

2001-01-01

Discusses how to teach improvisation, creativity, and movement to beginning music classroom students. Includes background information on teaching each concept and lesson plans to be used with beginning string students. Provides rhythm patterns, exercises, and an assignment used in the lessons. (CMK)

Picture This Curriculum.

ERIC Educational Resources Information Center

Center for Understanding the Built Environment, Prairie Village, KS.

This curriculum packet of teacher-developed lesson plans, intended for use with students in middle and/or high schools, focuses on student involvement in community projects. The first lesson plan, "Physics Park" (Scott McQuerry), aims for students to construct a playground and the examine the physics behind the playground's equipment. Students use…

Teaching strategies in the learning of highest common factor and lowest common multiple

NASA Astrophysics Data System (ADS)

Halim, N. L. A.; Li, H.-C.; Shahrill, M.; Prahmana, R. C. I.

2017-12-01

The main purpose of this study is to improve students’ understanding of Highest Common Factor (HCF) and Lowest Common Multiple (LCM). Several alternative teaching strategies were integrated in the Year 7 lessons involving 20 students from one secondary school in Brunei Darussalam. The categories identified in the teaching strategy were the application of group work, embedding real-life problems, using presentations and the traditional drilling practice method. An open-ended survey was disseminated to collate the students’ feedback, and among the questions posed was in relation to the different types of lesson activities utilised within each of the teaching strategies. Although 55% of the students preferred the traditional drilling practice on the calculation of HCF and LCM, mainly due to the ease of the task as opposed to activities involving real-life problems, the findings also indicated that most students favour sharing their ideas in a healthy competition learning style between each other or between the groups.

Forgotten Trailblazers: The History of Women in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Muir, Fiona

2014-03-01

While female physicists and astronomers have historically made up a relatively small fraction of the community as a whole, this was not the only thing holding back women in physics. Even the most prominent women have had their achievements overlooked and diminished. As part of a Society of Physics Students internship at the American Institute of Physics' Center for History of Physics, we researched the lives and work of a range of women in physics, covering a wide span of geographical areas and eras in history. This information was compiled in to lesson plans for high school and college age students, focusing on specific women or certain overarching themes such as collaborative married couples. In this talk, I will discuss our research methods and include examples of the lesson plans and their applications. Completed as part of the SPS internship programme.

Videodisc Training Delivery System Project.

DTIC Science & Technology

1982-07-01

structure of the lesson should be highly visible to the student, providing a series of " roadsigns " which the student could use to maintain orientation...in what might otherwise be a maze of facts and procedures. Roadsigns were intended to be easily recognizable points which would allow the student to...determine easily his location in a lesson. Several elements in the lessons had " roadsign " properties. For instance, the beginning of each objective

The Virtual Poster Showcase: Opportunities for students to present their research from anywhere

NASA Astrophysics Data System (ADS)

Asher, P. M.; Furukawa, H.; Williams, B. M.; Holm Adamec, B.

2015-12-01

Although many students conduct research with faculty in organized summer programs or as part of their course work or their degree work, they often face barriers to traveling to present that research, especially at national or international conferences. This is especially true for students who are members of underrepresented minority populations and students studying outside of the United States. A new and exciting opportunity for undergraduate as well as graduate students to showcase their work is now available. AGU piloted three opportunities for an undergraduate and graduate virtual poster showcase in the fall of 2015. Student participants were recruited from a diverse array of groups including minority-serving organizations, two-year colleges, and internship programs at federal agencies and national laboratories. Students uploaded an abstract, poster, and short video explain their research, and then participated in Q&A sessions with peers as well as expert judges. This presentation will share characteristics of participating groups, lessons learned from this new program, and preliminary evaluation findings as well as plans for the future.

Global health partnership for student peer-to-peer psychiatry e-learning: Lessons learned.

PubMed

Keynejad, Roxanne C

2016-12-03

Global 'twinning' relationships between healthcare organizations and institutions in low and high-resource settings have created growing opportunities for e-health partnerships which capitalize upon expanding information technology resources worldwide. E-learning approaches to medical education are increasingly popular but remain under-investigated, whilst a new emphasis on global health teaching has coincided with university budget cuts in many high income countries. King's Somaliland Partnership (KSP) is a paired institutional partnership health link, supported by Tropical Health and Education Trust (THET), which works to strengthen the healthcare system and improve access to care through mutual exchange of skills, knowledge and experience between Somaliland and King's Health Partners, UK. Aqoon, meaning knowledge in Somali, is a peer-to-peer global mental health e-learning partnership between medical students at King's College London (KCL) and Hargeisa and Amoud Universities, Somaliland. It aims to extend the benefits of KSP's cross-cultural and global mental health education work to medical students and has reported positive results, including improved attitudes towards psychiatry in Somaliland students. The process of devising, piloting, evaluating, refining, implementing, re-evaluating and again refining the Aqoon model has identified important barriers to successful partnership. This article describes lessons learned during this process, sharing principles and recommendations for readers wishing to expand their own global health link beyond qualified clinicians, to the healthcare professionals of the future.

Characterization of Martian Surface Deposits at the Mars Pathfinder Landing Site with Regards to Origin, Products and Processes

NASA Astrophysics Data System (ADS)

Zanki, Perry

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students.

Fieldwork Lesson based on" the International Geography Olympiad" (iGeo)

NASA Astrophysics Data System (ADS)

Otani, Seiichi

2017-04-01

Japanese social studies consist of three fields. That's geography, history and civics. About geographical studies in Japan, it has a lot of contents of human geography and has little contents of natural geography. I think that Japanese social studies teachers should teach more natural geography contents for ESD. 　 There is a fieldwork lesson in geographical studies in Japan. This is the educational activity by which body and head were used. But in fact, fieldwork lessons are not performed in many Japanese junior high schools. I was a leader of iGeo2012 (in Germany). iGeo is held by three tests; Multimedia tests, Writing tests and Fieldwork tests. The test is included of a lot of contents of natural geography. And there are two skills that students acquire through the fieldwork test in iGeo. One is a map making skill, the other is decision making skill. Japanese students need more knowledge of natural geography. And those are not enough skills for Japanese students. So I did a fieldwork lesson based on iGeo's fieldwork test. The fieldwork lesson was performed around the school. It was also performed under the point of natural geography. After the lessons, students could improve map making skill. Because a lot of maps made by students in this lesson got prize of map contest in Japan. Some maps were included the view of natural geography.

Analyzing Political Television Advertisements.

ERIC Educational Resources Information Center

Burson, George

1992-01-01

Presents a lesson plan to help students understand that political advertisements often mislead, lie, or appeal to emotion. Suggests that the lesson will enable students to examine political advertisements analytically. Includes a worksheet to be used by students to analyze individual political advertisements. (DK)

Does the Modality Principle for Multimedia Learning Apply to Science Classrooms?

ERIC Educational Resources Information Center

Harskamp, Egbert G.; Mayer, Richard E.; Suhre, Cor

2007-01-01

This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16-17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed…

Citation as a Stimulus to Boost Students' Communication Skills at the English Lessons

ERIC Educational Resources Information Center

Sadykova, Aida G.; Yashina, Marianna E.; Sharafieva, Alina D.

2014-01-01

The study contemplates significance of using citation at the English lessons by exposing its advantages. Quotations represent the enormous linguistic variety, which discloses the modern language that unambiguously assists students to develop skills of oral speech. Special attention is paid to the experiment conducted at the series of lessons in…

Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

ERIC Educational Resources Information Center

An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

2013-01-01

This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

The Legend of Sleepy Hollow. [Lesson Plan].

ERIC Educational Resources Information Center

National Endowment for the Humanities (NFAH), Washington, DC.

Noting that Washington Irving's classic tale of the Headless Horseman has lately become a Halloween favorite, this lesson plan helps students explore the artistry that helped make Irving the United States' first literary master, and ponders the mystery of what happened to Ichabod Crane. Its 4 lessons seek to make students able to: (1) summarize…

Sludge Conditioning. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Carnegie, John W.

This lesson is an introduction to sludge conditioning. Topics covered include a brief explanation of colloidal systems, theory of chemical and heat conditioning, and conditioning aids. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Drying Beds. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

Provided in this lesson is introductory material on sand and surfaced sludge drying beds. Typical construction and operation, proper maintenance, and safety procedures are considered. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Robot Service and Repair. Student Guide.

ERIC Educational Resources Information Center

Pittsburg State Univ., KS. Kansas Vocational Curriculum Dissemination Center.

This document is a student guide for a course on robot service and repair. It is organized in four units covering the following topics: introduction to robots, power supply, robot control systems, and service and repair. Each unit contains several lesson plans on the unit topic. Lesson plans consist of lesson objectives, lists of teaching aids and…

Understanding Taxes. Teacher's Resource Kit. 1995 Annual Revision.

ERIC Educational Resources Information Center

Internal Revenue Service (Dept. of Treasury), Washington, DC.

This packet contains revisions of the following sections of the "Understanding Taxes" teacher's resource kit: complete revisions of lessons 3 and 4; updated student handouts for lessons 2, 9, and 11; new glossary; and revised software user's guide. Lesson 3, "From W-4 to 1040A," is designed to acquaint students with the basic…

Fender Benders

ERIC Educational Resources Information Center

Nelken, Miranda

2009-01-01

This article presents a lesson that allows third and fourth graders to forge the steel bodies of automobiles through repousse, the art of applying pressure to metal with a wooden point. In this lesson, the students draw cars paired with a landscape, making the road trip an adventure in drawing. Both parts of the lesson challenge students'…

The Paper Airplane Challenge: A Market Economy Simulation. Lesson Plan.

ERIC Educational Resources Information Center

Owens, Kimberly

This lesson plan features a classroom simulation that helps students understand the characteristics of a market economic system. The lesson plan states a purpose; cites student objectives; suggests a time duration; lists materials needed; and details a step-by-step teaching procedure. The "Paper Airplane Challenge" handout is attached. (BT)

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ERIC Educational Resources Information Center

Chizhik, Estella Williams; Chizhik, Alexander Williams

2018-01-01

How is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students'…

Teacher Talk Patterns in Science Lessons: Use in Teacher Education

ERIC Educational Resources Information Center

Viiri, Jouni; Saari, Heikki

2006-01-01

This paper presents an innovative and useful methodology to analyze instructional talk. In teacher education, there is a lack of practical methods that the tutor teacher can use to discuss and reflect on student teachers' lessons. The student teacher cannot remember what actually happened during the lesson, and the feedback and discussions are…

Lessons from the Middle: High-End Learning for Middle School Students.

ERIC Educational Resources Information Center

Kaplan, Sandra

This book provides 12 theme-based model lessons for gifted students in grades 6, 7, and 8. Introductory material addresses ways to integrate middle school curricula with established national standards and principles of differentiated curriculum. Each lesson follows a five-part outline: (1)motivation (stimulating the learner); (2) input (providing…

Energy Conservation Education. An Action Approach. Grades 4-9.

ERIC Educational Resources Information Center

Zamm, Michael; Samuel, Barry C.

Seventeen lessons are provided in this curriculum designed to involve students (grades 4-9) in energy conservation. The lessons are presented in four parts. The three lessons in part I are intended to give students a preliminary conceptual framework for energy conservation and to motivate them to participate in the conservation-action projects…

BiteScis: Connecting K-12 teachers with science graduate students to produce lesson plans on modern science research

NASA Astrophysics Data System (ADS)

Battersby, Cara

2016-01-01

Many students graduate high school having never learned about the process and people behind modern science research. The BiteScis program addresses this gap by providing easily implemented lesson plans that incorporate the whos, whats, and hows of today's scienctific discoveries. We bring together practicing scientists (motivated graduate students from the selective communicating science conference, ComSciCon) with K-12 science teachers to produce, review, and disseminate K-12 lesson plans based on modern science research. These lesson plans vary in topic from environmental science to neurobiology to astrophysics, and involve a range of activities from laboratory exercises to art projects, debates, or group discussion. An integral component of the program is a series of short, "bite-size" articles on modern science research written for K-12 students. The "bite-size" articles and lesson plans will be made freely available online in an easily searchable web interface that includes association with a variety of curriculum standards. This ongoing program is in its first year with about 15 lesson plans produced to date.

New Species Found!

ERIC Educational Resources Information Center

Reinemann, Deborah; Thomas, Jolie

2003-01-01

Explains a 4th grade lesson on oceans in which students create imaginary marine animals. Creatively assesses student understanding of habitat and adaptation. Overviews 14 lessons in the oceanography unit. (SOE)

Cooperative learning combined with short periods of lecturing: A good alternative in teaching biochemistry.

PubMed

Fernández-Santander, Ana

2008-01-01

The informal activities of cooperative learning and short periods of lecturing has been combined and used in the university teaching of biochemistry as part of the first year course of Optics and Optometry in the academic years 2004-2005 and 2005-2006. The lessons were previously elaborated by the teacher and included all that is necessary to understand the topic (text, figures, graphics, diagrams, pictures, etc.). Additionally, a questionnaire was prepared for every chapter. All lessons contained three parts: objectives, approach and development, and the assessment of the topic. Team work, responsibility, and communication skills were some of the abilities developed with this new methodology. Students worked collaboratively in small groups of two or three following the teacher's instructions with short periods of lecturing that clarified misunderstood concepts. Homework was minimized. On comparing this combined methodology with the traditional one (only lecture), students were found to exhibit a higher satisfaction with the new method. They were more involved in the learning process and had a better attitude toward the subject. The use of this new methodology showed a significant increase in the mean score of the students' academic results. The rate of students who failed the subject was significantly inferior in comparison with those who failed in the previous years when only lecturing was applied. This combined methodology helped the teacher to observe the apprenticeship process of students better and to act as a facilitator in the process of building students' knowledge. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

Lessons in Reading Reform: Finding What Works. Technical Appendix

ERIC Educational Resources Information Center

Betts, Julian R.; Zau, Andrew C.; Koedel, Cory

2010-01-01

This technical appendix provides more detail on the reading reforms implemented under the Blueprint for Student Success project in the San Diego Unified School District (SDUSD) between 2000 and 2005. It provides details on the dataset, the econometric methods the authors employed, and the results, which are also detailed and discussed in the main…

Creating Joint Attentional Frames and Pointing to Evidence in the Reading and Writing Process

ERIC Educational Resources Information Center

Unger, John A.; Liu, Rong; Scullion, Vicki A.

2015-01-01

This theory-into-practice paper integrates Tomasello's concept of Joint Attentional Frames and well-known ideas related to the work of Russian psychologist, Lev Vygotsky, with more recent ideas from social semiotics. Classroom procedures for incorporating student-created Joint Attentional Frames into literacy lessons are explained by links to…

Cracking the Code of Electronic Games: Some Lessons for Educators

ERIC Educational Resources Information Center

Alexander, Gadi; Eaton, Isabelle; Egan, Kieran

2010-01-01

Background/Context: Students' ready engagement in electronic games and the relative ease with which they sometimes learn complex rules have intrigued some educators and learning researchers. There has been growing interest in studying electronic gaming with the aim of trying to work out how learning principles that are evident in games can be…

Interacting with Upset Parents/Guardians: Defending Justice-Oriented Social Studies Lessons in Parent-Teacher Conference Simulations

ERIC Educational Resources Information Center

Brkich, Christopher Andrew; Newkirk, April Cribbs

2015-01-01

Providing middle-grades students the opportunity to engage meaningfully with controversial public issues (CPIs), socioscientific issues (SSIs), or a framework for social justice can be very dangerous work professionally. However, rather than encouraging teacher candidates to eschew controversy, ensuring they receive sufficient training in how to…

Nonprofit Management Education in MPA Programs: Lessons for Successful Track Building

ERIC Educational Resources Information Center

Gerlach, John David

2016-01-01

As the American nonprofit sector continues to grow, so does interest in nonprofit management graduate education. MPA programs play a significant role in preparing students for work in the nonprofit field. This article examines nonprofit management as an area of graduate study, paying particular attention to how NASPAA-accredited MPA programs…