Learning Activity Package, Physical Science. LAP Numbers 1, 2, 3, and 4.

ERIC Educational Resources Information Center

Williams, G. J.

These four units of the Learning Activity Packages (LAPs) for individualized instruction in physical science cover measuring techniques, operations of instruments, metric system heat, matter, energy, elements, atomic numbers, isotopes, molecules, mixtures, compounds, physical and chemical properties, liquids, solids, and gases. Each unit contains…

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

Does Sequence Matter? Productive Failure and Designing Online Authentic Learning for Process Engineering

ERIC Educational Resources Information Center

Lai, Polly K.; Portolese, Alisha; Jacobson, Michael J.

2017-01-01

This paper presents a study that applied both "productive failure" (PF) and "authentic learning" instructional approaches in online learning activities for early-career process engineers' professional development. This study compares participants learning with either a PF (low-to-high [LH]) or a more traditional (high-to-low)…

Negotiating Energy Dynamics through Embodied Action in a Materially Structured Environment

ERIC Educational Resources Information Center

Scherr, Rachel E.; Close, Hunter G.; Close, Eleanor W.; Flood, Virginia J.; McKagan, Sarah B.; Robertson, Amy D.; Seeley, Lane; Wittmann, Michael C.; Vokos, Stamatis

2013-01-01

We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior,…

Make Science Matter. Hands on Science.

ERIC Educational Resources Information Center

Kepler, Lynne

1992-01-01

Presents class activities to help elementary students learn about changes in the state of matter by making ice cream. In addition to making observations on the changes of state, students can practice measuring and identifying the properties (e.g., color, size, and shape). (SM)

Does Time-on-Task Estimation Matter? Implications for the Validity of Learning Analytics Findings

ERIC Educational Resources Information Center

Kovanovic, Vitomir; Gaševic, Dragan; Dawson, Shane; Joksimovic, Srecko; Baker, Ryan S.; Hatala, Marek

2015-01-01

With\twidespread adoption of Learning Management Systems (LMS) and other learning technology, large amounts of data--commonly known as trace data--are readily accessible to researchers. Trace data has been extensively used to calculate time that students spend on different learning activities--typically referred to as time-on-task. These measures…

Cooperative Learning Instructional Methods for CS1: Design, Implementation, and Evaluation

ERIC Educational Resources Information Center

Beck, Leland; Chizhik, Alexander

2013-01-01

Cooperative learning is a well-known instructional technique that has been applied with a wide variety of subject matter and a broad spectrum of populations. This article briefly reviews the principles of cooperative learning, and describes how these principles were incorporated into a comprehensive set of cooperative learning activities for a CS1…

Situated Learning in Adult Education. ERIC Digest No. 195.

ERIC Educational Resources Information Center

Stein, David

In the situated learning approach, knowledge and skills are learned in contexts that reflect how knowledge is obtained and applied in everyday situations. As an instructional strategy, situated cognition is a means for relating subject matter to learners' needs and concerns. Four major premises guide the development of classroom activities for…

The Film as Visual Aided Learning Tool in Classroom Management Course

ERIC Educational Resources Information Center

Altinay Gazi, Zehra; Altinay Aksal, Fahriye

2011-01-01

This research aims to investigate the impact of the visual aided learning on pre-service teachers' co-construction of subject matter knowledge in teaching practice. The study revealed the examination of film as an active cognizing and learning tool in classroom management course within teacher education programme. Within the framework of action…

Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning.

PubMed

Lachner, Andreas; Nückles, Matthias

2015-03-01

Experts' explanations have been shown to better enhance novices' transfer as compared with advanced students' explanations. Based on research on expertise and text comprehension, we investigated whether the abstractness or the cohesion of experts' and intermediates' explanations accounted for novices' learning. In Study 1, we showed that the superior cohesion of experts' explanations accounted for most of novices' transfer, whereas the degree of abstractness did not impact novices' transfer performance. In Study 2, we investigated novices' processing while learning with experts' and intermediates' explanations. We found that novices studying experts' explanations actively self-regulated their processing of the explanations, as they showed mainly deep-processing activities, whereas novices learning with intermediates' explanations were mainly engaged in shallow-processing activities by paraphrasing the explanations. Thus, we concluded that subject-matter expertise is a crucial prerequisite for instructors. Despite the abstract character of experts' explanations, their subject-matter expertise enables them to generate highly cohesive explanations that serve as a valuable scaffold for students' construction of flexible knowledge by engaging them in deep-level processing. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Making Matters? Unpacking the Role of Practical Aesthetic Making Activities in the General Education through the Theoretical Lens of Embodied Learning

ERIC Educational Resources Information Center

Gulliksen, Marte S.

2017-01-01

New knowledge on cognition and learning generated in the various fields of neuroscience is now being incorporated into the learning sciences. This development might have broad significance for the theoretical development of the field of education, in particular leading to a renewed and more nuanced understanding of learning as an embodied process.…

Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

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

Embodying Sociological Mindfulness: Learning about Social Inequality through the Body

ERIC Educational Resources Information Center

MacNevin, Audrey L.

2004-01-01

This paper reports on a teaching and learning technique that uses the power of everyday body language and proxemics to illustrate forms of social inequality. More significantly, the active learning exercises assist students to feel the fact that the making and maintaining of power relations is an intimate and visceral matter. In keeping with…

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Research on pre-scientific concept of light in children's cognitive activity

NASA Astrophysics Data System (ADS)

Lan, Zhigao; Yu, Yang; Yan, Dan; Yang, Shulin

2017-08-01

Based on the theory of Ausubel's meaningful learning and cognitive characteristic of childens pre-scientific concept, two students of Huang Gang Middle School have been interviewed continuously about cognition of interaction between light and matter. Comprehension degree of childens pre-scientific concept about interaction between light and matter has been deeply understood, formation of strategy of childens pre-scientific concept has been discussed. Several influence factors related to formation of childens pre-scientific concept have been analyzed, such as sex, family environment, and learning experience of kindergarten and primary school.

Experiences That Matter: Enhancing Student Learning and Success. Annual Report 2007

ERIC Educational Resources Information Center

National Survey of Student Engagement, 2007

2007-01-01

The National Survey of Student Engagement (NSSE) documents dimensions of quality in undergraduate education and provides information and assistance to colleges, universities, and other organizations to improve student learning. Its primary activity is annually surveying college students to assess the extent to which they engage in educational…

Culture Matters in Science Education

ERIC Educational Resources Information Center

Pang, Valerie Ooka; Lafferty, Karen Elizabeth; Pang, Jennifer M.; Griswold, Joan; Oser, Rick

2014-01-01

On the Saturday before Halloween, hundreds of students and their parents went from booth to booth participating in science activities at an annual Fall Festival and Learning Fair. The Fall Festival and Learning Fair is a valuable annual partnership where culturally relevant teaching engages each child in hands-on, standards-based science lessons.…

Effects of tutor-related behaviours on the process of problem-based learning.

PubMed

Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

Coordinating Formal and Informal Aspects of Mathematics in a Computer Based Learning Environment

ERIC Educational Resources Information Center

Skouras, A. S.

2006-01-01

The introduction of educational technology to school classes promises--through the students' active engagement with mathematical concepts--the creation of teaching and learning opportunities in mathematics. However, the way technological tools are used in the teaching practice as a means of human thought and action remains an unsettled matter as…

Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning

ERIC Educational Resources Information Center

Sidney, Pooja G.; Alibali, Martha W.

2015-01-01

This study investigated analogical transfer of conceptual structure from a prior-knowledge domain to support learning in a new domain of mathematics: division by fractions. Before a procedural lesson on division by fractions, fifth and sixth graders practiced with a surface analogue (other operations on fractions) or a structural analogue (whole…

Participation in Field Learning and Teaching Opportunities: Avenues to Research and Publication

ERIC Educational Resources Information Center

Albert, Donald; Strait, John; Fujimoto-Strait, Ava

2016-01-01

Field experiences continue to be a hallmark of a geographer's education and, for that matter, reeducation, as we all strive to remain current in the real world. Academic geographers beginning their ascent towards tenure and promotion might consider augmenting their portfolios with materials emerging from field teaching and learning activities.

Communicative Learning Aided by AR for Activity with Students within a Group HCI

ERIC Educational Resources Information Center

Suarez-Warden, Fernando; Barrera, Salvador

2017-01-01

Communicative learning progress in industry and education must gain focus and commitment otherwise innovation efforts by new technologies and recent researches will produce scarce results. Frequently, it appears gaps in quality and efficiency due to lack of ideas assimilation, matter that can be noticed. Investigators may discourse about platforms…

Frontostriatal white matter integrity mediates adult age differences in probabilistic reward learning.

PubMed

Samanez-Larkin, Gregory R; Levens, Sara M; Perry, Lee M; Dougherty, Robert F; Knutson, Brian

2012-04-11

Frontostriatal circuits have been implicated in reward learning, and emerging findings suggest that frontal white matter structural integrity and probabilistic reward learning are reduced in older age. This cross-sectional study examined whether age differences in frontostriatal white matter integrity could account for age differences in reward learning in a community life span sample of human adults. By combining diffusion tensor imaging with a probabilistic reward learning task, we found that older age was associated with decreased reward learning and decreased white matter integrity in specific pathways running from the thalamus to the medial prefrontal cortex and from the medial prefrontal cortex to the ventral striatum. Further, white matter integrity in these thalamocorticostriatal paths could statistically account for age differences in learning. These findings suggest that the integrity of frontostriatal white matter pathways critically supports reward learning. The findings also raise the possibility that interventions that bolster frontostriatal integrity might improve reward learning and decision making.

The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.

PubMed

Budé, Luc; van de Wiel, Margaretha W J; Imbos, Tjaart; Berger, Martijn P F

2011-06-01

Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open-ended questions asking them to explain and relate important statistical concepts. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long-term retention of the subject matter seemed to be inadequate. ©2010 The British Psychological Society.

White matter microstructure changes induced by motor skill learning utilizing a body machine interface.

PubMed

Wang, Xue; Casadio, Maura; Weber, Kenneth A; Mussa-Ivaldi, Ferdinando A; Parrish, Todd B

2014-03-01

The purpose of this study is to identify white matter microstructure changes following bilateral upper extremity motor skill training to increase our understanding of learning-induced structural plasticity and enhance clinical strategies in physical rehabilitation. Eleven healthy subjects performed two visuo-spatial motor training tasks over 9 sessions (2-3 sessions per week). Subjects controlled a cursor with bilateral simultaneous movements of the shoulders and upper arms using a body machine interface. Before the start and within 2days of the completion of training, whole brain diffusion tensor MR imaging data were acquired. Motor training increased fractional anisotropy (FA) values in the posterior and anterior limbs of the internal capsule, the corona radiata, and the body of the corpus callosum by 4.19% on average indicating white matter microstructure changes induced by activity-dependent modulation of axon number, axon diameter, or myelin thickness. These changes may underlie the functional reorganization associated with motor skill learning. Copyright © 2013 Elsevier Inc. All rights reserved.

Learning for Change in World Society: Reflections, Activities and Resources.

ERIC Educational Resources Information Center

One World Trust, London (England).

The resource booklet contains readings and activities for British secondary school world affairs classes. The material lends itself toward incorporation into various curricula, including history, geography, social studies, humanities, environmental studies, language and literature, home economics, math, and science. Subject matter focuses on…

Retrieval Attempts Enhance Learning, but Retrieval Success (versus Failure) Does Not Matter

ERIC Educational Resources Information Center

Kornell, Nate; Klein, Patricia Jacobs; Rawson, Katherine A.

2015-01-01

Retrieving information from memory enhances learning. We propose a 2-stage framework to explain the benefits of retrieval. Stage 1 takes place as one attempts to retrieve an answer, which activates knowledge related to the retrieval cue. Stage 2 begins when the answer becomes available, at which point appropriate connections are strengthened and…

Career Exploration in Agribusiness, Renewable Natural Resources, and Environmental Protection: A Curriculum Guide for Grades 7-9.

ERIC Educational Resources Information Center

Lawson, Dorothy; And Others

This guide contains eight learning modules which are designed as samples which fuse the career development concepts, subject matter, and occupational information into learning activities using occupations as the nucleus. There is one module for each of the eight occupational areas: agricultural equipment and mechanics, agricultural products (food…

Reaching Out to All Students: The Integrated English Approach.

ERIC Educational Resources Information Center

Peters, William H.

Traditional teaching of English language arts is based on a receptive-accrual view of learning, which places the learner in a passive rather than an active role in the teaching-learning process. This approach conveys to the learner the view that the subject matter is fragmented and that teachers prepare discrete, disconnected lessons. L.M.…

Ten Years of Open Practice: A Reflection on the Impact of OpenLearn

ERIC Educational Resources Information Center

Law, Patrina; Jelfs, Anne

2016-01-01

The Open University (OU) makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the…

Negotiating energy dynamics through embodied action in a materially structured environment

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Close, Hunter G.; Close, Eleanor W.; Flood, Virginia J.; McKagan, Sarah B.; Robertson, Amy D.; Seeley, Lane; Wittmann, Michael C.; Vokos, Stamatis

2013-12-01

We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners’ embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater’s embodied action, which necessitates modeling the time ordering of energy transformations.

Delivering "Every Child Matters": The Central Role of Social and Emotional Learning in Schools

ERIC Educational Resources Information Center

Weare, Katherine

2007-01-01

Schools are seen as having a central role to play in the "Every Child Matters" (ECM) effort, which many are finding somewhat challenging, an additional pressure and something of a departure from their usual role. One way forward may be to help schools make links between ECM and other activities with which they are starting to engage but…

Clean It Up!

ERIC Educational Resources Information Center

Smith, Janette

2017-01-01

Young students need opportunities to develop their conceptual understanding of properties of matter. By providing students with inquiry activities, we lay the groundwork necessary for students to grasp the challenging concepts associated with learning about the periodic table in middle school. In this 5E activity (Bybee 2009), fifth-grade students…

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

NASA Astrophysics Data System (ADS)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

Population and Human Development: A Course Curriculum Including Lesson Plans, Activities, and Bibliography. Revised.

ERIC Educational Resources Information Center

Murphy, Elaine M.; Long, Alison T.

This course outline suggests materials and learning activities on the interrelated causes and consequences of population growth and other population matters. The document describes 15 class sessions which integrate information for sociology, anthropology, psychology, biology, animal behavior, and education. Topics include the history of human…

Mythology, Archaeology, Architecture. Learning Works Enrichment Series.

ERIC Educational Resources Information Center

Sylvester, Diane; Wiemann, Mary

The activities in this book have been selected especially for gifted students in grades 4 through 8. They are designed to challenge and help students develop and apply higher-level thinking skills. The activities have been grouped by subject matter into mythology, archaeology, and architecture. The mythology section includes Chinese, Eskimo,…

Human Relations Education; A Guidebook to Learning Activities.

ERIC Educational Resources Information Center

Buffalo Public Schools, NY. Human Relations Project of Western New York.

This guidebook is designed to acquaint teachers with human relations classroom materials, extracurricular activities, and an inservice approach to self-evaluation. A product of an ESEA Title III program, it contains human relations-oriented lessons--divided by grade level and subject matter--intended to supplement or enrich existing curricula and…

Drama Activities as Ideational Resources for Primary-Grade Children in Urban Science Classrooms

ERIC Educational Resources Information Center

Varelas, Maria; Pappas, Christine C.; Tucker-Raymond, Eli; Kane, Justine; Hankes, Jennifer; Ortiz, Ibett; Keblawe-Shamah, Neveen

2010-01-01

In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science-literacy units, "Matter" and "Forest," which we developed and implemented…

Brain function during probabilistic learning in relation to IQ and level of education.

PubMed

van den Bos, Wouter; Crone, Eveline A; Güroğlu, Berna

2012-02-15

Knowing how to adapt your behavior based on feedback lies at the core of successful learning. We investigated the relation between brain function, grey matter volume, educational level and IQ in a Dutch adolescent sample. In total 45 healthy volunteers between ages 13 and 16 were recruited from schools for pre-vocational and pre-university education. For each individual, IQ was estimated using two subtests from the WISC-III-R (similarities and block design). While in the magnetic resonance imaging (MRI) scanner, participants performed a probabilistic learning task. Behavioral comparisons showed that participants with higher IQ used a more adaptive learning strategy after receiving positive feedback. Analysis of neural activation revealed that higher IQ was associated with increased activation in DLPFC and dACC when receiving positive feedback, specifically for rules with low reward probability (i.e., unexpected positive feedback). Furthermore, VBM analyses revealed that IQ correlated positively with grey matter volume within these regions. These results provide support for IQ-related individual differences in the developmental time courses of neural circuitry supporting feedback-based learning. Current findings are interpreted in terms of a prolonged window of flexibility and opportunity for adolescents with higher IQ scores. Copyright © 2011 Elsevier Ltd. All rights reserved.

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

NASA Astrophysics Data System (ADS)

Varela, P.; Costa, M. F.

2015-04-01

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

Characteristics of Public School Teachers' Professional Development Activities: 1999-2000. NCES Issue Brief. NCES 2005-030

ERIC Educational Resources Information Center

Scotchmer, Marion; McGrath, Daniel J.; Coder, Ellinor

2005-01-01

As in many professions, elementary and secondary school teachers are expected to participate regularly in professional development activities. These activities may be intended to help teachers to learn new teaching methods, broaden their subject matter content knowledge, or stay informed of changing policies, among other purposes. Researchers have…

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

ERIC Educational Resources Information Center

Duran, Meltem; Dökme, Ilbilge

2016-01-01

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

New Ways in Teacher Education. New Ways in TESOL Series: Innovative Classroom Techniques.

ERIC Educational Resources Information Center

Freeman, Donald, Ed.; Cornwell, Steve, Ed.

This book presents 46 classroom activities that teacher educators have used in helping people learn to teach. Some are specific to learning how to teach second languages, but most can be used to address the teaching of any subject matter. All emphasize what teacher trainees bring to the process of becoming independent, self-sufficient classroom…

Learning Processes in Chemistry: Drawing upon Cognitive Resources to Learn about the Particulate Structure of Matter

ERIC Educational Resources Information Center

Taber, Keith S.; Garcia-Franco, Alejandra

2010-01-01

This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student…

The Power of Problem Solving: Practical Ideas and Teaching Strategies for Any K-8 Subject Area.

ERIC Educational Resources Information Center

Sorenson, Juanita S.; Buckmaster, Lynn R.; Francis, Mary Kay; Knauf, Karen M.

Based on the belief that giving students opportunities to think and solve problems independently is the best way to help them enjoy learning, this book provides guidelines and learning activities to help students in grades kindergarten through 8 to solve problems in all subject matter areas of the curriculum. Chapter 1 provides a rationale for…

Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Ask-the-Expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the back end. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.

Clip and Save.

ERIC Educational Resources Information Center

Hubbard, Guy

2003-01-01

Presents a painting by Augustus John, selected for its facial expression and body language of the woman in the picture "Madame Suggia." Includes information about the artist and learning activities. Explores the subject matter and content of the painting. (CMK)

Why Bother with the Scholarship of Teaching and Learning?

ERIC Educational Resources Information Center

Draeger, John

2013-01-01

This paper argues that the scholarship of teaching and learning (SoTL) matters on at least six interrelated levels. First, SoTL matters because learning matters, and SoTL can help students learn more effectively. Second, it offers professors the tools to more effectively share their disciplinary passions. Third, it offers faculty an avenue for…

Neonatal Brain Abnormalities and Memory and Learning Outcomes at 7 Years in Children Born Very Preterm

PubMed Central

Omizzolo, Cristina; Scratch, Shannon E; Stargatt, Robyn; Kidokoro, Hiroyuki; Thompson, Deanne K; Lee, Katherine J; Cheong, Jeanie; Neil, Jeffrey; Inder, Terrie E; Doyle, Lex W; Anderson, Peter J

2014-01-01

Using prospective longitudinal data from 198 very preterm and 70 full term children, this study characterised the memory and learning abilities of very preterm children at 7 years of age in both verbal and visual domains. The relationship between the extent of brain abnormalities on neonatal magnetic resonance imaging (MRI) and memory and learning outcomes at 7 years of age in very preterm children was also investigated. Neonatal MRI scans were qualitatively assessed for global, white-matter, cortical grey-matter, deep grey-matter, and cerebellar abnormalities. Very preterm children performed less well on measures of immediate memory, working memory, long-term memory, and learning compared with term born controls. Neonatal brain abnormalities, and in particular deep grey matter abnormality, were associated with poorer memory and learning performance at 7 years in very preterm children, especially global, white-matter, grey-matter and cerebellar abnormalities. Findings support the importance of cerebral neonatal pathology for predicting later memory and learning function. PMID:23805915

Second Graders' Emerging Particle Models of Matter in the Context of Learning through Model-Based Inquiry

ERIC Educational Resources Information Center

Samarapungavan, Ala; Bryan, Lynn; Wills, Jamison

2017-01-01

In this paper, we present a study of second graders' learning about the nature of matter in the context of content-rich, model-based inquiry instruction. The goal of instruction was to help students learn to use simple particle models to explain states of matter and phase changes. We examined changes in students' ideas about matter, the coherence…

Using Learning Analytics to Enhance Student Learning in Online Courses Based on Quality Matters Standards

ERIC Educational Resources Information Center

Martin, Florence; Ndoye, Abdou; Wilkins, Patricia

2016-01-01

Quality Matters is recognized as a rigorous set of standards that guide the designer or instructor to design quality online courses. We explore how Quality Matters standards guide the identification and analysis of learning analytics data to monitor and improve online learning. Descriptive data were collected for frequency of use, time spent, and…

Sequence Matters but How Exactly? A Method for Evaluating Activity Sequences from Data

ERIC Educational Resources Information Center

Doroudi, Shayan; Holstein, Kenneth; Aleven, Vincent; Brunskill, Emma

2016-01-01

How should a wide variety of educational activities be sequenced to maximize student learning? Although some experimental studies have addressed this question, educational data mining methods may be able to evaluate a wider range of possibilities and better handle many simultaneous sequencing constraints. We introduce Sequencing Constraint…

The School Ground Classroom: A Curriculum to Teach K-6 Subjects Outdoors. First Edition.

ERIC Educational Resources Information Center

Green, Dan; And Others

Suggesting that outdoor activities can be positive learning experiences, lesson plans and activities were designed to demonstrate that the outdoors is an interdisciplinary classroom, to be used on virtually any school site, and to teach subject matter taught as part of the standard curriculum. Seventeen interdisciplinary ideas with correlated…

Cognitive Activities in Solving Mathematical Tasks: The Role of a Cognitive Obstacle

ERIC Educational Resources Information Center

Antonijevic, Radovan

2016-01-01

In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in…

H[subscript 2]O and You

ERIC Educational Resources Information Center

Jackson, Julie

2009-01-01

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

Variability in memory performance in aged healthy individuals: an fMRI study.

PubMed

Grön, Georg; Bittner, Daniel; Schmitz, Bernd; Wunderlich, Arthur P; Tomczak, Reinhard; Riepe, Matthias W

2003-01-01

Episodic memory performance varies in older subjects but underlying biological correlates remain as yet ambiguous. We investigated episodic memory in healthy older individuals (n=24; mean age: 64.4+/-6.7 years) without subjective memory complaints or objective cognitive impairment. Episodic memory was assessed with repetitive learning and recall of abstract geometric patterns during fMRI. Group analysis of brain activity during initial learning and maximum recall revealed hippocampal activation. Correlation analysis of brain activation and task performance demonstrated significant hippocampal activity during initial learning and maximum recall in a success-dependent manner. Neither age nor gray matter densities correlated with hippocampal activation. Functional imaging of episodic memory thus permits to detect objectively variability in hippocampal recruitment in healthy aged individuals without subjective memory complaints. Correlation analysis of brain activation and performance during an episodic memory task may be used to determine and follow-up hippocampal malfunction in a very sensitive manner.

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

Behavioral correlates of changes in hippocampal gray matter structure during acquisition of foreign vocabulary.

PubMed

Bellander, Martin; Berggren, Rasmus; Mårtensson, Johan; Brehmer, Yvonne; Wenger, Elisabeth; Li, Tie-Qiang; Bodammer, Nils C; Shing, Yee-Lee; Werkle-Bergner, Markus; Lövdén, Martin

2016-05-01

Experience can affect human gray matter volume. The behavioral correlates of individual differences in such brain changes are not well understood. In a group of Swedish individuals studying Italian as a foreign language, we investigated associations among time spent studying, acquired vocabulary, baseline performance on memory tasks, and gray matter changes. As a way of studying episodic memory training, the language learning focused on acquiring foreign vocabulary and lasted for 10weeks. T1-weighted structural magnetic resonance imaging and cognitive testing were performed before and after the studies. Learning behavior was monitored via participants' use of a smartphone application dedicated to the study of vocabulary. A whole-brain analysis showed larger changes in gray matter structure of the right hippocampus in the experimental group (N=33) compared to an active control group (N=23). A first path analyses revealed that time spent studying rather than acquired knowledge significantly predicted change in gray matter structure. However, this association was not significant when adding performance on baseline memory measures into the model, instead only the participants' performance on a short-term memory task with highly similar distractors predicted the change. This measure may tap similar individual difference factors as those involved in gray matter plasticity of the hippocampus. Copyright © 2015 Elsevier Inc. All rights reserved.

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

NASA Astrophysics Data System (ADS)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Science Teaching to Fire the Imagination.

ERIC Educational Resources Information Center

Sandford, Diana; Fleetwood, Julie

1997-01-01

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

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

76 FR 62787 - Air University Board of Visitors Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-11

... recommendations on matters pertaining to the educational, doctrinal, and research policies and activities of Air... of Air University educational programs. Additionally, four subcommittees will meet to discuss issues relating to academic affairs; research; future learning and technology; and institutional advancement...

Structural white matter differences underlying heterogeneous learning abilities after TBI.

PubMed

Chiou, Kathy S; Genova, Helen M; Chiaravalloti, Nancy D

2016-12-01

The existence of learning deficits after traumatic brain injury (TBI) is generally accepted; however, our understanding of the structural brain mechanisms underlying learning impairment after TBI is limited. Furthermore, our understanding of learning after TBI is often at risk for overgeneralization, as research often overlooks within sample heterogeneity in learning abilities. The present study examined differences in white matter integrity in a sample of adults with moderate to severe TBI who differed in learning abilities. Adults with moderate to severe TBI were grouped into learners and non-learners based upon achievement of the learning criterion of the open-trial Selective Reminding Test (SRT). Diffusion tensor imaging (DTI) was used to identify white matter differences between the learners and non-learners. Adults with TBI who were able to meet the learning criterion had greater white matter integrity (as indicated by higher fractional anisotropy [FA] values) in the right anterior thalamic radiation, forceps minor, inferior fronto-occipital fasciculus, and forceps minor than non-learners. The results of the study suggest that differences in white matter integrity may explain the observed heterogeneity in learning ability after moderate to severe TBI. This also supports emerging evidence for the involvement of the thalamus in higher order cognition, and the role of thalamo-cortical tracts in connecting functional networks associated with learning.

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

PubMed Central

Stoltzfus, Jon R.; Libarkin, Julie

2016-01-01

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

PubMed

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the white matter pathways that support novel word learning within this network remains unclear. In this work, we dissected language-related (arcuate, uncinate, inferior-fronto-occipital, and inferior-longitudinal) fasciculi using manual and automatic tracking. We found the left inferior-longitudinal fasciculus to be predictive of word-learning success in two word-to-meaning tasks: contextual and cross-situational learning paradigms. The left uncinate was predictive of cross-situational word learning. No significant correlations were found for the arcuate or the inferior-fronto-occipital fasciculus. While previous results showed that learning new phonological word forms is supported by the arcuate fasciculus, these findings demonstrate that learning new word-to-meaning associations is mainly dependent on temporal white matter pathways. Copyright © 2017 the authors 0270-6474/17/3711102-13$15.00/0.

Lifeworthy Learning

ERIC Educational Resources Information Center

Perkins, David N.

2016-01-01

What learning really matters for today's learners? In this article, David N. Perkins promises not to provide the answer, but rather to consider how we might think about the question. Learning that matters--which he calls lifeworthy learning--is characterized by four earmarks: opportunity, insight, action, and ethics. Educators should ask…

NASA’s Universe of Learning: Engaging Subject Matter Experts to Support Museum Alliance Science Briefings

NASA Astrophysics Data System (ADS)

Marcucci, Emma; Slivinski, Carolyn; Lawton, Brandon L.; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Lee, Janice C.; Rivera, Thalia; Walker, Allyson; Spisak, Marilyn

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University and is part of the NASA SMD Science Activation Collective. The NASA’s Universe of Learning projects pull on the expertise of subject matter experts (scientist and engineers) from across the broad range of NASA Astrophysics themes and missions. One such project, which draws strongly on the expertise of the community, is the NASA’s Universe of Learning Science Briefings, which is done in collaboration with the NASA Museum Alliance. This collaboration presents a monthly hour-long discussion on relevant NASA astrophysics topics or events to an audience composed largely of informal educators from informal learning environments. These professional learning opportunities use experts and resources within the astronomical community to support increased interest and engagement of the informal learning community in NASA Astrophysics-related concepts and events. Briefings are designed to create a foundation for this audience using (1) broad science themes, (2) special events, or (3) breaking science news. The NASA’s Universe of Learning team engages subject matter experts to be speakers and present their science at these briefings to provide a direct connection to NASA Astrophysics science and provide the audience an opportunity to interact directly with scientists and engineers involved in NASA missions. To maximize the usefulness of the Museum Alliance Science Briefings, each briefing highlights resources related to the science theme to support informal educators in incorporating science content into their venues and/or interactions with the public. During this presentation, learn how you can help contribute to the NASA’s Universe of Learning and take part in Science Briefings.

Co-Learning and the Evolution of Social Activity,

DTIC Science & Technology

1994-03-01

section; here we will develop the material in a self-contained fashion. 2.1 Social Games We start by defining the standard notion of a (one-shot...combined body of material is so rich that neither we, nor anyone else with whom we have discussed these matters (and we have discussed them...importing computer- sciency elements in the spirit of reinforcement learning. More specifically on the latter, since our perspective is that of system

The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

NASA Astrophysics Data System (ADS)

Sukaesih, S.; Sutrisno

2017-04-01

The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

NASA Astrophysics Data System (ADS)

de Freitas, Elizabeth; Palmer, Anna

2016-12-01

The aim of this article is to investigate how new materialist philosophies of matter can help us study the emergence of scientific thought in young children's activities. We draw extensively on the work of Gilles Deleuze to help us understand scientific concepts as concrete universals. In particular, we show how the concept of force is re-animated through this approach, becoming less deterministic, and more inflected with chance and indeterminism. We show how this approach to concepts moves beyond constructivist socio-cultural theories of learning, and reveals how concepts are `material articulations of the world' intra-acting with all other matter and meaning. Finally, we discuss video data and artifacts from an ongoing ethnographic project in Stockholm entitled `Children's relations to the city'. Our analysis of the classroom video data from this project shows how concepts are not timeless transcendent abstractions, but part of an unfolding event and learning assemblage. Thus the article contributes to research on conceptual change in children, with particular focus on scientific concepts.

Teacher's Guide to Paddle-to-the-Sea: The MATCH Box Project; Prototype Edition.

ERIC Educational Resources Information Center

Bever, Buz; Kresse, Frederick H.

The Materials and Activities for Teachers and Children (MATCH Box) project provides for a two-week intensive treatment of a subject on the elementary school level. Each MATCH Box contains materials, equipment and activities that work together to foster the teaching/learning of the particular subject matter. PADDLE-TO-THE-SEA is a social studies…

Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams

ERIC Educational Resources Information Center

Doymus, Kemal

2007-01-01

This study aims to determine the effects of cooperative learning (using the jigsaw method) on students' achievement in a general chemistry course. The Chemistry Achievement Test (CAT) and Phase Achievement Test (PAT) were used. The questions on the CAT relate to solids, liquids, gases, bonding, matter, and matter states. This test was given to…

Roller Skating; Physical Education: 9.8414.

ERIC Educational Resources Information Center

Amacker, Kathy; Mikell, Lenora

GRADES OR AGES: Grades 7-12. SUBJECT MATTER: Methods and procedures of roller skating. ORGANIZATION AND PHYSICAL APPEARANCE: The contents are divided into six areas, which are Course Guidelines, Course Description and Accreditation Standard Broad Goal, Course of Study Behavioral Objectives, Course Content, Learning Activities and Teaching…

Neonatal brain abnormalities and memory and learning outcomes at 7 years in children born very preterm.

PubMed

Omizzolo, Cristina; Scratch, Shannon E; Stargatt, Robyn; Kidokoro, Hiroyuki; Thompson, Deanne K; Lee, Katherine J; Cheong, Jeanie; Neil, Jeffrey; Inder, Terrie E; Doyle, Lex W; Anderson, Peter J

2014-01-01

Using prospective longitudinal data from 198 very preterm and 70 full term children, this study characterised the memory and learning abilities of very preterm children at 7 years of age in both verbal and visual domains. The relationship between the extent of brain abnormalities on neonatal magnetic resonance imaging (MRI) and memory and learning outcomes at 7 years of age in very preterm children was also investigated. Neonatal MRI scans were qualitatively assessed for global, white-matter, cortical grey-matter, deep grey-matter, and cerebellar abnormalities. Very preterm children performed less well on measures of immediate memory, working memory, long-term memory, and learning compared with term-born controls. Neonatal brain abnormalities, and in particular deep grey-matter abnormality, were associated with poorer memory and learning performance at 7 years in very preterm children. Findings support the importance of cerebral neonatal pathology for predicting later memory and learning function.

Workshop on active learning: two examples

NASA Astrophysics Data System (ADS)

Ben Lakhdar, Zohra; Lahmar, Souad; Lakshminarayanan, Vasudevan

2014-07-01

Optics is an enabling science that has far ranging importance in many diverse fields. However, many students do not find it to be of great interest. A solution to this problem is to train teachers in active learning methodologies so that the subject matter can be presented to generate student interest. We describe a workshop to present an example of an active learning process in Optics developed for training of teachers in developing countries (a UNESCO project) and will focus on 2 two different activities: 1. Interference and diffraction is considered by students as being very hard to understand and is taught in most developing countries as purely theoretical with almost no experiments. Simple experiments to enhance the conceptual understanding of these wave phenomena will be presented and 2. Image formation by the eye. Here we will discuss myopia, hyperopia and astigmatism as well as accommodation. In this module we will discuss image. The objective of the workshop will be to provide an experience of the use of the active learning method in optics including the use of experiments, mind's on and hands-on exercises, group and class discussions

Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter.

PubMed

Kornell, Nate; Klein, Patricia Jacobs; Rawson, Katherine A

2015-01-01

Retrieving information from memory enhances learning. We propose a 2-stage framework to explain the benefits of retrieval. Stage 1 takes place as one attempts to retrieve an answer, which activates knowledge related to the retrieval cue. Stage 2 begins when the answer becomes available, at which point appropriate connections are strengthened and inappropriate connections may be weakened. This framework raises a basic question: Does it matter whether Stage 2 is initiated via successful retrieval or via an external presentation of the answer? To test this question, we asked participants to attempt retrieval and then randomly assigned items (which were equivalent otherwise) to be retrieved successfully or to be copied (i.e., not retrieved). Experiments 1, 2, 4, and 5 tested assumptions necessary for interpreting Experiments 3a, 3b, and 6. Experiments 3a, 3b, and 6 did not support the hypothesis that retrieval success produces more learning than does retrieval failure followed by feedback. It appears that retrieval attempts promote learning but retrieval success per se does not. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Teacher Learning that Matters: International Perspectives. Routledge Research in Education

ERIC Educational Resources Information Center

Kooy, Mary, Ed.; van Veen, Klaas, Ed.

2011-01-01

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student…

Balancing Our Personal & Professional Lives.

ERIC Educational Resources Information Center

Amy, Chris; Smith, Becky F.

1996-01-01

Campus activities programmers are encouraged to balance roles by: remembering their time is valuable; accepting their own imperfection; saying "no" when necessary; taking care of themselves; learning to request help and delegate; giving best time and energy to what matters most; focusing on life's positives; developing support systems; keeping a…

Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

ERIC Educational Resources Information Center

Iwaoka, Wayne T.; Crosetti, Lea M.

2008-01-01

It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

Strengthening of competence planning truss through instructional media development details

NASA Astrophysics Data System (ADS)

Handayani, Sri; Nurcahyono, M. Hadi

2017-03-01

Competency-Based Learning is a model of learning in which the planning, implementation, and assessment refers to the mastery of competencies. Learning in lectures conducted in the framework for comprehensively realizing student competency. Competence means the orientation of the learning activities in the classroom must be given to the students to be more active learning, active search for information themselves and explore alone or with friends in learning activities in pairs or in groups, learn to use a variety of learning resources and printed materials, electronic media, as well as environment. Analysis of learning wooden structure known weakness in the understanding of the truss detail. Hence the need for the development of media that can provide a clear picture of what the structure of the wooden horses and connection details. Development of instructional media consisted of three phases of activity, namely planning, production and assessment. Learning Media planning should be tailored to the needs and conditions necessary to provide reinforcement to the mastery of competencies, through the table material needs. The production process of learning media is done by using hardware (hardware) and software (software) to support the creation of a medium of learning. Assessment of the media poduk yan include feasibility studies, namely by subject matter experts, media experts, while testing was done according to the student's perception of the product. The results of the analysis of the materials for the instructional aspects of the results obtained 100% (very good) and media analysis for the design aspects of the media expressed very good with a percentage of 88.93%. While the analysis of student perceptions expressed very good with a percentage of 84.84%. Media Learning Truss Details feasible and can be used in the implementation of learning wooden structure to provide capacity-building in planning truss

The effects of bilingualism on the white matter structure of the brain

PubMed Central

Pliatsikas, Christos; Moschopoulou, Elisavet; Saddy, James Douglas

2015-01-01

Recent studies suggest that learning and using a second language (L2) can affect brain structure, including the structure of white matter (WM) tracts. This observation comes from research looking at early and older bilingual individuals who have been using both their first and second languages on an everyday basis for many years. This study investigated whether young, highly immersed late bilinguals would also show structural effects in the WM that can be attributed to everyday L2 use, irrespective of critical periods or the length of L2 learning. Our Tract-Based Spatial Statistics analysis revealed higher fractional anisotropy values for bilinguals vs. monolinguals in several WM tracts that have been linked to language processing and in a pattern closely resembling the results reported for older and early bilinguals. We propose that learning and actively using an L2 after childhood can have rapid dynamic effects on WM structure, which in turn may assist in preserving WM integrity in older age. PMID:25583505

Three Key Questions on Measuring Learning

ERIC Educational Resources Information Center

McTighe, Jay

2018-01-01

The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…

Are Perceptions of Online Learning Indicative of Success?

ERIC Educational Resources Information Center

Bernola, Karen M.

2010-01-01

Online learning is a process that incorporates a "mind over matter" mentality of rigorous, intrinsic learning. The course design addresses what the mind has to know in order for it to matter. Online learning is not a new concept but its acceptance continues to be a daunting one. Many are plagued with the task of gaining knowledge within limited…

The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.

2011-01-01

The study sought to explore whether interactional teacher characteristics such as social congruence, subject-matter expertise, and cognitive congruence increase situational interest in students. Correlational and path analyses were conducted on a sample of 498 polytechnic students to assess potential differences in situational interest based on…

Using Media as Subject Matter to Teach Thinking

ERIC Educational Resources Information Center

Van Kannel-Ray, Nancy; Newlin-Haus, Esther

2009-01-01

Learning should occur in social environments in which students are engaged in meaningful activities that require them to think critically and solve problems (Dewey, 1933; Phillips & Soltis, 1998). This article describes how an urban middle school interdisciplinary teaching team partnered with the authors to create a hands-on, highly engaging…

Communication Arts: A Tentative Curriculum Guide for English Electives.

ERIC Educational Resources Information Center

Irving Independent School District, TX.

The elective English courses for high school students contained in this curriculum guide include a variety of subject matter and activities, thus allowing for different learning capabilities, cultural influences, and interests while focusing on the interrelated study of language, literature, and composition. Each of the 19 courses outlined…

For Whom the Business Bell Tolls: Honors in America

ERIC Educational Resources Information Center

Portnoy, Jeffrey A.

2014-01-01

Fiscal responsibility matters at institutions of higher learning, especially when they are public and supported by taxpayers, but colleges are not businesses. The consequences of fiscal irresponsibility profoundly affect students, faculty, and staff, as well as teaching, research, and service activities. This essay gives a brief history of the…

Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.

PubMed

Yamaki, Kouya; Ikeda, Koji; Ueda, Kumiko; Habu, Yasushi; Nakayama, Yoshiaki; Takeda, Norihiko; Moriwaki, Kensuke; Wada, Akimori; Koyama, Junko; Kodama, Noriko; Kitagawa, Shuji

2017-01-01

Active learning in higher education is important for learning efficacy and motivation. Accordingly, lectures that integrate strategies toward active learning, such as minute papers, debates, and collaborative learning, have become widely adopted. Minute papers facilitate communication among both teachers and students, and can be used as a tool for reviewing lectures. In the present study, we examined the effect of using minute papers on learning efficacy and motivation. To enhance the curriculum of the interdisciplinary course Yakugaku Nyumon, which consists of an omnibus lecture series and problem-based learning, minute papers with exercises were provided to applicants. In a follow-up questionnaire, students who used minute papers (S-USE) responded that they had a better understanding of the relationships, ranging from basic to clinical subject matter, than students who did not use such papers (S-NON). Using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire to measure study motivation, S-USE scored higher for some questionnaires than S-NON. This finding indicates that minute papers promoted learning motivation among students taking the Yakugaku Nyumon course. In regular examinations, the average score of S-USE was also statistically higher than that of S-NON. These results demonstrate that minute papers possibly encouraged students to actively review the lectures, thereby increasing both learning efficacy and motivation. This study shows that through promoting active, self-learning, minute papers are suitable for improving curricular strategies in subjects that rely on passive learning methods.

Context matters when striving to promote active and lifelong learning in medical education.

PubMed

Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2018-01-01

WHERE DO WE STAND NOW?: In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering 'self-directed and independent study' as propagated in this declaration, of which one prime example is research carried out on problem-based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self-regulated learning (SRL), as well as situated learning, workplace affordances, self-determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. ENTRY TO PRACTICE, VOCATIONAL TRAINING AND CONTINUING PROFESSIONAL DEVELOPMENT: Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self-regulated learning in undergraduate medical education may also make postgraduate lifelong learning easier for learners in clinical contexts. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Research participation improves student's exam performance.

PubMed

Gil-Gómez de Liaño, Beatriz; León, Orfelio G; Pascual-Ezama, David

2012-07-01

Although there have been several attempts to explore for beneficial effects of research participation in social sciences, most of them have mainly explored satisfaction and students learning perceptions (e.g., Bowman & Waite, 2003). Very few works have studied learning by measuring exam performance. Moreover, participation has been usually conceptualized as a mixture of active and passive participation, including in the same measure different practices such as filling up questionnaires, running experiments or reading and answering questions about a journal article or a scientific conference. The present work tries to determine if there is an advantage due to research participation comparing exam performance, satisfaction and perceived learning of the matter Research Methods in Psychology, in three different groups (non-participating, passive and active participating). As we can see in the results, the mere participation benefits exam performance. Results are discussed in terms of the use of research participation as a new powerful active method in education.

Discriminative Cooperative Networks for Detecting Phase Transitions

NASA Astrophysics Data System (ADS)

Liu, Ye-Hua; van Nieuwenburg, Evert P. L.

2018-04-01

The classification of states of matter and their corresponding phase transitions is a special kind of machine-learning task, where physical data allow for the analysis of new algorithms, which have not been considered in the general computer-science setting so far. Here we introduce an unsupervised machine-learning scheme for detecting phase transitions with a pair of discriminative cooperative networks (DCNs). In this scheme, a guesser network and a learner network cooperate to detect phase transitions from fully unlabeled data. The new scheme is efficient enough for dealing with phase diagrams in two-dimensional parameter spaces, where we can utilize an active contour model—the snake—from computer vision to host the two networks. The snake, with a DCN "brain," moves and learns actively in the parameter space, and locates phase boundaries automatically.

Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

NASA Astrophysics Data System (ADS)

Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in the modules is limited. It is suggested that for the better utilisation of the online activities, students should be present at every meeting of the activities, so as to make all the students participate actively. It is also suggested that school set up facilities to support blended learning.

Ensuring Educational Quality Means Assessing Learning

ERIC Educational Resources Information Center

Kazin, Cathrael; Payne, David G.

2009-01-01

As many experienced board members know, given the national debate in recent years over institutional accountability, learning--the heart of the educational enterprise--is often treated as a by-product of other more measurable processes. The fact is, no matter how excellent the curricula, no matter how stellar the faculty, no matter how talented…

A Construct-Modeling Approach to Develop a Learning Progression of How Students Understand the Structure of Matter

ERIC Educational Resources Information Center

Morell, Linda; Collier, Tina; Black, Paul; Wilson, Mark

2017-01-01

This paper builds on the current literature base about learning progressions in science to address the question, "What is the nature of the learning progression in the content domain of the structure of matter?" We introduce a learning progression in response to that question and illustrate a methodology, the Construct Modeling (Wilson,…

Inter-individual differences in audio-motor learning of piano melodies and white matter fiber tract architecture.

PubMed

Engel, Annerose; Hijmans, Brenda S; Cerliani, Leonardo; Bangert, Marc; Nanetti, Luca; Keller, Peter E; Keysers, Christian

2014-05-01

Humans vary substantially in their ability to learn new motor skills. Here, we examined inter-individual differences in learning to play the piano, with the goal of identifying relations to structural properties of white matter fiber tracts relevant to audio-motor learning. Non-musicians (n = 18) learned to perform three short melodies on a piano keyboard in a pure audio-motor training condition (vision of their own fingers was occluded). Initial learning times ranged from 17 to 120 min (mean ± SD: 62 ± 29 min). Diffusion-weighted magnetic resonance imaging was used to derive the fractional anisotropy (FA), an index of white matter microstructural arrangement. A correlation analysis revealed that higher FA values were associated with faster learning of piano melodies. These effects were observed in the bilateral corticospinal tracts, bundles of axons relevant for the execution of voluntary movements, and the right superior longitudinal fasciculus, a tract important for audio-motor transformations. These results suggest that the speed with which novel complex audio-motor skills can be acquired may be determined by variability in structural properties of white matter fiber tracts connecting brain areas functionally relevant for audio-motor learning. Copyright © 2013 Wiley Periodicals, Inc.

Forum: Learning Outcomes in Communication. "Diversity Matters" Continued: Student Learning Outcomes in Communication

ERIC Educational Resources Information Center

Wahl, Shawn T.; Williams, Kesha Morant; Berkos, Kristen M.; Disbrow, Lynn M.

2016-01-01

Using the conceptual foundation "diversity matters" (Orbe & Allen, 2008), this essay calls for research examining the NCA learning outcomes in communication related to diversity, inclusion, privilege, and intercultural communication (mostly existing in LOC 8). The authors argue this research will serve as a relevant and vital…

The Interdependence of Social Identification and Learning

ERIC Educational Resources Information Center

Wortham, Stanton

2004-01-01

When students and teachers discuss subject matter, at least two processes generally occur: Students and teachers become socially identified as recognizable types of people, and students learn subject matter. This article contributes to recent work on how social identification and learning systematically interrelate by describing one complex way in…

Learned Helplessness at Fifty: Insights from Neuroscience

PubMed Central

Maier, Steven F.; Seligman, Martin E. P.

2016-01-01

Learned helplessness, the failure to escape shock induced by uncontrollable aversive events, was discovered half a century ago. Seligman and Maier (1967) theorized that animals learned that outcomes were independent of their responses—that nothing they did mattered – and that this learning undermined trying to escape. The mechanism of learned helplessness is now very well-charted biologically and the original theory got it backwards. Passivity in response to shock is not learned. It is the default, unlearned response to prolonged aversive events and it is mediated by the serotonergic activity of the dorsal raphe nucleus, which in turn inhibits escape. This passivity can be overcome by learning control, with the activity of the medial prefrontal cortex, which subserves the detection of control leading to the automatic inhibition of the dorsal raphe nucleus. So animals learn that they can control aversive events, but the passive failure to learn to escape is an unlearned reaction to prolonged aversive stimulation. In addition, alterations of the ventromedial prefrontal cortex-dorsal raphe pathway can come to subserve the expectation of control. We speculate that default passivity and the compensating detection and expectation of control may have substantial implications for how to treat depression. PMID:27337390

Learned helplessness at fifty: Insights from neuroscience.

PubMed

Maier, Steven F; Seligman, Martin E P

2016-07-01

Learned helplessness, the failure to escape shock induced by uncontrollable aversive events, was discovered half a century ago. Seligman and Maier (1967) theorized that animals learned that outcomes were independent of their responses-that nothing they did mattered-and that this learning undermined trying to escape. The mechanism of learned helplessness is now very well-charted biologically, and the original theory got it backward. Passivity in response to shock is not learned. It is the default, unlearned response to prolonged aversive events and it is mediated by the serotonergic activity of the dorsal raphe nucleus, which in turn inhibits escape. This passivity can be overcome by learning control, with the activity of the medial prefrontal cortex, which subserves the detection of control leading to the automatic inhibition of the dorsal raphe nucleus. So animals learn that they can control aversive events, but the passive failure to learn to escape is an unlearned reaction to prolonged aversive stimulation. In addition, alterations of the ventromedial prefrontal cortex-dorsal raphe pathway can come to subserve the expectation of control. We speculate that default passivity and the compensating detection and expectation of control may have substantial implications for how to treat depression. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cognitive correlates of gray matter abnormalities in adolescent siblings of patients with childhood-onset schizophrenia

PubMed Central

Wagshal, Dana; Knowlton, Barbara Jean; Cohen, Jessica Rachel; Bookheimer, Susan Yost; Bilder, Robert Martin; Fernandez, Vindia Gisela; Asarnow, Robert Franklin

2015-01-01

Patients with childhood onset schizophrenia (COS) display widespread gray matter (GM) structural brain abnormalities. Healthy siblings of COS patients share some of these structural abnormalities, suggesting that GM abnormalities are endophenotypes for schizophrenia. Another possible endophenotype for schizophrenia that has been relatively unexplored is corticostriatal dysfunction. The corticostriatal system plays an important role in skill learning. Our previous studies have demonstrated corticostriatal dysfunction in COS siblings with a profound skill learning deficit and abnormal pattern of brain activation during skill learning. This study investigated whether structural abnormalities measured using volumetric brain morphometry (VBM) were present in siblings of COS patients and whether these were related to deficits in cognitive skill learning. Results revealed smaller GM volume in COS siblings relative to controls in a number of regions, including occipital, parietal, and subcortical regions including the striatum, and greater GM volume relative to controls in several subcortical regions. Volume in the right superior frontal gyrus and cerebellum were related to performance differences between groups on the weather prediction task, a measure of cognitive skill learning. Our results support the idea that corticostriatal and cerebellar impairment in unaffected siblings of COS patients are behaviorally relevant and may reflect genetic risk for schizophrenia. PMID:25541139

Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces.

PubMed

Stoltzfus, Jon R; Libarkin, Julie

2016-01-01

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. © 2016 J. R. Stoltzfus and J. Libarkin. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Sociomateriality in medical practice and learning: attuning to what matters.

PubMed

Fenwick, Tara

2014-01-01

In current debates about professional practice and education, increasing emphasis is placed on understanding learning as a process of ongoing participation rather than one of acquiring knowledge and skills. However, although this socio-cultural view is important and useful, issues have emerged in studies of practice-based learning that point to certain oversights. Three issues are described here: (i) the limited attention paid to the importance of materiality - objects, technologies, nature, etc.-- in questions of learning; (ii) the human-centric view of practice that fails to note the relations among social and material forces, and (iii) the conflicts between ideals of evidence-based standardised models and the sociomaterial contingencies of clinical practice. It is argued here that a socio-material approach to practice and learning offers important insights for medical education. This view is in line with a growing field of research in the materiality of everyday life, which embraces wide-ranging families of theory that can be only briefly mentioned in this short paper. The main premise they share is that social and material forces, culture, nature and technology, are enmeshed in everyday practice. Objects and humans act upon one another in ways that mutually transform their characteristics and activity. Examples from research in medical practice show how materials actively influence clinical practice, how learning itself is a material matter, how protocols are in fact temporary sociomaterial achievements, and how practices form unique and sometimes conflicting sociomaterial worlds, with diverse diagnostic and treatment approaches for the same thing. This discussion concludes with implications for learning in practice. What is required is a shift from an emphasis on acquiring knowledge to participating more wisely in particular situations. This focus is on learning how to attune to minor material fluctuations and surprises, how to track one's own and others' effects on 'intra-actions' and emerging effects, and how to improvise solutions. © 2013 John Wiley & Sons Ltd.

Big Ideas at a Very Small Scale

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia

2009-01-01

The purpose of this article is to share a learning-cycle sequence of lessons designed to convey the particulate nature of matter through use of physical models and analogical thinking. This activity was adapted from Conceptual Chemistry, a long-running professional development program for teachers of grades 4-9. Conceptual Chemistry's approach is…

Classical Civilization, English, Social Studies: 5114.67.

ERIC Educational Resources Information Center

Hankins, Gretchen C.

This course will include the study of Greek mythology, philosophy, and drama and analyze their influence on modern man and his ideas. The course outline consists of: I. Performance Objectives; II. Range of Subject Matter; III. Course Content; IV. Teaching Strategies and Learning Activities; V. Student Resources -- a list of books relevant to Greek…

Investigative Research: How It Changes Learner Status.

ERIC Educational Resources Information Center

Kenny, Brian

1993-01-01

What matters about an educational activity is how learners respond to it. This article examines a program concerned with the learners' needs, through the expression of learners' own meanings, and advances the concept of investigative research as a suitable vehicle for more autonomous learning, through a change in learner status. (26 references)…

Effect of Computer Simulations at the Particulate and Macroscopic Levels on Students' Understanding of the Particulate Nature of Matter

ERIC Educational Resources Information Center

Tang, Hui; Abraham, Michael R.

2016-01-01

Computer-based simulations can help students visualize chemical representations and understand chemistry concepts, but simulations at different levels of representation may vary in effectiveness on student learning. This study investigated the influence of computer activities that simulate chemical reactions at different levels of representation…

Politicizing Pedagogy: Teaching for Liberty and Justice at Urban Schools

ERIC Educational Resources Information Center

Kolluri, Suneal

2018-01-01

Recent scholarship on civic education has introduced some useful ways to engage students in learning about controversial topics, debating them, and participating in democratic life. However, while those are valuable tools for active citizenship, they're not sufficient. Democratic education should focus on issues that matter intensely to students'…

Forestry Manual for Vocational Agriculture Instructors. 1976 Revision. Bulletin No. 7001.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services.

The ten chapters included in this forestry manual for vocational agriculture instructors are grouped into three parts. A course outline precedes part 1 and assists the teacher by providing performance objectives, major concepts to be developed, a subject matter outline, motivational ideas, suggested learning activities, and a list of resource…

Hope and Learning: The Outcomes of Contemporary Student Activism

ERIC Educational Resources Information Center

Quaye, Stephen John

2007-01-01

For years, educators and politicians have sought to foster a sense of hope among students--a hope that moves them beyond cynicism about society and incite them to envision better days ahead. Yet as Princeton University professor of religion and author Cornel West discusses in his 2004 book "Democracy Matters", many students today are…

Four Ways Boards Can Help Students Succeed

ERIC Educational Resources Information Center

Kuh, George D.

2011-01-01

Are students learning what they need to know to thrive in the 21st century? Boards can answer that question positively by ensuring that students are engaged in the kind of activities that encourage critical thinking, problem solving, and other important skills. In this article, the author discusses why student engagement matters and describes the…

The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters

ERIC Educational Resources Information Center

Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S.

2012-01-01

Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…

The 1971-72 Evaluation of the Connecticut Program for Migrant Children.

ERIC Educational Resources Information Center

Mosley, William; Scruggs, James A.

The program aimed to develop and implement educational activities for migrant children which would increase their achievement level in the public school classrooms and to deal with matters of self, their interaction with others, and survival. Two types of learning programs were emphasized: Multi-Purpose Resource Centers which supplemented the…

Exercise: A Good Way to Fight Aging and Smoking | Smokefree 60+

Cancer.gov

Learn how to start an exercise routine that can help you feel and look younger AND stay quit! Health benefits of exercising No matter how old you are, regular physical activity can help you look younger and stay more fit than people who aren't active. Regular exercise can also be good medicine in your fight to stay off cigarettes. You will sleep better, be less likely to gain weight, and have more energy. Physical activity also helps to:

What Do Subject Matter Experts Have to Say about Participating in Education and Outreach?

NASA Astrophysics Data System (ADS)

Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA’s Universe of Learning partners wish to actively engage with Subject Matter Experts (scientists and engineers) throughout the design, development, and delivery of products, programs, and professional development. In order to ensure these engagement efforts aligned with the needs of Subject Matter Experts, the external evaluators conducted an online survey. The subject pool included the scientists and engineers employed at the partner organizations as well as other scientists and engineers affiliated with NASA’s Astrophysics missions and research programs. This presentation will describe scientists’/engineers’ interest in various types of education/outreach, their availability to participate in education/outreach, factors that would encourage their participation in education/outreach, and the preparation and support they have for participation in education/outreach.

Experiential Learning of Electronics Subject Matter in Middle School Robotics Courses

ERIC Educational Resources Information Center

Rihtaršic, David; Avsec, Stanislav; Kocijancic, Slavko

2016-01-01

The purpose of this paper is to investigate whether the experiential learning of electronics subject matter is effective in the middle school open learning of robotics. Electronics is often ignored in robotics courses. Since robotics courses are typically comprised of computer-related subjects, and mechanical and electrical engineering, these…

The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School

NASA Astrophysics Data System (ADS)

Rahman, Abdul; Saleh Ahmar, Ansari; Arifin, A. Nurani M.; Upu, Hamzah; Mulbar, Usman; Alimuddin; Arsyad, Nurdin; Ruslan; Rusli; Djadir; Sutamrin; Hamda; Minggi, Ilham; Awi; Zaki, Ahmad; Ahmad, Asdar; Ihsan, Hisyam

2018-01-01

One of causal factors for uninterested feeling of the students in learning mathematics is a monotonous learning method, like in traditional learning method. One of the ways for motivating students to learn mathematics is by implementing APIQ (Aritmetika Plus Intelegensi Quantum) creative mathematics game method. The purposes of this research are (1) to describe students’ responses toward the implementation of APIQ creative mathematics game method on the subject matter of Greatest Common Factor (GCF) and Least Common Multiple (LCM) and (2) to find out whether by implementing this method, the student’s learning completeness will improve or not. Based on the results of this research, it is shown that the responses of the students toward the implementation of APIQ creative mathematics game method in the subject matters of GCF and LCM were good. It is seen in the percentage of the responses were between 76-100%. (2) The implementation of APIQ creative mathematics game method on the subject matters of GCF and LCM improved the students’ learning.

Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry

NASA Astrophysics Data System (ADS)

Yaseen, Zeynep; Aubusson, Peter

2018-02-01

This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching-learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.

EPA Science Matters Newsletter: Volume 3, Number 4

EPA Pesticide Factsheets

In this issue of EPA's Science Matters, learn more about how EPA researchers and their partners are working to protect children from environmental threats and promote environmental health wherever they live, learn, and play.

The Courseware of Discontinuous Nature of Matter in Teaching the States of Matter and Their Changes

ERIC Educational Resources Information Center

Sopandi, Wahyu; Kadarohman, Asep; Rosbiono, Momo; Latip, Abdul; Sukardi, Rendi Restiana

2018-01-01

Among three levels of chemical representation, the sub-microscopic level is the most difficult to learn by students. To solve the problem, it is assumed that the concept of the discontinuous nature of matter or particle concept should be mastered initially by students before they learn sub-microscopic representations of further chemical phenomena.…

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

PubMed

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

2016-05-01

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

Faculty Use of Community-Based Learning: What Factors Really Matter?

ERIC Educational Resources Information Center

Russell-Stamp, Melinda

2015-01-01

The purpose of this study was to determine what factors really matter to faculty at a teaching institution in deciding whether or not to use community-based learning (CBL) in their classrooms. The Web-based Faculty Service Learning Beliefs Inventory (wFSLBI), developed and used with faculty at a research university, was administered to faculty at…

"But the Science We Do Here Matters": Youth-Authored Cases of Consequential Learning

ERIC Educational Resources Information Center

Birmingham, Daniel; Calabrese Barton, Angela; McDaniel, Autumn; Jones, Jalah; Turner, Camryn; Rogers, Angel

2017-01-01

In this paper, we use the concept of "consequential learning" to frame our exploration of what makes learning and doing science matter for youth from nondominant communities, as well as the barriers these youth must confront in working toward consequential ends. Data are derived from multimodal cases authored by four females from…

Why Theory Matters: An Examination of Contemporary Learning Time Reforms

ERIC Educational Resources Information Center

DiGiacomo, Daniela K.; Prudhomme, Joshua J.; Jones, Hannah R.; Welner, Kevin G.; Kishner, Ben

2016-01-01

This article explores the contemporary policy reform push to extend and expand learning time in schools. In light of the potential and continued prominence of learning time reforms in today's national educational landscape, this article makes visible the ways in which theory matters for the near- and long-term success of equity-focused educational…

Neural signatures of second language learning and control.

PubMed

Bartolotti, James; Bradley, Kailyn; Hernandez, Arturo E; Marian, Viorica

2017-04-01

Experience with multiple languages has unique effects on cortical structure and information processing. Differences in gray matter density and patterns of cortical activation are observed in lifelong bilinguals compared to monolinguals as a result of their experience managing interference across languages. Monolinguals who acquire a second language later in life begin to encounter the same type of linguistic interference as bilinguals, but with a different pre-existing language architecture. The current study used functional magnetic resonance imaging to explore the beginning stages of second language acquisition and cross-linguistic interference in monolingual adults. We found that after English monolinguals learned novel Spanish vocabulary, English and Spanish auditory words led to distinct patterns of cortical activation, with greater recruitment of posterior parietal regions in response to English words and of left hippocampus in response to Spanish words. In addition, cross-linguistic interference from English influenced processing of newly-learned Spanish words, decreasing hippocampus activity. Results suggest that monolinguals may rely on different memory systems to process a newly-learned second language, and that the second language system is sensitive to native language interference. Copyright © 2016 Elsevier Ltd. All rights reserved.

Short- and long-term functional plasticity of white matter induced by oligodendrocyte depolarization in the hippocampus.

PubMed

Yamazaki, Yoshihiko; Fujiwara, Hiroki; Kaneko, Kenya; Hozumi, Yasukazu; Xu, Ming; Ikenaka, Kazuhiro; Fujii, Satoshi; Tanaka, Kenji F

2014-08-01

Plastic changes in white matter have received considerable attention in relation to normal cognitive function and learning. Oligodendrocytes and myelin, which constitute the white matter in the central nervous system, can respond to neuronal activity with prolonged depolarization of membrane potential and/or an increase in the intracellular Ca(2+) concentration. Depolarization of oligodendrocytes increases the conduction velocity of an action potential along axons myelinated by the depolarized oligodendrocytes, indicating that white matter shows functional plasticity, as well as structural plasticity. However, the properties and mechanism of oligodendrocyte depolarization-induced functional plastic changes in white matter are largely unknown. Here, we investigated the functional plasticity of white matter in the hippocampus using mice with oligodendrocytes expressing channelrhodopsin-2. Using extracellular recordings of compound action potentials at the alveus of the hippocampus, we demonstrated that light-evoked depolarization of oligodendrocytes induced early- and late-onset facilitation of axonal conduction that was dependent on the magnitude of oligodendrocyte depolarization; the former lasted for approximately 10 min, whereas the latter continued for up to 3 h. Using whole-cell recordings from CA1 pyramidal cells and recordings of antidromic action potentials, we found that the early-onset short-lasting component included the synchronization of action potentials. Moreover, pharmacological analysis demonstrated that the activation of Ba(2+) -sensitive K(+) channels was involved in early- and late-onset facilitation, whereas 4-aminopyridine-sensitive K(+) channels were only involved in the early-onset component. These results demonstrate that oligodendrocyte depolarization induces short- and long-term functional plastic changes in the white matter of the hippocampus and plays active roles in brain functions. © 2014 Wiley Periodicals, Inc.

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

PubMed

Dirks-Naylor, Amie J

2016-06-01

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

Hidden word learning capacity through orthography in aphasia.

PubMed

Tuomiranta, Leena M; Càmara, Estela; Froudist Walsh, Seán; Ripollés, Pablo; Saunavaara, Jani P; Parkkola, Riitta; Martin, Nadine; Rodríguez-Fornells, Antoni; Laine, Matti

2014-01-01

The ability to learn to use new words is thought to depend on the integrity of the left dorsal temporo-frontal speech processing pathway. We tested this assumption in a chronic aphasic individual (AA) with an extensive left temporal lesion using a new-word learning paradigm. She exhibited severe phonological problems and Magnetic Resonance Imaging (MRI) suggested a complete disconnection of this left-sided white-matter pathway comprising the arcuate fasciculus (AF). Diffusion imaging tractography confirmed the disconnection of the direct segment and the posterior indirect segment of her left AF, essential components of the left dorsal speech processing pathway. Despite her left-hemispheric damage and moderate aphasia, AA learned to name and maintain the novel words in her active vocabulary on par with healthy controls up to 6 months after learning. This exceeds previous demonstrations of word learning ability in aphasia. Interestingly, AA's preserved word learning ability was modality-specific as it was observed exclusively for written words. Functional magnetic resonance imaging (fMRI) revealed that in contrast to normals, AA showed a significantly right-lateralized activation pattern in the temporal and parietal regions when engaged in reading. Moreover, learning of visually presented novel word-picture pairs also activated the right temporal lobe in AA. Both AA and the controls showed increased activation during learning of novel versus familiar word-picture pairs in the hippocampus, an area critical for associative learning. AA's structural and functional imaging results suggest that in a literate person, a right-hemispheric network can provide an effective alternative route for learning of novel active vocabulary. Importantly, AA's previously undetected word learning ability translated directly into therapy, as she could use written input also to successfully re-learn and maintain familiar words that she had lost due to her left hemisphere lesion. Copyright © 2013 Elsevier Ltd. All rights reserved.

Deaf Children and Children with ADHD in the Inclusive Classroom: Working Memory Matters

ERIC Educational Resources Information Center

Cockcroft, Kate; Dhana-Dullabh, Hansini

2013-01-01

This study compared the working memory functioning of deaf children, children with ADHD and typically developing children. Working memory is involved in the storage and mental manipulation of information during classroom learning activities that are crucial for the acquisition of complex skills and knowledge. Thus, it is important to determine how…

Science Syllabus for Middle and Junior High Schools, Block H - The Chemistry of Matter.

ERIC Educational Resources Information Center

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

This publication is the third product of the project to significantly update and reorder the Science Syllabus for Middle and Junior High Schools of the State of New York, Department of Education. The understandings, questions, and learning activities in the publication have been enhanced by the inclusion and referencing of program objectives,…

Weight-Related Behaviors When Children Are in School versus on Summer Breaks: Does Income Matter?

ERIC Educational Resources Information Center

Wang, Y. Claire; Vine, Seanna; Hsiao, Amber; Rundle, Andrew; Goldsmith, Jeff

2015-01-01

Background: Income disparities in US youth in academic achievement appear to widen during the summer because of discontinued learning among children from lower-income households. Little is known about whether behavioral risk factors for childhood obesity, such as diet and physical activity, also demonstrate a widening difference by income when…

INSTRUCTIONAL TELEVISION FOR THE FIFTH GRADE. A TEACHER GUIDE, SEMESTER II.

ERIC Educational Resources Information Center

PELIKAN, ALFRED; AND OTHERS

INSTRUCTIONAL TELEVISION FOR FIFTH GRADE HAS BEEN DIVIDED INTO FIVE AREAS--ART, FOREIGN LANGUAGE, MUSIC, PHYSICAL EDUCATION, AND SCIENCE. A CALENDAR IS GIVEN TO CORRELATE DATES AND SUBJECT MATTER. A PREVIEW OF THE CONTENT OF EACH LESSON IS MADE AVAILABLE, AND FOLLOWUP ACTIVITIES ARE SUGGESTED TO REINFORCE THE LEARNING. THE STRUCTURE OF THE ART…

No Matter the Weather, We'll Measure Together

ERIC Educational Resources Information Center

Blanchard, Margaret; Albert, Jennifer

2011-01-01

Weather is a topic that occurs many times in the standard course of study (NRC 1996) from elementary school through high school. The activity described in this article allows students to collect data on the questions that interest them about the weather, and learn from their peers about a range of other questions that were investigated. No matter…

Operation JUBILEE: Dieppe 1942 - The Myth of Retro-Active Success

DTIC Science & Technology

2012-03-06

what I was saying even if I did not. I would also like to thank my dogs . As oddly as that sounds, as much as I bemoaned having to take them out...As a matter of fact, many are simple regurgitations of lessons previously learned and apparently forgotten, only to be repackaged and reissued as

Toward a Unified Modeling of Learner's Growth Process and Flow Theory

ERIC Educational Resources Information Center

Challco, Geiser C.; Andrade, Fernando R. H.; Borges, Simone S.; Bittencourt, Ig I.; Isotani, Seiji

2016-01-01

Flow is the affective state in which a learner is so engaged and involved in an activity that nothing else seems to matter. In this sense, to help students in the skill development and knowledge acquisition (referred to as learners' growth process) under optimal conditions, the instructional designers should create learning scenarios that favor…

Mapping the Entangled Ontology of Science Teachers' Lived Experience

ERIC Educational Resources Information Center

Daugbjerg, Peer S.; de Freitas, Elizabeth; Valero, Paola

2015-01-01

In this paper we investigate how the bodily activity of teaching, along with the embodied aspect of lived experience, relates to science teachers' ways of dealing with bodies as living organisms which are both the subject matter as well as the site or vehicle of learning. More precisely, the following questions are pursued: (1) "In what ways…

Structural and Functional Bases for Individual Differences in Motor Learning

PubMed Central

Tomassini, Valentina; Jbabdi, Saad; Kincses, Zsigmond T.; Bosnell, Rose; Douaud, Gwenaelle; Pozzilli, Carlo; Matthews, Paul M.; Johansen-Berg, Heidi

2013-01-01

People vary in their ability to learn new motor skills. We hypothesize that between-subject variability in brain structure and function can explain differences in learning. We use brain functional and structural MRI methods to characterize such neural correlates of individual variations in motor learning. Healthy subjects applied isometric grip force of varying magnitudes with their right hands cued visually to generate smoothly-varying pressures following a regular pattern. We tested whether individual variations in motor learning were associated with anatomically colocalized variations in magnitude of functional MRI (fMRI) signal or in MRI differences related to white and grey matter microstructure. We found that individual motor learning was correlated with greater functional activation in the prefrontal, premotor, and parietal cortices, as well as in the basal ganglia and cerebellum. Structural MRI correlates were found in the premotor cortex [for fractional anisotropy (FA)] and in the cerebellum [for both grey matter density and FA]. The cerebellar microstructural differences were anatomically colocalized with fMRI correlates of learning. This study thus suggests that variations across the population in the function and structure of specific brain regions for motor control explain some of the individual differences in skill learning. This strengthens the notion that brain structure determines some limits to cognitive function even in a healthy population. Along with evidence from pathology suggesting a role for these regions in spontaneous motor recovery, our results also highlight potential targets for therapeutic interventions designed to maximize plasticity for recovery of similar visuomotor skills after brain injury. PMID:20533562

NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

NASA Astrophysics Data System (ADS)

Hasan, Hashima; Erickson, Kristen

2018-01-01

The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

The flip side of traditional nursing education: A literature review.

PubMed

Ward, Maria; Knowlton, Mary C; Laney, Candice W

2018-03-01

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. Copyright © 2018. Published by Elsevier Ltd.

Whole brain white matter connectivity analysis using machine learning: An application to autism.

PubMed

Zhang, Fan; Savadjiev, Peter; Cai, Weidong; Song, Yang; Rathi, Yogesh; Tunç, Birkan; Parker, Drew; Kapur, Tina; Schultz, Robert T; Makris, Nikos; Verma, Ragini; O'Donnell, Lauren J

2018-05-15

In this paper, we propose an automated white matter connectivity analysis method for machine learning classification and characterization of white matter abnormality via identification of discriminative fiber tracts. The proposed method uses diffusion MRI tractography and a data-driven approach to find fiber clusters corresponding to subdivisions of the white matter anatomy. Features extracted from each fiber cluster describe its diffusion properties and are used for machine learning. The method is demonstrated by application to a pediatric neuroimaging dataset from 149 individuals, including 70 children with autism spectrum disorder (ASD) and 79 typically developing controls (TDC). A classification accuracy of 78.33% is achieved in this cross-validation study. We investigate the discriminative diffusion features based on a two-tensor fiber tracking model. We observe that the mean fractional anisotropy from the second tensor (associated with crossing fibers) is most affected in ASD. We also find that local along-tract (central cores and endpoint regions) differences between ASD and TDC are helpful in differentiating the two groups. These altered diffusion properties in ASD are associated with multiple robustly discriminative fiber clusters, which belong to several major white matter tracts including the corpus callosum, arcuate fasciculus, uncinate fasciculus and aslant tract; and the white matter structures related to the cerebellum, brain stem, and ventral diencephalon. These discriminative fiber clusters, a small part of the whole brain tractography, represent the white matter connections that could be most affected in ASD. Our results indicate the potential of a machine learning pipeline based on white matter fiber clustering. Copyright © 2017 Elsevier Inc. All rights reserved.

Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning.

PubMed

Jolles, Dietsje; Wassermann, Demian; Chokhani, Ritika; Richardson, Jennifer; Tenison, Caitlin; Bammer, Roland; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2016-04-01

Plasticity of white matter tracts is thought to be essential for cognitive development and academic skill acquisition in children. However, a dearth of high-quality diffusion tensor imaging (DTI) data measuring longitudinal changes with learning, as well as methodological difficulties in multi-time point tract identification have limited our ability to investigate plasticity of specific white matter tracts. Here, we examine learning-related changes of white matter tracts innervating inferior parietal, prefrontal and temporal regions following an intense 2-month math tutoring program. DTI data were acquired from 18 third grade children, both before and after tutoring. A novel fiber tracking algorithm based on a White Matter Query Language (WMQL) was used to identify three sections of the superior longitudinal fasciculus (SLF) linking frontal and parietal (SLF-FP), parietal and temporal (SLF-PT) and frontal and temporal (SLF-FT) cortices, from which we created child-specific probabilistic maps. The SLF-FP, SLF-FT, and SLF-PT tracts identified with the WMQL method were highly reliable across the two time points and showed close correspondence to tracts previously described in adults. Notably, individual differences in behavioral gains after 2 months of tutoring were specifically correlated with plasticity in the left SLF-FT tract. Our results extend previous findings of individual differences in white matter integrity, and provide important new insights into white matter plasticity related to math learning in childhood. More generally, our quantitative approach will be useful for future studies examining longitudinal changes in white matter integrity associated with cognitive skill development.

Another Inconvenient Truth: Race and Ethnicity Matter

ERIC Educational Resources Information Center

Hawley, Willis D.; Nieto, Sonia

2010-01-01

When it comes to maximizing learning opportunities and outcomes for students from racially and ethnically diverse backgrounds, race and ethnicity matter: They affect how students respond to instruction and curriculum, and they influence teachers' assumptions about how students learn. Effective implementation of race- and ethnicity-responsive…

Emotional learning of undergraduate medical students in an early nursing attachment in a hospital or nursing home.

PubMed

Helmich, Esther; Bolhuis, Sanneke; Prins, Judith; Laan, Roland; Koopmans, Raymond

2011-01-01

Entering medicine for the first time is highly impressive for students, but we know little about the actual emotional learning processes taking place. We aimed to get more insight into expectations, experiences and emotions of students during their first clinical experiences in a hospital compared to a nursing home. We carried out a qualitative and a quantitative survey by administering questionnaires about expectations, impressive experiences and learning activities within two cohorts of first-year medical students before and after a 4-week nursing attachment. Despite different expectations, students reported similar experiences and learning activities for the nursing home and the hospital. Most impressive events were related to patient care, being a trainee, or professional identities being challenged. Students in nursing homes most often referred to their own relationships with patients. Students expressed different emotions, and frequently experienced positive and negative emotions at the same time. Rewarding experiences (not only difficult or stressful events) do matter for medical professional development. Students need to learn how to deal with and feel strengthened by the emotions evoked during clinical experiences, which should be supported by educators. The nursing home and the hospital seem to be equally suited as learning environments.

Getting Down to Business: Plumbing Business, Module 35. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a plumbing business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Guard Service, Module 27. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a guard service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Welding Business, Module 32. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a welding business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Bicycle Store, Module 10. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a bicycle store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Pest Control Service, Module 28. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating a pest control service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Answering Service, Module 17. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating an answering service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Bookkeeping Service, Module 19. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a bookkeeping service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Housecleaning Service, Module 24. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating a housecleaning service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Specialty Food Store, Module 8. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a specialty food store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Word Processing Service, Module 21. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a word processing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Home Attendant Service, Module 26. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Sanderson, Barbara

This module on owning and operating a home attendant service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Garden Center, Module 4. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a garden center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Software Design Company, Module 20. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a software design company is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Carpentry Business, Module 34. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a carpentry business is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Sewing Service, Module 25. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a sewing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Restaurant Business, Module 22. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a restaurant is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Energy Specialist Service, Module 29. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Colby, Pamela G.

This module on owning and operating an energy specialist service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Health Spa, Module 16. [Student Module]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a health spa is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Secretarial Service, Module 18. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Shapiro, Norma

This module on owning and operating a secretarial service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Nursing Service, Module 14. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Wolman, Jean

This module on owning and operating a nursing service is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Dairy Farming, Module 6. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McBain, Susan L.

This module on owning and operating a dairy farm is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

Getting Down to Business: Apparel Store, Module 7. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an apparel store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Getting Down to Business: Innkeeping, Module 13. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating an inn is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into…

AmericaWalks | 20 Years of Making America a Great Place to Walk

Science.gov Websites

Walkable America Take Action Your Action Matters Current Actions Sign the Vision Statement Federal Advocacy Take Action: write a letter, ask for a meeting,... Our activities / coalitions Our testimony / policy Americans who choose to donate and be part of our campaign. Learn More Featured Take Action! Meet our 2018

Early Experiences Matter: A Relationships-Based Curriculum for the Birth-to-Three Age Group

ERIC Educational Resources Information Center

Ebbeck, Marjory; Warrier, Sheela; Goh, Mandy

2018-01-01

The paper discusses some research findings in Singapore that investigated if a relationships-based curriculum extended the active involvement of the infants, toddlers, and young children (up to the age of three) in their learning. Using a relationships-based curriculum, a study conducted over a year involved the use of a well-tested, traditional…

Getting Down to Business: Travel Agency, Module 9. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a travel agency is one of 36 modules in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

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

PubMed Central

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

2016-01-01

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

White matter structure changes as adults learn a second language.

PubMed

Schlegel, Alexander A; Rudelson, Justin J; Tse, Peter U

2012-08-01

Traditional models hold that the plastic reorganization of brain structures occurs mainly during childhood and adolescence, leaving adults with limited means to learn new knowledge and skills. Research within the last decade has begun to overturn this belief, documenting changes in the brain's gray and white matter as healthy adults learn simple motor and cognitive skills [Lövdén, M., Bodammer, N. C., Kühn, S., Kaufmann, J., Schütze, H., Tempelmann, C., et al. Experience-dependent plasticity of white-matter microstructure extends into old age. Neuropsychologia, 48, 3878-3883, 2010; Taubert, M., Draganski, B., Anwander, A., Müller, K., Horstmann, A., Villringer, A., et al. Dynamic properties of human brain structure: Learning-related changes in cortical areas and associated fiber connections. The Journal of Neuroscience, 30, 11670-11677, 2010; Scholz, J., Klein, M. C., Behrens, T. E. J., & Johansen-Berg, H. Training induces changes in white-matter architecture. Nature Neuroscience, 12, 1370-1371, 2009; Draganski, B., Gaser, C., Busch, V., Schuirer, G., Bogdahn, U., & May, A. Changes in grey matter induced by training. Nature, 427, 311-312, 2004]. Although the significance of these changes is not fully understood, they reveal a brain that remains plastic well beyond early developmental periods. Here we investigate the role of adult structural plasticity in the complex, long-term learning process of foreign language acquisition. We collected monthly diffusion tensor imaging scans of 11 English speakers who took a 9-month intensive course in written and spoken Modern Standard Chinese as well as from 16 control participants who did not study a language. We show that white matter reorganizes progressively across multiple sites as adults study a new language. Language learners exhibited progressive changes in white matter tracts associated with traditional left hemisphere language areas and their right hemisphere analogs. Surprisingly, the most significant changes occurred in frontal lobe tracts crossing the genu of the corpus callosum-a region not generally included in current neural models of language processing. These results indicate that plasticity of white matter plays an important role in adult language learning and additionally demonstrate the potential of longitudinal diffusion tensor imaging as a new tool to yield insights into cognitive processes.

Effects of Jigsaw Cooperative Learning and Animation Techniques on Students' Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter

ERIC Educational Resources Information Center

Karacop, Ataman; Doymus, Kemal

2013-01-01

The aim of this study was to determine the effect of jigsaw cooperative learning and computer animation techniques on academic achievements of first year university students attending classes in which the unit of chemical bonding is taught within the general chemistry course and these students' learning of the particulate nature of matter of this…

What Makes the Difference? Teachers Explore What Must Be Taught and What Must Be Learned in Order to Understand the Particulate Character of Matter

ERIC Educational Resources Information Center

Vikström, Anna

2014-01-01

The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students'…

The effect of learning styles and attitude on preservice elementary teachers' conceptual understanding of chemistry and the nature of matter in a simulation-based learning environment

NASA Astrophysics Data System (ADS)

Al-Jaroudi, Mo H.

This causal-comparative descriptive study investigated the achievement of pre-service elementary teachers taking an introductory physical science course that integrates inquiry-based instruction with computer simulations. The study was intended to explore if pre-service elementary teachers with different attitudes towards science as well as students with different learning styles would benefit differentially. Four research questions including four hypotheses were developed. The first major question consist of four specific hypothesis that addressed preservice elementary teachers' learning styles (Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global) and their conceptual understanding of chemistry and the particulate nature of matter in a science class which use hands-on learning integrated with computer based simulated activities. The second major question pertained to the relationship between preservice teachers learning science and chemistry and their attitude towards science. The third major question related to preservice elementary teachers science and chemistry achievement gain scores and attitude average affected by their learning styles. Finally, the fourth question pertained to the dissipation or the minimization of preservice elementary teachers' science and chemistry misconceptions over the course of study. Three instruments were given to preservice elementary teachers in three different classes: pretest/posttest for the science conceptual understanding examination, and pretest-only for the science attitude and learning styles instruments. Total usable science attitude surveys returned was 67 out of 70. The overall average mean was 3.13 (SD = .51) on a five point scale. Total return of science achievement instrument was 65, with a total mean test score (quantitative and qualitative together) of 6.38 (SD = 3.05) on the pretest, with a post test mean of 9.06 (SD = 4.19). Results revealed no statistically significant achievement gain scores based on students' learning styles, entering in all 4-combined dimensions at the same time Visual/Verbal, Sensing/Intuitive, Sequential/Global, and Active/Reflective (p > .05), indicating the four learning styles dimensions cannot be used to predict students' achievement gain. Results also indicated that there was no significant relationship between achievement gain and students' attitude (p > .05). Attitude and learning style together were also not significantly related to achievement gain. Preservice elementary teachers' comprehension of chemical concepts in this study varied from no comprehension to fair comprehension, and included many misconceptions; no answer showed complete understanding of the concepts. Many of the preservice teachers held misconception related to evaporation. If not addressed in science content and methods courses, this could be a problem as this new generation of teachers goes out to teach. It is proposed that to fix preservice elementary teachers' conceptual problems, curriculum needs to specifically focus on misconceptions. The preservice elementary subjects of the study showed a variety of misconceptions on both pretest and posttest concerning the particulate and the kinetic nature of matter. Suggestions are made is that a science content course could more contribute to preservice students' conceptual change if curriculum designers incorporate a segment that specifically addresses misconceptions, especially those misconceptions that have been documented in the literature for decades. A robust cognitive model for science education is proposed to increase teachers' science knowledge and to decrease science misconceptions.

Introductory physics going soft

NASA Astrophysics Data System (ADS)

Langbeheim, Elon; Livne, Shelly; Safran, Samuel A.; Yerushalmi, Edit

2012-01-01

We describe an elective course on soft matter at the level of introductory physics. Soft matter physics serves as a context that motivates the presentation of basic ideas in statistical thermodynamics and their applications. It also is an example of a contemporary field that is interdisciplinary and touches on chemistry, biology, and physics. We outline a curriculum that uses the lattice gas model as a quantitative and visual tool, initially to introduce entropy, and later to facilitate the calculation of interactions. We demonstrate how free energy minimization can be used to teach students to understand the properties of soft matter systems such as the phases of fluid mixtures, wetting of interfaces, self-assembly of surfactants, and polymers. We discuss several suggested activities in the form of inquiry projects which allow students to apply the concepts they have learned to experimental systems.

The Sciences ACO Light and Matter Museum

NASA Astrophysics Data System (ADS)

Arnaud, Nicolas; Besson, Martine; Borie, Henri; Brunet, Paul; Chapellier, Maurice; Damany, André; Dartyge, Elisabeth; Delerue, Nicolas; Dhez, Pierre; Ducros, Yves; Gacoin, Marie-Pauline; Haissinski, Jacques; Jean-Marie, Bernard; Jeanjean, Jack; Jolivot, Roland; Jullian, Serge; Khalili, Guyve; Ortega, Jean-Michel; Riskalla, Robert; Roudeau, Patrick; Sommer, Michel; Sotty, Christophe; Szklarz, Georges

2016-04-01

Sciences ACO is a non-profit association based in Orsay (France). It manages a Museum of Light and Matter visited by more than 1,000 people each year. In this unique place, scientists and cultural mediators preserve, exhibit and comment on items of the history of science & technology, to pass on the knowledge of this heritage to the audience. Sciences ACO visitors - among them many high school students and teachers - come to learn about the progress of science and the technology evolution over more than four decades. Sciences ACO is more than just a historical museum: it is a driving force for the development for outreach and pedagogical activities on the Paris-Sud University campus and in the neighboring towns. The history, the present activity and the prospects of the Sciences ACO association are presented in this article.

IBSTPI, Quality Matters, and Online Learning: What's Right and What Needs Changing?

ERIC Educational Resources Information Center

Bose, Eric V.

2012-01-01

This study sought to examine and extend the existing knowledge of IBSTPI competencies of instructional design (International Board of Standards for Training, Performance and Instruction, 2000), the instructional rubric standard expectations of Quality Matters (2010), the identified categories of online learning affordances (Kirschner, Strijbos,…

Evaluating the relationship between white matter integrity, cognition, and varieties of video game learning.

PubMed

Ray, Nicholas R; O'Connell, Margaret A; Nashiro, Kaoru; Smith, Evan T; Qin, Shuo; Basak, Chandramallika

2017-01-01

Many studies are currently researching the effects of video games, particularly in the domain of cognitive training. Great variability exists among video games however, and few studies have attempted to compare different types of video games. Little is known, for instance, about the cognitive processes or brain structures that underlie learning of different genres of video games. To examine the cognitive and neural underpinnings of two different types of game learning in order to evaluate their common and separate correlates, with the hopes of informing future intervention research. Participants (31 younger adults and 31 older adults) completed an extensive cognitive battery and played two different genres of video games, one action game and one strategy game, for 1.5 hours each. DTI scans were acquired for each participant, and regional fractional anisotropy (FA) values were extracted using the JHU atlas. Behavioral results indicated that better performance on tasks of working memory and perceptual discrimination was related to enhanced learning in both games, even after controlling for age, whereas better performance on a perceptual speed task was uniquely related with enhanced learning of the strategy game. DTI results indicated that white matter FA in the right fornix/stria terminalis was correlated with action game learning, whereas white matter FA in the left cingulum/hippocampus was correlated with strategy game learning, even after controlling for age. Although cognition, to a large extent, was a common predictor of both types of game learning, regional white matter FA could separately predict action and strategy game learning. Given the neural and cognitive correlates of strategy game learning, strategy games may provide a more beneficial training tool for adults suffering from memory-related disorders or declines in processing speed, particularly older adults.

Effect of ischemic cerebral volume changes on behavior.

PubMed

Lyden, P D; Lonzo, L M; Nunez, S Y; Dockstader, T; Mathieu-Costello, O; Zivin, J A

1997-08-01

Ischemia causes long-term effects on brain volume and neurologic function but the relationship between the two is poorly characterized. We studied the relationships between brain volume and three measures of rodent behavior after cerebral ischemia was induced by injecting several thousand microspheres into the internal carotid arteries of rats. Forty eight hours later, each subject was rated using a global neurologic rating scale. Several weeks later, the subjects were tested for open field activity and visual spatial learning. Post-mortem we measured the volume of the cerebral hemispheres and estimated the volume densities of cortex, white matter, hippocampus, basal ganglia, thalamus, ventricle, and visible infarction. Ischemia caused significant impairment, as measured by the global rating scale; the probability of an abnormal rating was correlated with the number of microspheres trapped in the brains. Visual spatial learning was significantly impaired by ischemia, but this deficit was independent of the count of microspheres, whether the subject was abnormal at 48 h, and whether the left or right hemisphere was embolized. Cerebral hemisphere volume was reduced from 430 mm3 to 376 mm3 (P < 0.05). The cortex was reduced from 22 to 19% of cerebrum (P < 0.05) and the white matter compartment was reduced to similar degree. The lesion volume was 6% of cerebrum, comparable to that seen with other ischemia methods. The global outcome rating was significantly related to total cerebral volume, but not to volume changes in any single compartment. On the other hand, visual spatial learning was significantly influenced by volume changes in the cortex and white matter, but not by the topography of the visible infarctions. Open field activity was not altered by infarction. Our data suggests that the total volume of brain tissue lost to infarction may partially determine global neurological rating independently of the topography of the volume loss. Integrative functions such as learning may depend more on the integrity of specific compartments and less on the total volume of intact brain. The volume of visible cystic infarction was not related to long term behavioral outcome. These results should be confirmed using another method of inducing ischemia.

The Effect of the 4MAT Learning Model on the Achievement and Motivation of 7th Grade Students on the Subject of Particulate Nature of Matter and an Examination of Student Opinions on the Model

ERIC Educational Resources Information Center

Aktas, Idris; Bilgin, Ibrahim

2015-01-01

Background: Many researchers agree that students, especially primary students, have learning difficulties on the "Particulate Nature of Matter" unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences. Purpose:…

Machine learning phases of matter

NASA Astrophysics Data System (ADS)

Carrasquilla, Juan; Melko, Roger G.

2017-02-01

Condensed-matter physics is the study of the collective behaviour of infinitely complex assemblies of electrons, nuclei, magnetic moments, atoms or qubits. This complexity is reflected in the size of the state space, which grows exponentially with the number of particles, reminiscent of the `curse of dimensionality' commonly encountered in machine learning. Despite this curse, the machine learning community has developed techniques with remarkable abilities to recognize, classify, and characterize complex sets of data. Here, we show that modern machine learning architectures, such as fully connected and convolutional neural networks, can identify phases and phase transitions in a variety of condensed-matter Hamiltonians. Readily programmable through modern software libraries, neural networks can be trained to detect multiple types of order parameter, as well as highly non-trivial states with no conventional order, directly from raw state configurations sampled with Monte Carlo.

Physics Matters, 1st Edition, with Student Access Card eGrade Plus 1 Term Set

NASA Astrophysics Data System (ADS)

Trefil, James

2004-04-01

Written by authors who have vast experience in communicating science to general audiences, Physics Matters conveys the principles of physics in a manner that is understandable to non-majors. In a prose style that is clear, engaging, and contemporary, it pays particular attention to the relevance of physics in comprehending our modern technological society and the issues created by those technologies. It offers a broad, relatively non-mathematical, and highly readable survey of all the standard topics in physics. Before you buy, make sure you are getting the best value and all the learning tools you'll need to succeed in your course. If your professor requires eGrade Plus, you can purchase it now at no additional cost! With this special eGrade Plus package you get the new text--no highlighting, no missing pages, no food stains--an activity book with class activities, self study and homework assignments, as well as a registration code to eGrade Plus, a suite of effective learning tools to help you get a better grade. eGrade Plus gives you: A complete online version of the textbook Video experiments Student web projects Self assessment tests Homework questions with links to the relevant section of the online book eGrade Plus is a powerful online tool that provides students with an integrated suite of teaching and learning resources and an online version of the text in one easy-to-use website.

Getting Down to Business: Flower and Plant Store, Module 11. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Rassen, Rachel L.

This module on owning and operating a flower and plant store is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

Getting Down to Business: Auto Body Shop, Module 31. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

McFarlane, Carolyn

This module on owning and operating an auto repair shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

MALL--Somewhere between the Tower, the Field, the Classroom and the Market: A Reply to Professor Stockwell's Response

ERIC Educational Resources Information Center

Ballance, Oliver James

2013-01-01

In the previous issue of "LLT", I commented upon Stockwell (2010), suggesting that the learning activities investigated limited the scope of his research on the effects of the MALL platform. Professor Stockwell responded in the same issue with a spirited riposte. However, it became clear that much of the disagreement lay in a matter of definition.…

Getting Down to Business: Day Care Center, Module 23. [Student Manual]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Kingi, Marcella

This module on owning and operating a day care center is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Subordinate Categorization Enhances the Neural Selectivity in Human Object-Selective Cortex for Fine Shape Differences

ERIC Educational Resources Information Center

Gillebert, Celine R.; Op de Beeck, Hans P.; Panis, Sven; Wagemans, Johan

2009-01-01

There is substantial evidence that object representations in adults are dynamically updated by learning. However, it is not clear to what extent these effects are induced by active processing of visual objects in a particular task context on top of the effects of mere exposure to the same objects. Here we show that the task does matter. We…

Getting Down to Business: Hair Styling Shop, Module 30. [Student Guide]. Entrepreneurship Training Components.

ERIC Educational Resources Information Center

Gall, Joyce P.

This module on owning and operating a hair styling shop is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided…

Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning?

PubMed

Baumeister, Sarah; Wolf, Isabella; Holz, Nathalie; Boecker-Schlier, Regina; Adamo, Nicoletta; Holtmann, Martin; Ruf, Matthias; Banaschewski, Tobias; Hohmann, Sarah; Brandeis, Daniel

2018-05-15

Neurofeedback training (NF) is a promising non-pharmacological treatment for ADHD that has been associated with improvement of attention-deficit/hyperactivity disorder (ADHD)-related symptoms as well as changes in electrophysiological measures. However, the functional localization of neural changes following NF compared to an active control condition, and of successful learning during training (considered to be the critical mechanism for improvement), remains largely unstudied. Children with ADHD (N=16, mean age: 11.81, SD: 1.47) were randomly assigned to either slow cortical potential (SCP, n=8) based NF or biofeedback control training (electromyogram feedback, n=8) and performed a combined Flanker/NoGo task pre- and post-training. Effects of NF, compared to the active control, and of learning in transfer trials (approximating successful transfer to everyday life) were examined with respect to clinical outcome and functional magnetic resonance imaging (fMRI) changes during inhibitory control. After 20 sessions of training, children in the NF group presented reduced ADHD symptoms and increased activation in areas associated with inhibitory control compared to baseline. Subjects who were successful learners (n=9) also showed increased activation in an extensive inhibitory network irrespective of the type of training. Activation increased in an extensive inhibitory network following NF training, and following successful learning through NF and control biofeedback. Although this study was only powered to detect large effects and clearly requires replication in larger samples, the results suggest a crucial role for learning effects in biofeedback trainings. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Predicting Individuals' Learning Success from Patterns of Pre-Learning MRI Activity

PubMed Central

Vo, Loan T. K.; Walther, Dirk B.; Kramer, Arthur F.; Erickson, Kirk I.; Boot, Walter R.; Voss, Michelle W.; Prakash, Ruchika S.; Lee, Hyunkyu; Fabiani, Monica; Gratton, Gabriele; Simons, Daniel J.; Sutton, Bradley P.; Wang, Michelle Y.

2011-01-01

Performance in most complex cognitive and psychomotor tasks improves with training, yet the extent of improvement varies among individuals. Is it possible to forecast the benefit that a person might reap from training? Several behavioral measures have been used to predict individual differences in task improvement, but their predictive power is limited. Here we show that individual differences in patterns of time-averaged T2*-weighted MRI images in the dorsal striatum recorded at the initial stage of training predict subsequent learning success in a complex video game with high accuracy. These predictions explained more than half of the variance in learning success among individuals, suggesting that individual differences in neuroanatomy or persistent physiology predict whether and to what extent people will benefit from training in a complex task. Surprisingly, predictions from white matter were highly accurate, while voxels in the gray matter of the dorsal striatum did not contain any information about future training success. Prediction accuracy was higher in the anterior than the posterior half of the dorsal striatum. The link between trainability and the time-averaged T2*-weighted signal in the dorsal striatum reaffirms the role of this part of the basal ganglia in learning and executive functions, such as task-switching and task coordination processes. The ability to predict who will benefit from training by using neuroimaging data collected in the early training phase may have far-reaching implications for the assessment of candidates for specific training programs as well as the study of populations that show deficiencies in learning new skills. PMID:21264257

What Matters Now: A New Compact for Teaching and Learning. The Evidence Base

ERIC Educational Resources Information Center

National Commission on Teaching and America's Future, 2016

2016-01-01

In 1996, the National Commission on Teaching and America's Future's (NCTAF's) first groundbreaking report made five bold recommendations that changed teaching and learning across the country. "What Matters Most" challenged the nation to provide every American child with his or her educational birthright: access to competent, caring,…

On Cognitive Constraints and Learning Progressions: The Case of "Structure of Matter"

ERIC Educational Resources Information Center

Talanquer, Vicente

2009-01-01

Based on the analysis of available research on students' alternative conceptions about the particulate nature of matter, we identified basic implicit assumptions that seem to constrain students' ideas and reasoning on this topic at various learning stages. Although many of these assumptions are interrelated, some of them seem to change or…

Cultivating Early Trajectories of Participation: A Blended Learning Environment for Business German

ERIC Educational Resources Information Center

Neville, David O.

2016-01-01

The essay forwards suggestions for developing a blended learning environment to insert genre-based language for specific purposes (LSP) subject matter into the undergraduate second language development curriculum. Specifically, the essay will highlight: (1) the development of an overarching narrative for structuring the LSP subject matter; (2) the…

Evaluation of Learning Money Matters (LMM). Final Report

ERIC Educational Resources Information Center

Spielhofer, Thomas; Kerr, David; Gardiner, Clare

2009-01-01

This report presents the final findings of research carried out by the National Foundation for Educational Research (NFER), as part of an independent evaluation on behalf of pfeg, of the Learning Money Matters (LMM) initiative. LMM provides help, support and advice for secondary schools in delivering personal finance education (PFE) to their…

Science teacher's perception about science learning experiences as a foundation for teacher training program

NASA Astrophysics Data System (ADS)

Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

2017-05-01

Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

Pedagogical underpinnings of computer-based learning.

PubMed

Adams, Audrey M

2004-04-01

E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computer-based learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

Problem Posing with Realistic Mathematics Education Approach in Geometry Learning

NASA Astrophysics Data System (ADS)

Mahendra, R.; Slamet, I.; Budiyono

2017-09-01

One of the difficulties of students in the learning of geometry is on the subject of plane that requires students to understand the abstract matter. The aim of this research is to determine the effect of Problem Posing learning model with Realistic Mathematics Education Approach in geometry learning. This quasi experimental research was conducted in one of the junior high schools in Karanganyar, Indonesia. The sample was taken using stratified cluster random sampling technique. The results of this research indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students’ conceptual understanding significantly in geometry learning especially on plane topics. It is because students on the application of Problem Posing with Realistic Mathematics Education Approach are become to be active in constructing their knowledge, proposing, and problem solving in realistic, so it easier for students to understand concepts and solve the problems. Therefore, the model of Problem Posing learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on geometry material. Furthermore, the impact can improve student achievement.

Transfer learning improves supervised image segmentation across imaging protocols.

PubMed

van Opbroek, Annegreet; Ikram, M Arfan; Vernooij, Meike W; de Bruijne, Marleen

2015-05-01

The variation between images obtained with different scanners or different imaging protocols presents a major challenge in automatic segmentation of biomedical images. This variation especially hampers the application of otherwise successful supervised-learning techniques which, in order to perform well, often require a large amount of labeled training data that is exactly representative of the target data. We therefore propose to use transfer learning for image segmentation. Transfer-learning techniques can cope with differences in distributions between training and target data, and therefore may improve performance over supervised learning for segmentation across scanners and scan protocols. We present four transfer classifiers that can train a classification scheme with only a small amount of representative training data, in addition to a larger amount of other training data with slightly different characteristics. The performance of the four transfer classifiers was compared to that of standard supervised classification on two magnetic resonance imaging brain-segmentation tasks with multi-site data: white matter, gray matter, and cerebrospinal fluid segmentation; and white-matter-/MS-lesion segmentation. The experiments showed that when there is only a small amount of representative training data available, transfer learning can greatly outperform common supervised-learning approaches, minimizing classification errors by up to 60%.

Motor skill learning is associated with diffusion characteristics of white matter in individuals with chronic stroke.

PubMed

Borich, Michael R; Brown, Katlyn E; Boyd, Lara A

2014-07-01

Imaging advances allow investigation of white matter after stroke; a growing body of literature has shown links between diffusion-based measures of white matter microstructure and motor function. However, the relationship between these measures and motor skill learning has not been considered in individuals with stroke. The aim of this study was to investigate the relationships between posttraining white matter microstructural status, as indexed by diffusion tensor imaging within the ipsilesional posterior limb of the internal capsule (PLIC), and learning of a novel motor task in individuals with chronic stroke. A total of 13 participants with chronic stroke and 9 healthy controls practiced a visuomotor pursuit task across 5 sessions. Change in motor behavior associated with learning was indexed by comparing baseline performance with a delayed retention test. Fractional anisotropy (FA) indexed at the retention test was the primary diffusion tensor imaging-derived outcome measure. In individuals with chronic stroke, we discovered an association between posttraining ipsilesional PLIC FA and the magnitude of change associated with motor learning; hierarchical multiple linear regression analyses revealed that the combination of age, time poststroke, and ipsilesional PLIC FA posttraining was associated with motor learning-related change (R = 0.649; P = 0.02). Baseline motor performance was not related to posttraining ipsilesional PLIC FA. Diffusion characteristics of posttraining ipsilesional PLIC were linked to the magnitude of change in skilled motor behavior. These results imply that the microstructural properties of regional white matter indexed by diffusion behavior may be an important factor to consider when determining potential response to rehabilitation in persons with stroke. (see Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A59) for more insights from the authors.

Teaching and Learning about Matter in Grade 6 Classrooms: A Conceptual Change Approach

ERIC Educational Resources Information Center

Pimthong, Pattamaporn; Yutakom, Naruemon; Roadrangka, Vantipa; Sanguanruang, Sudjid; Cowie, Bronwen; Cooper, Beverley

2012-01-01

The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching…

Bonded Relationships: Supporting Pre-Service Teachers to Develop Confidence and Competency as Elementary Literacy Educators

ERIC Educational Resources Information Center

Ticknor, Anne Swenson; Cavendish, Leslie M.

2015-01-01

Relationships matter in learning and in particular they matter for pre-service teachers engaged in learning how to teach in Midwest University, USA. This article reports findings from an 18-month long study that investigated how relationships supported and constrained four elementary pre-service literacy teachers' professional identities as…

Cooking Matters at the Store: A Case Study of Three Missouri Counties

ERIC Educational Resources Information Center

Bess, Melissa M.

2015-01-01

Cooking Matters at the Store is a grocery store tour where participants learned about healthy eating and tips for saving money on food purchases. Participants learned how to read food labels, compare unit prices, find whole grains, and three ways to purchase produce. Evaluations revealed that participants planned to use the information they…

Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter

ERIC Educational Resources Information Center

Stevens, Shawn Y.; Delgado, Cesar; Krajcik, Joseph S.

2010-01-01

We describe efforts toward the development of a hypothetical learning progression (HLP) for the growth of grade 7-14 students' models of the structure, behavior and properties of matter, as it relates to nanoscale science and engineering (NSE). This multi-dimensional HLP, based on empirical research and standards documents, describes how students…

Remote Sensing Tertiary Education Meets High Intensity Interval Training

NASA Astrophysics Data System (ADS)

Joyce, K. E.; White, B.

2015-04-01

Enduring a traditional lecture is the tertiary education equivalent of a long, slow, jog. There are certainly some educational benefits if the student is able to maintain concentration, but they are just as likely to get caught napping and fall off the back end of the treadmill. Alternatively, a pre-choreographed interactive workshop style class requires students to continually engage with the materials. Appropriately timed breaks or intervals allow students to recover briefly before being increasingly challenged throughout the class. Using an introductory remote sensing class at Charles Darwin University, this case study presents a transition from the traditional stand and deliver style lecture to an active student-led learning experience. The class is taught at undergraduate and postgraduate levels, with both on-campus as well as online distance learning students. Based on the concept that active engagement in learning materials promotes 'stickiness' of subject matter, the remote sensing class was re-designed to encourage an active style of learning. Critically, class content was reviewed to identify the key learning outcomes for the students. This resulted in a necessary sacrifice of topic range for depth of understanding. Graduates of the class reported high levels of enthusiasm for the materials, and the style in which the class was taught. This paper details a number of techniques that were used to engage students in active and problem based learning throughout the semester. It suggests a number of freely available tools that academics in remote sensing and related fields can readily incorporate into their teaching portfolios. Moreover, it shows how simple it can be to provide a far more enjoyable and effective learning experience for students than the one dimensional lecture.

Embodied Action Improves Cognition in Children: Evidence from a Study Based on Piagetian Conservation Tasks.

PubMed

Lozada, Mariana; Carro, Natalia

2016-01-01

Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6-7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood.

Embodied Action Improves Cognition in Children: Evidence from a Study Based on Piagetian Conservation Tasks

PubMed Central

Lozada, Mariana; Carro, Natalia

2016-01-01

Converging evidence highlights the relevance of embodied cognition in learning processes. In this study we evaluate whether embodied action (enaction) improves cognitive understanding in children. Using the Piagetian conservation tasks in 6–7 year olds, we analyzed quantity conservation conceptualization in children who were active participants in the transformation process and compared these results to those of children who were mere observers of an adult's demonstration (as traditionally conducted). The investigation was performed with 105 first-graders. Conservation tasks were demonstrated to half the children, while the other half actively carried out the transformation of matter. Our findings showed that active manipulation of the material helped children recognize quantity invariance in a higher proportion than when the demonstration was only observed. That is, their enactive experience enabled them to comprehend conservation phenomena more easily than if they were merely passive observers. The outcome of this research thus emphasizes how active participation benefits cognitive processes in learning contexts, promoting autonomy, and agency during childhood. PMID:27047420

Learning new color names produces rapid increase in gray matter in the intact adult human cortex

PubMed Central

Kwok, Veronica; Niu, Zhendong; Kay, Paul; Zhou, Ke; Mo, Lei; Jin, Zhen; So, Kwok-Fai; Tan, Li Hai

2011-01-01

The human brain has been shown to exhibit changes in the volume and density of gray matter as a result of training over periods of several weeks or longer. We show that these changes can be induced much faster by using a training method that is claimed to simulate the rapid learning of word meanings by children. Using whole-brain magnetic resonance imaging (MRI) we show that learning newly defined and named subcategories of the universal categories green and blue in a period of 2 h increases the volume of gray matter in V2/3 of the left visual cortex, a region known to mediate color vision. This pattern of findings demonstrates that the anatomical structure of the adult human brain can change very quickly, specifically during the acquisition of new, named categories. Also, prior behavioral and neuroimaging research has shown that differences between languages in the boundaries of named color categories influence the categorical perception of color, as assessed by judgments of relative similarity, by response time in alternative forced-choice tasks, and by visual search. Moreover, further behavioral studies (visual search) and brain imaging studies have suggested strongly that the categorical effect of language on color processing is left-lateralized, i.e., mediated by activity in the left cerebral hemisphere in adults (hence “lateralized Whorfian” effects). The present results appear to provide a structural basis in the brain for the behavioral and neurophysiologically observed indices of these Whorfian effects on color processing. PMID:21464316

Analysis of the ability of junior high school students’ performance in science in STEM project-based learning

NASA Astrophysics Data System (ADS)

Suryana, A.; Sinaga, P.; Suwarma, I. R.

2018-05-01

The challenges in 21st century demands the high competitiveness. The way of thinking ability, determine how it work ability and choose instrument be part of the skills will need in the 21st century. The competence it can be supported by learning involving the student performance skills. Based on the preliminary studies at one junior high school in Bandung found that the learning involving of performance skill is low.This is supported by data from respondent in received the opportunity to make devise a sketch in of learning especially based on practices or projects, the results are 75 % students said rarely and 18,75 % students said never. In addition seen also how the student activities in project based learning in class the results stated that 68,75 % of students said less, and 6.25 % of students said never. Therefore, we did a result to uncover profile performance on the design process and the performance process of junior high school student performances to the matter optical by using STEM project based learning. From this result. From the research obtained the average score classes in the activities of the design process is as much as 2,49 or dipersentasikan become 62,41 % are in the good category and the average score classes in the process of the performance of activities receive is 3,13 or 78,28 % are in the good category.

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

Brain volumetry and self-regulation of brain activity relevant for neurofeedback.

PubMed

Ninaus, M; Kober, S E; Witte, M; Koschutnig, K; Neuper, C; Wood, G

2015-09-01

Neurofeedback is a technique to learn to control brain signals by means of real time feedback. In the present study, the individual ability to learn two EEG neurofeedback protocols - sensorimotor rhythm and gamma rhythm - was related to structural properties of the brain. The volumes in the anterior insula bilaterally, left thalamus, right frontal operculum, right putamen, right middle frontal gyrus, and right lingual gyrus predicted the outcomes of sensorimotor rhythm training. Gray matter volumes in the supplementary motor area and left middle frontal gyrus predicted the outcomes of gamma rhythm training. These findings combined with further evidence from the literature are compatible with the existence of a more general self-control network, which through self-referential and self-control processes regulates neurofeedback learning. Copyright © 2015 Elsevier B.V. All rights reserved.

Learning Progressions as Tools for Assessment and Learning

ERIC Educational Resources Information Center

Shepard, Lorrie A.

2018-01-01

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from "Knowing…

Problem Based Learning and the scientific process

NASA Astrophysics Data System (ADS)

Schuchardt, Daniel Shaner

This research project was developed to inspire students to constructively use problem based learning and the scientific process to learn middle school science content. The student population in this study consisted of male and female seventh grade students. Students were presented with authentic problems that are connected to physical and chemical properties of matter. The intent of the study was to have students use the scientific process of looking at existing knowledge, generating learning issues or questions about the problems, and then developing a course of action to research and design experiments to model resolutions to the authentic problems. It was expected that students would improve their ability to actively engage with others in a problem solving process to achieve a deeper understanding of Michigan's 7th Grade Level Content Expectations, the Next Generation Science Standards, and a scientific process. Problem based learning was statistically effective in students' learning of the scientific process. Students statistically showed improvement on pre to posttest scores. The teaching method of Problem Based Learning was effective for seventh grade science students at Dowagiac Middle School.

The Impact of Vocational Teachers on Student Learning in Developing Countries: Does Enterprise Experience Matter?

ERIC Educational Resources Information Center

Johnston, Jamie; Loyalka, Prashant; Chu, James; Song, Yingquan; Yi, Hongmei; Huang, Xiaoting

2016-01-01

Although a large number of students around the world attend vocational schools, there is little evidence about what factors matter for learning in these schools. Using data on approximately 1,400 vocational students in one eastern province in China, we employ a student fixed-effects model to identify whether teacher enterprise experience, direct…

Developing Pre-Service Teachers' Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

ERIC Educational Resources Information Center

Govender, Nadaraj

2015-01-01

This case study explored the development of two pre-service teachers' subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers' SMK in electromagnetism was enhanced after having been taught SMK in a…

Constructing Videocases to Help Novices Learn to Facilitate Discussions in Science and English: How Does Subject Matter Matter?

ERIC Educational Resources Information Center

Rosaen, Cheryl L.; Lundeberg, Mary; Terpstra, Marjorie; Cooper, Marjorie; Niu, Rui; Fu, Jing

2010-01-01

Learning to conduct interactive classroom discussions is a high priority for becoming an effective teacher, and most teachers view conducting productive classroom discussions as a complex undertaking. Because the dynamics of facilitating classroom discussions are multifaceted and hard to analyze in real time, there is a growing interest in how…

Factorial Validity of a Questionnaire to Evaluate University Students' Initial Perception of Learning Evaluation

ERIC Educational Resources Information Center

Doménech-Betoret, Fernando; Fortea-Bagán, Miguel Angel

2015-01-01

Introduction: Education research has clearly verified that a student's perception of the system to evaluate the subject matter will play a fundamental role in his/her implication (deep approach vs. surface approach) in the teaching/learning process of the subject matter. The present work aims to examine the factorial validity and reliability of a…

Distance Learning: A Way of Life-Long Learning

DTIC Science & Technology

2005-09-01

promise of future benefits. 15. SUBJECT TERMS training, educational technology , distributed learning , distance learning , collaboration, online instruction...knowledge." - Aristotle Introduction Modern learning technology assumes various names: distance learning , distributed training, computer-based...training, web-based learning , or advanced distributed learning . No matter the name, the basic concept is using computer technology for instruction with no

The influence of discovery learning model application to the higher order thinking skills student of Srijaya Negara Senior High School Palembang on the animal kingdom subject matter

NASA Astrophysics Data System (ADS)

Riandari, F.; Susanti, R.; Suratmi

2018-05-01

This study aimed to find out the information in concerning the influence of discovery learning model application to the higher order thinking skills at the tenth grade students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter. The research method used was pre-experimental with one-group pretest-posttest design. The researchconducted at Srijaya Negara senior high school Palembang academic year 2016/2017. The population sample of this research was tenth grade students of natural science 2. Purposive sampling techniquewas applied in this research. Data was collected by(1) the written test, consist of pretest to determine the initial ability and posttest to determine higher order thinking skills of students after learning by using discovery learning models. (2) Questionnaire sheet, aimed to investigate the response of the students during the learning process by using discovery learning models. The t-test result indicated there was significant increasement of higher order thinking skills students. Thus, it can be concluded that the application of discovery learning modelhad a significant effect and increased to higher order thinking skills students of Srijaya Negara senior high school Palembang on the animal kingdom subject matter.

Girls Health

MedlinePlus

... how to stay safe anywhere. Learn more Strong body, healthy mind. Thirteen ways being fit helps you. Learn more Mental health matters. Learn ways to cope if you’re feeling sad. Learn more Spotlight: Jaelin ... your body or your period? Confused about dating or friendships? ...

Never forget a name: white matter connectivity predicts person memory

PubMed Central

Metoki, Athanasia; Alm, Kylie H.; Wang, Yin; Ngo, Chi T.; Olson, Ingrid R.

2018-01-01

Through learning and practice, we can acquire numerous skills, ranging from the simple (whistling) to the complex (memorizing operettas in a foreign language). It has been proposed that complex learning requires a network of brain regions that interact with one another via white matter pathways. One candidate white matter pathway, the uncinate fasciculus (UF), has exhibited mixed results for this hypothesis: some studies have shown UF involvement across a range of memory tasks, while other studies report null results. Here, we tested the hypothesis that the UF supports associative memory processes and that this tract can be parcellated into subtracts that support specific types of memory. Healthy young adults performed behavioral tasks (two face-name learning tasks, one word pair memory task) and underwent a diffusion-weighted imaging scan. Our results revealed that variation in UF microstructure was significantly associated with individual differences in performance on both face-name tasks, as well as the word association memory task. A UF sub-tract, functionally defined by its connectivity between face-selective regions in the anterior temporal lobe and orbitofrontal cortex, selectively predicted face-name learning. In contrast, connectivity between the fusiform face patch and both anterior face patches had no predictive validity. These findings suggest that there is a robust and replicable relationship between the UF and associative learning and memory. Moreover, this large white matter pathway can be subdivided to reveal discrete functional profiles. PMID:28646241

Learning and Behavior

MedlinePlus

... Aggression Sensory Processing Disorder Social Interactions Book: The Psychology of Duchenne (download) Guide: Learning & Behavior (download) Home ❯ ... a teen and adult. Additional Resources Book: The Psychology of Duchenne (download) Education Matters Guide: Learning & Behavior ( ...

Lessons from Outreach: What works; what doesn't

NASA Astrophysics Data System (ADS)

Sadler, Philip M.

2011-05-01

Outreach to teachers in the form of professional development can help to inform college instructors as to the effectiveness of methods aimed at increasing subject matter and pedagogical content knowledge. College faculty employ a wide range of activities in summer institute programs, often in all-day, residential programs. Comparing such immersion experiences can tell us quite a bit about learning using a variety of systematic approaches to teaching physics and astronomy under ideal conditions.

Faculty Learning Matters: Organizational Conditions and Contexts That Shape Faculty Learning

ERIC Educational Resources Information Center

O'Meara, KerryAnn; Rivera, Mark; Kuvaeva, Alexandra; Corrigan, Kristen

2017-01-01

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported,…

NASA’s Universe of Learning: Providing a Direct Connection to NASA Science for Learners of all Ages with ViewSpace

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Rhue, Timothy; Smith, Denise A.; Squires, Gordon K.; Biferno, Anya A.; Lestition, Kathleen; Cominsky, Lynn R.; Godfrey, John; Lee, Janice C.; Manning, Colleen

2018-06-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. As one example, NASA’s Universe of Learning program is uniquely able to provide informal learning venues with a direct connection to the science of NASA astrophysics via the ViewSpace platform. ViewSpace is a modular multimedia exhibit where people explore the latest discoveries in our quest to understand the universe. Hours of awe-inspiring video content connect users’ lives with an understanding of our planet and the wonders of the universe. This experience is rooted in informal learning, astronomy, and earth science. Scientists and educators are intimately involved in the production of ViewSpace material. ViewSpace engages visitors of varying backgrounds and experience at museums, science centers, planetariums, and libraries across the United States. In addition to creating content, the Universe of Learning team is updating the ViewSpace platform to provide for additional functionality, including the introduction of digital interactives to make ViewSpace a multi-modal learning experience. During this presentation we will share the ViewSpace platform, explain how Subject Matter Experts are critical in creating content for ViewSpace, and how we are addressing audience needs and using evaluation to support a dedicated user base across the country.

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

ERIC Educational Resources Information Center

Ceylan, Eren; Geban, Omer

2009-01-01

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

Using Digital Learning Objects to Introduce Students to the Nature of Models and the Nature of Matter

ERIC Educational Resources Information Center

Gustafson, Brenda; Mahaffy, Peter; Martin, Brian

2011-01-01

This article reports a subset of findings from a larger study centered on designing a series of six digital learning objects to help Grade 5 (age 10-12) students begin to consider the nature of models (understood as the physical or mental representation of objects, phenomena, or processes), the particle nature of matter, and the behavior of…

CONCEPT LEARNING AND CONCEPT TEACHING.

ERIC Educational Resources Information Center

GLASER, ROBERT

REVIEWED ARE THE PSYCHOLOGICAL STUDIES OF CONCEPT LEARNING AS THEY RELATE TO CONCEPT TEACHING. AN ANALYSIS IS MADE OF THE NATURE OF CONCEPT LEARNING AS IT IS STUDIED IN THE PSYCHOLOGIST'S LABORATORY, INCLUDING THE NATURE OF CONCEPT TASKS AS THEY APPEAR IN SUBJECT MATTER LEARNING. THE PRIMARY KINDS OF CONCEPT LEARNING SITUATIONS, INCLUDING THE…

Comparing Modes of Delivery: Classroom and On-Line (and Other) Learning.

ERIC Educational Resources Information Center

deLeon, Linda; Killian, Jerri

2000-01-01

Moving beyond question of whether on-line education is beneficial or harmful, explores conditions under which one or another of six instructional methods lecture, collaborative learning, experiential learning, learning contracts, televised courses, and Web-based learning work best. Finds specific methods more appropriate for some subject matters,…

Self regulated learning trough project base learning on the prospective math teacher

NASA Astrophysics Data System (ADS)

Laelasari

2018-03-01

Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

NASA Astrophysics Data System (ADS)

Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

2018-04-01

The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

Properties of Matter. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Everything in the universe consists of matter. So how can the differences between various types of matter be distinguished? Besides color, shape and size, there are more detailed properties that are used to define matter. Mass, weight, volume and density are all related to tell a great deal about an object or substance. Students will learn about…

Virtual Enterprise: Transforming Entrepreneurship Education

ERIC Educational Resources Information Center

Borgese, Anthony

2011-01-01

Entrepreneurship education is ripe for utilizing experiential learning methods. Experiential methods are best learned when there is constant immersion into the subject matter. One such transformative learning methodology is Virtual Enterprise (VE). Virtual Enterprise is a multi-faceted, experiential learning methodology disseminated by the City…

Language (Policy) Matters!

ERIC Educational Resources Information Center

Kozleski, E. B.; Mulligan, E.; Hernandez-Saca, D.

2011-01-01

Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and…

Healthier students are better learners: a missing link in school reforms to close the achievement gap.

PubMed

Basch, Charles E

2011-10-01

This article provides an introduction to the October 2011 special issue of the Journal of School Health on "Healthier Students Are Better Learners." Literature was reviewed and synthesized to identify health problems affecting school-aged youth that are highly prevalent, disproportionately affect urban minority youth, directly and indirectly causally affect academic achievement, and can be feasibly and effectively addressed through school health programs and services. Based on these criteria, 7 educationally relevant health disparities were selected as strategic priorities to help close the achievement gap: (1) vision, (2) asthma, (3) teen pregnancy, (4) aggression and violence, (5) physical activity, (6) breakfast, and (7) inattention and hyperactivity. Research clearly shows that these health problems influence students' motivation and ability to learn. Disparities among urban minority youth are outlined, along with the causal pathways through which each adversely affects academic achievement, including sensory perceptions, cognition, school connectedness, absenteeism, and dropping out. Evidence-based approaches that schools can implement to address these problems are presented. These health problems and the causal pathways they influence have interactive and a synergistic effect, which is why they must be addressed collectively using a coordinated approach. No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn. Particular health problems play a major role in limiting the motivation and ability to learn of urban minority youth. This is why reducing these disparities through a coordinated approach warrants validation as a cohesive school improvement initiative to close the achievement gap. Local, state, and national policies for implementing this recommendation are suggested. © 2011, American School Health Association.

Relationships between structure and function: System structure matters whether you are in a wetland or a college classroom

NASA Astrophysics Data System (ADS)

Andrews, Sarah Elizabeth

Part I of this dissertation describes two research projects I undertook to understand how structure influences function in freshwater wetlands. In the first study I tested the hypothesis that wetland structure (created versus natural) would influence function (methane cycling). Created wetlands had reduced rates of potential methane production and potential methane oxidation compared to natural wetlands; this was most likely explained by differences in edaphic factors that characterized each wetland, particularly soil moisture and soil organic matter. In the second study (Andrews et al. 2013), I tested the hypothesis that plant community structure (functional group composition, richness, presence/absence) would influence function (methane and iron cycling) in wetland mesocosms. Plant functional group richness was less important than the type of vegetation present: the presence of perennial vegetation (reeds or tussocks) led to increased rates of potential iron reduction compared to when only annual vegetation was present. Part II of this dissertation describes research I undertook to understand how structure influences function in an undergraduate soil science course. In the first study I tested the hypothesis that course structure (traditional versus studio) would influence function (student performance) in the course. Students in the studio course outperformed students in the traditional course; there was also a decrease in the fail rate. In the second study I looked at students' perspectives on their learning and experiences (function) in the studio course and asked whether students' epistemological development influenced this function. Interviews with students revealed that active learning, the integrated nature of the course, community, and variety of learning and assessment methods helped student learning. Students' epistemological development (interpreted from the Measure of Epistemological Reflection) permeated much of what they spoke about during the interviews. There was also evidence that the studio structure may help promote epistemological growth via "sneaky learning" and an expanded role of peers. The studies in Part I show that differences in structure affect function in freshwater wetland systems and the studies in Part II show that structure affects function in an undergraduate introductory soil science course. Thus, system structure matters whether you are in a wetland or a college classroom.

Professional Learning Communities Focusing on Results and Data-Use to Improve Student Learning: The Right Implementation Matters

ERIC Educational Resources Information Center

Muñoz, Marco A.; Branham, Karen E.

2016-01-01

Professional Learning Communities are an important means toward the goal of improving schools so that students can learn at high levels. Professional Learning Communities, when well-implemented, have a laser-focus on learning, work collaboratively, and hold themselves accountable for results. In this article, the central concept of…

Classifying social anxiety disorder using multivoxel pattern analyses of brain function and structure☆

PubMed Central

Frick, Andreas; Gingnell, Malin; Marquand, Andre F.; Howner, Katarina; Fischer, Håkan; Kristiansson, Marianne; Williams, Steven C.R.; Fredrikson, Mats; Furmark, Tomas

2014-01-01

Functional neuroimaging of social anxiety disorder (SAD) support altered neural activation to threat-provoking stimuli focally in the fear network, while structural differences are distributed over the temporal and frontal cortices as well as limbic structures. Previous neuroimaging studies have investigated the brain at the voxel level using mass-univariate methods which do not enable detection of more complex patterns of activity and structural alterations that may separate SAD from healthy individuals. Support vector machine (SVM) is a supervised machine learning method that capitalizes on brain activation and structural patterns to classify individuals. The aim of this study was to investigate if it is possible to discriminate SAD patients (n = 14) from healthy controls (n = 12) using SVM based on (1) functional magnetic resonance imaging during fearful face processing and (2) regional gray matter volume. Whole brain and region of interest (fear network) SVM analyses were performed for both modalities. For functional scans, significant classifications were obtained both at whole brain level and when restricting the analysis to the fear network while gray matter SVM analyses correctly classified participants only when using the whole brain search volume. These results support that SAD is characterized by aberrant neural activation to affective stimuli in the fear network, while disorder-related alterations in regional gray matter volume are more diffusely distributed over the whole brain. SVM may thus be useful for identifying imaging biomarkers of SAD. PMID:24239689

Active Learning with Rationales for Identifying Operationally Significant Anomalies in Aviation

NASA Technical Reports Server (NTRS)

Sharma, Manali; Das, Kamalika; Bilgic, Mustafa; Matthews, Bryan; Nielsen, David Lynn; Oza, Nikunj C.

2016-01-01

A major focus of the commercial aviation community is discovery of unknown safety events in flight operations data. Data-driven unsupervised anomaly detection methods are better at capturing unknown safety events compared to rule-based methods which only look for known violations. However, not all statistical anomalies that are discovered by these unsupervised anomaly detection methods are operationally significant (e.g., represent a safety concern). Subject Matter Experts (SMEs) have to spend significant time reviewing these statistical anomalies individually to identify a few operationally significant ones. In this paper we propose an active learning algorithm that incorporates SME feedback in the form of rationales to build a classifier that can distinguish between uninteresting and operationally significant anomalies. Experimental evaluation on real aviation data shows that our approach improves detection of operationally significant events by as much as 75% compared to the state-of-the-art. The learnt classifier also generalizes well to additional validation data sets.

Instructional Design and Online Learning: A Quality Assurance Study

ERIC Educational Resources Information Center

Monroe, Rose M.

2011-01-01

The purpose of this study was to investigate the difference in the evaluations of online course quality using the Quality Matters model among four groups of reviewers: instructional designers, faculty with subject-matter expertise, peer faculty with no subject-matter expertise, and administrators. A causal-comparative design was utilized to…

Do errors matter? Errorless and errorful learning in anomic picture naming.

PubMed

McKissock, Stephen; Ward, Jamie

2007-06-01

Errorless training methods significantly improve learning in memory-impaired patients relative to errorful training procedures. However, the validity of this technique for acquiring linguistic information in aphasia has rarely been studied. This study contrasts three different treatment conditions over an 8 week period for rehabilitating picture naming in anomia: (1) errorless learning in which pictures are shown and the experimenter provides the name, (2) errorful learning with feedback in which the patient is required to generate a name but the correct name is then supplied by the experimenter, and (3) errorful learning in which no feedback is given. These conditions are compared to an untreated set of matched words. Both errorless and errorful learning with feedback conditions led to significant improvement at a 2-week and 12-14-week retest (errorful without feedback and untreated words were similar). The results suggest that it does not matter whether anomic patients are allowed to make errors in picture naming or not (unlike in memory impaired individuals). What does matter is that a correct response is given as feedback. The results also question the widely held assumption that it is beneficial for a patient to attempt to retrieve a word, given that our errorless condition involved no retrieval effort and had the greatest benefits.

A case study of urban student and teacher experiences surrounding an outdoor environmental science field trip

NASA Astrophysics Data System (ADS)

Preusch, Peggy L.

2009-12-01

Field trips provide opportunities for students to experience many different contexts beyond the classroom, and are a popular choice of K-12 teachers in the US. Recent interest in learning that occurs at informal science education centers such as museums, zoos and aquariums has stimulated studies of the relationship between learning in and outside of schools. Although many studies focus on the teachers, the contexts, and/or the students during the field trip, only a few look at the entire process of learning by including the classroom setting before and after the field trip. This study was designed to develop understandings of the student process of learning during and surrounding an environmental science field trip to an outdoor setting. John Dewey's extensive writings on the relationship between experience and learning informed the analysis, creating a focus on active and passive elements of the experience, continuity within and across contexts, the interactive nature of the experience and the importance of subject matter. An exploration of environmental education (EE), environmental science (ES), and nature study as content revealed the complexities of the subject matter of the field trip that make its presentation problematic. An urban school was chosen to contribute to the research literature about urban student learning in outdoor environments. During the field trip, the students' active engagement with each other and the environment supported meaningful remembrances of the field trip experiences during interviews after the field trip. The students accurately described plants and animals they had observed in different habitats during the field trip. They also made connections with their home life and prior experiences in the outdoors as they discussed the field trip and drew pictures that represented their experiences. One student integrated his outdoor experience with a language arts assignment as he reflected deeply on the field trip. One implication of this study is that educational experiences in outdoor natural environments are complex in ways that contribute to lack of continuity between science lessons in an elementary classroom and environmental science field trip. Long term relationships between schools and informal settings that recognize the strengths of both contexts in terms of student learning processes surrounding field trip experiences are needed to strengthen the educative process for field trip participants.

Impairment in explicit visuomotor sequence learning is related to loss of microstructural integrity of the corpus callosum in multiple sclerosis patients with minimal disability.

PubMed

Bonzano, L; Tacchino, A; Roccatagliata, L; Sormani, M P; Mancardi, G L; Bove, M

2011-07-15

Sequence learning can be investigated by serial reaction-time (SRT) paradigms. Explicit learning occurs when subjects have to recognize a test sequence and has been shown to activate the frontoparietal network in both contralateral and ipsilateral hemispheres. Thus, the left and right superior longitudinal fasciculi (SLF), connecting the intra-hemispheric frontoparietal circuits, could have a role in explicit unimanual visuomotor learning. Also, as both hemispheres are involved, we could hypothesize that the corpus callosum (CC) has a role in this process. Pathological damage in both SLF and CC has been detected in patients with Multiple Sclerosis (PwMS), and microstructural alterations can be quantified by Diffusion Tensor Imaging (DTI). In light of these findings, we inquired whether PwMS with minimal disability showed impairments in explicit visuomotor sequence learning and whether this could be due to loss of white matter integrity in these intra- and inter-hemispheric white matter pathways. Thus, we combined DTI analysis with a modified version of SRT task based on finger opposition movements in a group of PwMS with minimal disability. We found that the performance in explicit sequence learning was significantly reduced in these patients with respect to healthy subjects; the amount of sequence-specific learning was found to be more strongly correlated with fractional anisotropy (FA) in the CC (r=0.93) than in the left (r=0.28) and right SLF (r=0.27) (p for interaction=0.005 and 0.04 respectively). This finding suggests that an inter-hemispheric information exchange between the homologous areas is required to successfully accomplish the task and indirectly supports the role of the right (ipsilateral) hemisphere in explicit visuomotor learning. On the other hand, we found no significant correlation of the FA in the CC and in the SLFs with nonspecific learning (assessed when stimuli are randomly presented), supporting the hypothesis that inter-hemispheric integrity is specifically relevant for explicit sequence learning. Copyright © 2011 Elsevier Inc. All rights reserved.

Effects of estrogen replacement therapy on the myelin sheath ultrastructure of myelinated fibers in the white matter of middle-aged ovariectomized rats.

PubMed

He, Qi; Luo, Yanmin; Lv, Fulin; Xiao, Qian; Chao, Fenglei; Qiu, Xuan; Zhang, Lei; Gao, Yuan; Xiu, Yun; Huang, Chunxia; Tang, Yong

2018-04-01

The effects of estrogen replacement therapy (ORT) on white matter and the myelin sheath ultrastructure in the white matter of middle-aged ovariectomized (OVX) rats were investigated in this study. Middle-aged rats were ovariectomized and divided into a placebo replacement (OVX + O) group and an estrogen replacement (OVX + E) group. Then, the Morris water maze, electron microscope techniques, and stereological methods were used to investigate the effects of ORT on spatial learning capacity, white matter volume and the myelin sheath ultrastructure in the white matter. We found that the spatial learning capacity of the OVX + E rats was significantly improved compared with that of the OVX + O rats. When compared with that of OVX + O rats, the total volume of the myelin sheaths in the white matter of the OVX + E rats was significantly increased by 27%, and the difference between the outer perimeter and inner perimeter of the myelin sheaths of the white matter in the OVX + E rats increased significantly by 12.6%. The myelinated fibers with mean diameters of 1.2-1.4 μm were significantly longer (46.1%) in the OVX + E rats; the difference between the mean diameter of myelinated fibers and the mean diameter of axons (0-0.4 μm) was significantly increased by 21.6% in the OVX + E rats. These results suggested that ORT had positive protective effects on the spatial learning ability and on the myelin sheath ultrastructure in the white matter of middle-aged OVX rats. © 2017 Wiley Periodicals, Inc.

The Integration of Environmental Education in Science Materials by Using "MOTORIC" Learning Model

ERIC Educational Resources Information Center

Sukarjita, I. Wayan; Ardi, Muhammad; Rachman, Abdul; Supu, Amiruddin; Dirawan, Gufran Darma

2015-01-01

The research of the integration of Environmental Education in science subject matter by application of "MOTORIC" Learning models has carried out on Junior High School Kupang Nusa Tenggara Timur Indonesia. "MOTORIC" learning model is an Environmental Education (EE) learning model that collaborate three learning approach i.e.…

Use of Computer Technology for English Language Learning: Do Learning Styles, Gender, and Age Matter?

ERIC Educational Resources Information Center

Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany

2016-01-01

Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…

Taking a Measure of Impact: 2 Colorado Districts Calibrate the Effects of High Quality Professional Learning

ERIC Educational Resources Information Center

Jacobson, Linda

2016-01-01

Snapshots of two Colorado districts in the Redesign PD Community of Practice: Denver Public Schools' professional learning partners help subject-matter experts and others provide educators with a high-quality learning experience. In Jefferson County, Learning Forward's Standards for Professional Learning guide educators to make teacher…

Space Matters: Experiences of Managing Static Formal Learning Spaces

ERIC Educational Resources Information Center

Montgomery, Tim

2008-01-01

Managing the space in which learning takes place is subject to ongoing debate. Spatial management and movement can impact upon the construction of meaning within education and upon the dynamic of learning. It is suggested that there are now different learning goals and expectations and consequently a need for different learning environments. We…

The Effect Enzymes Have On Bodies Of Water

NASA Astrophysics Data System (ADS)

Igiebor, I. W.; Murray, P.; Montes, D. R.

2017-12-01

With our ongoing research and studies of extracellular enzymes, we have gathered that the enzymes have a process in which they convert organic matter into CO2. Therefore, one of our goals is to find out how much and at what rate the organic matter was being transformed into CO2 so that we or others may somehow make this into a tool to reduce CO2 levels in Earth's atmosphere. Although, to find an answer or learn more about it, we needed to continue to test different water samples and see which enzymes were active, under what conditions, and at what rates. Currently I am testing enzymes in new water sources in and around the Newark, NJ area. The ultimate goal is to find out why and how the conversion of organic matter to carbon occurs, still not having a clear answer on why it does happen, but realizing that continuing to accumulate data for the scientific community to examine is the path forward to solving the atmospheric CO2 problem.

Perspectives on learning through research on critical issues-based science center exhibitions

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

Effects of exercise on capillaries in the white matter of transgenic AD mice

PubMed Central

Zhang, Yi; Chao, Feng-Lei; Zhou, Chun-Ni; Jiang, Lin; Zhang, Lei; Chen, Lin-Mu; Luo, Yan-Min; Xiao, Qian; Tang, Yong

2017-01-01

Previous studies have shown that exercise can prevent white matter atrophy in APP/PS1 transgenic Alzheimer’s disease (AD) mice. However, the mechanism of this protective effect remains unknown. To further understand this issue, we investigated the effects of exercise on the blood supply of white matter in transgenic AD mice. Six-month-old male APP/PS1 mice were randomly divided into a control group and a running group, and age-matched non-transgenic littermates were used as a wild-type control group. Mice in the running group ran on a treadmill at low intensity for four months. Then, spatial learning and memory abilities, white matter and white matter capillaries were examined in all mice. The 10-month-old AD mice exhibited deficits in cognitive function, and 4 months of exercise improved these deficits. The white matter volume and the total length, total volume and total surface area of the white matter capillaries were decreased in the 10-month-old AD mice, and 4 months of exercise dramatically delayed the changes in these parameters in the AD mice. Our results demonstrate that even low-intensity running exercise can improve spatial learning and memory abilities, delay white matter atrophy and protect white matter capillaries in early-stage AD mice. Protecting capillaries might be an important structural basis for the exercise-induced protection of the structural integrity of white matter in AD. PMID:29029478

Effects of exercise on capillaries in the white matter of transgenic AD mice.

PubMed

Zhang, Yi; Chao, Feng-Lei; Zhou, Chun-Ni; Jiang, Lin; Zhang, Lei; Chen, Lin-Mu; Luo, Yan-Min; Xiao, Qian; Tang, Yong

2017-09-12

Previous studies have shown that exercise can prevent white matter atrophy in APP/PS1 transgenic Alzheimer's disease (AD) mice. However, the mechanism of this protective effect remains unknown. To further understand this issue, we investigated the effects of exercise on the blood supply of white matter in transgenic AD mice. Six-month-old male APP/PS1 mice were randomly divided into a control group and a running group, and age-matched non-transgenic littermates were used as a wild-type control group. Mice in the running group ran on a treadmill at low intensity for four months. Then, spatial learning and memory abilities, white matter and white matter capillaries were examined in all mice. The 10-month-old AD mice exhibited deficits in cognitive function, and 4 months of exercise improved these deficits. The white matter volume and the total length, total volume and total surface area of the white matter capillaries were decreased in the 10-month-old AD mice, and 4 months of exercise dramatically delayed the changes in these parameters in the AD mice. Our results demonstrate that even low-intensity running exercise can improve spatial learning and memory abilities, delay white matter atrophy and protect white matter capillaries in early-stage AD mice. Protecting capillaries might be an important structural basis for the exercise-induced protection of the structural integrity of white matter in AD.

Academic Performance in Introductory Accounting: Do Learning Styles Matter?

ERIC Educational Resources Information Center

Tan, Lin Mei; Laswad, Fawzi

2015-01-01

This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…

Online Learning Satisfaction: Does Culture Matter?

ERIC Educational Resources Information Center

Tankari, Moussa

2012-01-01

The purpose of this mixed-methods study, which used sociocultural learning theory as its framework, was to understand the differences between personal culture orientation and online learning satisfaction by examining culture at the macro and micro level in a global learning environment. More specifically, this paper investigated the cultural…

Service-Learning Instructional Design Considerations

ERIC Educational Resources Information Center

Maddrell, Jennifer

2014-01-01

This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

Physical terms and leisure time activities

NASA Astrophysics Data System (ADS)

Valovičová, Ľubomíra; Siptáková, Mária; ŠtubÅa, Martin

2017-01-01

People have to educate not only in school but also outside it. One approach to acquire new knowledge are leisure activities such as hobby groups or camps. Leisure activities, more and more seem to be the appropriate form for informal learning of physics concepts. Within leisure activities pupils have the possibility to acquire new concepts in unusual and interesting way. It is possible to inspire their intrinsic motivation on the matter or the phenomenon which is the aim of all teachers. This article deals with the description of and insights on acquisition of the concept of uniform and non-uniform rectilinear movement during a physics camp where pupils had the opportunity to use modern technologies which are despite of modernization of education still unconventional teaching methods in our schools.

Why Not Start with Quarks? Teachers Investigate a Learning Unit on the Subatomic Structure of Matter with 12-Year-Olds

ERIC Educational Resources Information Center

Wiener, Gerfried J.; Schmeling, Sascha M.; Hopf, Martin

2017-01-01

This paper describes the second in a series of studies exploring the acceptance of the subatomic structure of matter by 12-year-olds. The studies focus on a novel learning unit introducing an atomic model from electrons down to quarks, which is aimed to be used at an early stage in the physics curriculum. Three features are fundamental to the…

Role Playing Based on Multicultural for Understanding Fraction in Primary School

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Teaching through Trade Books: Matter All Around Us

ERIC Educational Resources Information Center

Royce, Christine Anne

2017-01-01

Matter is an essential science topic that is often challenging to teach at the early elementary levels. Learning about matter helps students develop a solid foundation for more complex concepts that are taught in later years. Make this abstract concept developmentally appropriate for children by engaging them in investigations that focus on…

NASA's Universe of Learning: The Integral Role of Research Astronomers and Other Subject Matter Experts

NASA Astrophysics Data System (ADS)

Lee, Janice; Universe of Learning Team

2018-01-01

Astronomy seeks to understand the workings of the Universe on its largest scales, and to answer fundamental questions about the story of our origins. The science of astronomy thus naturally lends itself to informal education and public outreach activities, as it broadly captures the human imagination. There are at least three overall goals for investment of resources in Astronomy E/PO: to interest students in pursuing STEM education and careers; to develop Astronomy as context for teaching more basic physical and computer science in service of US National Education Goals; to help motivate continued public support of federally funded Astronomy research and technology development. Providing a full spectrum of opportunities for the public to learn about recent Astronomy discoveries is key to achieving these societal goals. Thus, the E/PO professional community must have an understanding of recent scientific/technological results, and engage with the researchers who are creating new knowledge to explicate that knowledge to the public. It stands to reason that researchers (or “subject matter experts, SMEs”) must be involved in and remain connected to the E/PO endeavor. In this talk, I will describe how research astronomers and other SMEs play an integral role in a full range of informal education programming developed by the NASA Universe of Learning collaboration, and opportunities to get involved.

Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies.

PubMed

West, Greg L; Drisdelle, Brandi Lee; Konishi, Kyoko; Jackson, Jonathan; Jolicoeur, Pierre; Bohbot, Veronique D

2015-06-07

The habitual playing of video games is associated with increased grey matter and activity in the striatum. Studies in humans and rodents have shown an inverse relationship between grey matter in the striatum and hippocampus. We investigated whether action video game playing is also associated with increased use of response learning strategies during navigation, known to be dependent on the caudate nucleus of the striatum, when presented in a dual solution task. We tested 26 action video game players (actionVGPs) and 33 non-action video game players (nonVGPs) on the 4-on-8 virtual maze and a visual attention event-related potential (ERP) task, which elicits a robust N-2-posterior-controlateral (N2pc) component. We found that actionVGPs had a significantly higher likelihood of using a response learning strategy (80.76%) compared to nonVGPs (42.42%). Consistent with previous evidence, actionVGPs and nonVGPs differed in the way they deployed visual attention to central and peripheral targets as observed in the elicited N2pc component during an ERP visual attention task. Increased use of the response strategy in actionVGPs is consistent with previously observed increases in striatal volume in video game players (VGPs). Using response strategies is associated with decreased grey matter in the hippocampus. Previous studies have shown that decreased volume in the hippocampus precedes the onset of many neurological and psychiatric disorders. If actionVGPs have lower grey matter in the hippocampus, as response learners normally do, then these individuals could be at increased risk of developing neurological and psychiatric disorders during their lifetime. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Habitual action video game playing is associated with caudate nucleus-dependent navigational strategies

PubMed Central

West, Greg L.; Drisdelle, Brandi Lee; Konishi, Kyoko; Jackson, Jonathan; Jolicoeur, Pierre; Bohbot, Veronique D.

2015-01-01

The habitual playing of video games is associated with increased grey matter and activity in the striatum. Studies in humans and rodents have shown an inverse relationship between grey matter in the striatum and hippocampus. We investigated whether action video game playing is also associated with increased use of response learning strategies during navigation, known to be dependent on the caudate nucleus of the striatum, when presented in a dual solution task. We tested 26 action video game players (actionVGPs) and 33 non-action video game players (nonVGPs) on the 4-on-8 virtual maze and a visual attention event-related potential (ERP) task, which elicits a robust N-2-posterior-controlateral (N2pc) component. We found that actionVGPs had a significantly higher likelihood of using a response learning strategy (80.76%) compared to nonVGPs (42.42%). Consistent with previous evidence, actionVGPs and nonVGPs differed in the way they deployed visual attention to central and peripheral targets as observed in the elicited N2pc component during an ERP visual attention task. Increased use of the response strategy in actionVGPs is consistent with previously observed increases in striatal volume in video game players (VGPs). Using response strategies is associated with decreased grey matter in the hippocampus. Previous studies have shown that decreased volume in the hippocampus precedes the onset of many neurological and psychiatric disorders. If actionVGPs have lower grey matter in the hippocampus, as response learners normally do, then these individuals could be at increased risk of developing neurological and psychiatric disorders during their lifetime. PMID:25994669

Pharmacological Effects of Erythropoietin and its Derivative Carbamyl erythropoietin in Cerebral White Matter Injury

NASA Astrophysics Data System (ADS)

Liu, Wei

Periventricular leukomalacia (PVL) is the predominant form of brain injury in the premature infant and the most common cause of cerebral palsy, yet no therapy currently exists for this serious human disorder. As PVL often occurs in preterm infants suffering from cerebral hypoxia/ischemia with or without prior exposure to maternal-fetal infection/inflammation, we used hypoxia/ischemia with or without lipopolysaccharide (LPS) injection, to produce clinically relevant PVL-like lesions in the white matter in postnatal day six (P6) mice. We studied the white matter pathology under different conditions, such as different durations of hypoxia and different doses of LPS, to evaluate the effects of those etiological factors on neonatal white matter injury. Distinct related pathological events were investigated at different time points during the progression of PVL. We used immunohistochemistry, histological analysis, and electron microscopy (EM) to study demylination that occurs in the white matter area, which is consistent with the pathology of human PVL. Previous studies have shown that erythropoietin (EPO) and its derivative carbamylated EPO (CEPO) are neuroprotective in various experimental models of brain injury. However, none of these studies investigated their efficacy against white matter injury using appropriate animal models of PVL. We produced unilateral or bilateral white matter injury in P6 mice using unilateral carotid ligation (UCL) followed by hypoxia (6% oxygen, 35 min) or by UCL/hypoxia plus LPS injection, respectively. We administered a single intraperitoneal (i.p.) dose of EPO or CEPO (5000 IU/kg) immediately after the insult, and found both drugs to provide significant protection against white matter injury in PVL mice compared to vehicle-treated groups. In addition, EPO and CEPO treatments attenuated neurobehavioral dysfunctions in an acute manner after PVL injury. EPO and CEPO have relatively few adverse effects, and thus may be a therapeutic agent with translational potential for PVL, which is the primary injury underlying cerebral palsy. After confirming the neuroprotective effects of EPO and CEPO on PVL mice, we continued to study the mechanisms relating to their functions. As we learned from our lab's previous study, microglia play an important role in the pathogenesis of PVL, linking multiple effectors downstream of hypoxia-ischemia and inflammation. We found that EPO and CEPO inhibit microglial activation and reduced the severity of injury. Furthermore, we found that EPO and CEPO decreased the activity of poly (ADP-ribose) polymerase-1 (PARP-1) in activated microglia. PARP-1 activity increases in response to many insults, such as infection, ischemia and toxicity. Therefore, we hypothesized that EPO and CEPO decrease microglial activation by inhibiting PARP-1 activity, and thus leading to protection against inflammation and cell death. Besides pharmacological studies of EPO and CEPO on PVL, we also investigated other endogenous factors that may affect neonatal white matter injury. Heat shock proteins (HSPs) are important chaperones that facilitate appropriate protein folding and modification. HSP60, a chaperonin located in the mitochondria, is one of these important molecules that promote appropriate protein folding. HSP60 expression levels increased significantly in the brains of PVL mice compared with control animals. In microglial cell culture, we found that after LPS treatment, HSP60 expression levels increased both inside microglial cells and in the extracellular medium. In addition, we noted enhanced HSP60 immunoreactivity in the brains of PVL mice, which localized inside activated microglial cells and extracellularly. The rise in HSP60 activity after hypoxia-ischemia and LPS administration implies that it potentially functions as one of the triggers of microglial activation and central nervous system inflammation.

Approaches to Learning Design: Past the Head and the Hands to the HEART of the Matter

ERIC Educational Resources Information Center

Donald, Claire; Blake, Adam; Girault, Isabelle; Datt, Ashwini; Ramsay, Elizabeth

2009-01-01

Digital technologies have been used increasingly in open, distance, and flexible learning to both facilitate learning and depict learning designs. While the portable nature of a learning design once captured in digital form appears to offer limitless possibilities for sharing and reuse, dissemination initiatives have failed to thrive. This may be…

Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap. Equity Matters. Research Review No. 6

ERIC Educational Resources Information Center

Basch, Charles E.

2010-01-01

No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not "motivated and able to learn". Health-related problems play a major role in limiting the motivation and…

Evolution of Neuroplasticity in Response to Physical Activity in Old Age: The Case for Dancing

PubMed Central

Müller, Patrick; Rehfeld, Kathrin; Schmicker, Marlen; Hökelmann, Anita; Dordevic, Milos; Lessmann, Volkmar; Brigadski, Tanja; Kaufmann, Jörn; Müller, Notger G.

2017-01-01

From animal research, it is known that combining physical activity with sensory enrichment has stronger and longer-lasting effects on the brain than either treatment alone. For humans dancing has been suggested to be analogous to such combined training. Here we assessed whether a newly designed dance training program that stresses the constant learning of new movement patterns is superior in terms of neuroplasticity to conventional fitness activities with repetitive exercises and whether extending the training duration has additional benefits. Twenty-two healthy seniors (63–80 years) who had been randomly assigned to either a dance or a sport group completed the entire 18-month study. MRI, BDNF and neuropsychological tests were performed at baseline and after 6 and 18 months of intervention. After 6 months, we found a significant increase in gray matter volume in the left precentral gyrus in the dancers compared to controls. This neuroplasticity effect may have been mediated by the increased BDNF plasma levels observed in the dancers. Regarding cognitive measures, both groups showed significant improvements in attention after 6 months and in verbal memory after 18 months. In addition, volume increases in the parahippocampal region were observed in the dancers after 18 months. The results of our study suggest that participating in a long-term dance program that requires constant cognitive and motor learning is superior to engaging in repetitive physical exercises in inducing neuroplasticity in the brains of seniors. Therefore, dance is highly promising in its potential to counteract age-related gray matter decline. PMID:28352225

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

Civic learning and action among older citizens

NASA Astrophysics Data System (ADS)

Boggs, David L.

1992-07-01

The purposes of this article are first, to consider the role of senior citizens as advocates, both in matters of specific concern to their fellow age cohorts and in issues of general interest to the community; and, second, to examine the relationship of self-education and learning to advocacy in civic affairs. Literature on sociological and political theory as well as adult civic education provides a conceptual base from which to explain the involvement of persons in their later years in advocacy efforts and in learning activities designed to enhance civic involvement. Citizens have banded together to advocate their vision of a desired future throughout history. Citizen participation in political and civic affairs is generally age-integrated and intergenerational, thus affording opportunities to dispel negative age stereotypes. Participation in civic affairs invokes ageless values, creates meaning in life, and allows elderly participants to transcend themselves and their limitations.

Identifying WIMP dark matter from particle and astroparticle data

NASA Astrophysics Data System (ADS)

Bertone, Gianfranco; Bozorgnia, Nassim; Kim, Jong Soo; Liem, Sebastian; McCabe, Christopher; Otten, Sydney; Ruiz de Austri, Roberto

2018-03-01

One of the most promising strategies to identify the nature of dark matter consists in the search for new particles at accelerators and with so-called direct detection experiments. Working within the framework of simplified models, and making use of machine learning tools to speed up statistical inference, we address the question of what we can learn about dark matter from a detection at the LHC and a forthcoming direct detection experiment. We show that with a combination of accelerator and direct detection data, it is possible to identify newly discovered particles as dark matter, by reconstructing their relic density assuming they are weakly interacting massive particles (WIMPs) thermally produced in the early Universe, and demonstrating that it is consistent with the measured dark matter abundance. An inconsistency between these two quantities would instead point either towards additional physics in the dark sector, or towards a non-standard cosmology, with a thermal history substantially different from that of the standard cosmological model.

An historic discovery around the corner from school: Ceres, a solar system object with an uncertain identity.

NASA Astrophysics Data System (ADS)

Stira, Salvatore

2016-04-01

Ceres is the largest object in the asteroid belt between Mars and Jupiter, and it was discovered on January 1, 1801, by the Italian astronomer Giuseppe Piazzi. The study of Ceres is especially relevant to my students because this celestial body was discovered in Palermo, in the astronomic observatory located in the UNESCO world heritage site "Palazzo dei Normanni", around 500 meters away from the institute where I teach, and because Ceres was considered the patron goddess of Sicily. Moreover, it received scientists and media attention recently because it was explored by the NASA Dawn spacecraft in 2015. The categorization of Ceres has changed more than once and has been the subject of some disagreement. It was originally considered a planet, but was reclassified as an asteroid in the 1850s when many other objects in similar orbits were discovered. Its status changed again in 2006 when it was promoted to dwarf planet, a classification it shares with Pluto and other Kuiper belt objects. The study of this celestial body has a notable educational value, since the uncertain identity of Ceres constitutes an occasion to reflect on the criterions of classification of the natural objects. The history of its discovery allows the students to understand as the scientific method doesn't always consist in the verification of hypothesis through experiments but it sometimes asks for the forecast of facts through mathematical calculations, repeated and methodic observations, the collaboration between scientists of different sectors and nationality. Furthermore, it is a particularly suitable topic for interdisciplinary connections, as regards both scientific and humanistic matters. In order to promote the scientific competences of my first class students, I have developed a learning unit on Ceres, thanks to good cooperation with the Palermo Observatory scientists, particularly active in the astronomic dissemination towards the schools and the citizens. The most meaningful activities of the learning units have been: 1) Working in groups: classification of solar system objects through the use of cards with figures and description of the celestial bodies. 2) A guided tour to Palermo Astronomic Observatory Museum, where stored instruments used by Piazzi for observation of Ceres and the original scientific documentation regarding this important discovery. 3) Internet search of information on the mission Dawn and implementation of Learning objects on this matter. 4) A guided visit to the exhibition "Cerere, da Piazzi a Dawn"; This learning unit, that has aroused interest and active participation among the students, cannot be regarded as closed, because it can be used for the discussion of other matters (for instance the search of the life on other celestial bodies).

Implementing a Case-Based E-Learning Environment in a Lecture-Oriented Anaesthesiology Class: Do Learning Styles Matter in Complex Problem Solving over Time?

ERIC Educational Resources Information Center

Choi, Ikseon; Lee, Sang Joon; Kang, Jeongwan

2009-01-01

This study explores how students' learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anaesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome…

A Teaching Elixir, Learning Chimera or Just Fool's Gold? Do Learning Styles Matter?

ERIC Educational Resources Information Center

Rayner, Steve

2007-01-01

The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…

Teaching for Developmental Growth: Learning Partnerships and Student Development in Graduate Education in China

ERIC Educational Resources Information Center

Cen, Yuhao

2018-01-01

Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…

Does Language Matter in Multimedia Learning? Personalization Principle Revisited

ERIC Educational Resources Information Center

Kartal, Gunizi

2010-01-01

This study examines one of the design principles of multimedia learning in a context dissimilar to the one in which it was originally tested. Personalization principle states that the amount of learning increases when the style of language is informal and conversational. In an attempt to uncover the relationship between learning and language…

It's the Journey that Really Matters

ERIC Educational Resources Information Center

Dainton, Sheila

2010-01-01

Right now, accountability is the elephant in the room for many engaged in lifelong learning. It is difficult to find fault with the persuasive, evidence-based case for promoting lifelong learning so lucidly articulated in the main report of the Inquiry into the Future for Lifelong Learning. "Learning Through Life" deftly combines rigorous and…

Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

ERIC Educational Resources Information Center

Pirhonen, Juhani; Rasi, Päivi

2017-01-01

The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

Identity Matters in a Short-Term, International Service-Learning Program

ERIC Educational Resources Information Center

Mather, Peter C.; Karbley, Megan; Yamamoto, Makiko

2012-01-01

This study explores the role that identity and the identity development process play in a short-term, international service-learning experience. Employing narrative inquiry, two of the co-authors, student participants in a 2-week service-learning program in Honduras, describe and interpret their service-learning experience in the context of life…

Conversational Moves That Matter: Bridging Learning Outcomes and Patterns of Speech in Informal Cross-Organizational Conversations Among Top-Level Leaders

ERIC Educational Resources Information Center

Hartung, Kyle John; Wilson, Daniel Gray

2016-01-01

Cross-organizational "learning conversations" are an important source of informal learning among professionals, though little is known about whether specific characteristics of conversational interaction contribute to different learning outcomes in such conversations. This mixed-methods study examined the relationship between…

Does functional MRI detect activation in white matter? A review of emerging evidence, issues, and future directions

PubMed Central

Gawryluk, Jodie R.; Mazerolle, Erin L.; D'Arcy, Ryan C. N.

2014-01-01

Functional magnetic resonance imaging (fMRI) is a non-invasive technique that allows for visualization of activated brain regions. Until recently, fMRI studies have focused on gray matter. There are two main reasons white matter fMRI remains controversial: (1) the blood oxygen level dependent (BOLD) fMRI signal depends on cerebral blood flow and volume, which are lower in white matter than gray matter and (2) fMRI signal has been associated with post-synaptic potentials (mainly localized in gray matter) as opposed to action potentials (the primary type of neural activity in white matter). Despite these observations, there is no direct evidence against measuring fMRI activation in white matter and reports of fMRI activation in white matter continue to increase. The questions underlying white matter fMRI activation are important. White matter fMRI activation has the potential to greatly expand the breadth of brain connectivity research, as well as improve the assessment and diagnosis of white matter and connectivity disorders. The current review provides an overview of the motivation to investigate white matter fMRI activation, as well as the published evidence of this phenomenon. We speculate on possible neurophysiologic bases of white matter fMRI signals, and discuss potential explanations for why reports of white matter fMRI activation are relatively scarce. We end with a discussion of future basic and clinical research directions in the study of white matter fMRI. PMID:25152709

Mind over Matter: The Brain's Response to Drugs. Teacher's Guide. Revision.

ERIC Educational Resources Information Center

National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD.

This teacher's guide is for the "Mind Over Matter" series, a neuroscience education series designed to encourage students in grades 5-9 to learn about the biological effects of drug abuse on the body and the brain. "Mind Over Matter" includes eight colorful, glossy magazines, each of which is devoted to a specific drug or drug…

Analyzing Learning about Conservation of Matter in Students while Adapting to the Needs of a School

ERIC Educational Resources Information Center

Doucerain, Marina; Schwartz, Marc S.

2010-01-01

We probed the impact of two teaching strategies, "guided inquiry" and "argumentation," on students' conceptual understanding of the conservation of matter. Conservation of matter is a central concept in middle school science curriculum and a prerequisite upon which rests more complex constructs in chemistry. The results indicate that guided…

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

45 CFR 689.5 - Initial NSF handling of misconduct matters.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Initial NSF handling of misconduct matters. 689.5... FOUNDATION RESEARCH MISCONDUCT § 689.5 Initial NSF handling of misconduct matters. (a) NSF staff who learn of alleged misconduct will promptly and discreetly inform OIG or refer informants to OIG. (b) The identity of...

Assessing Students' Ability to Trace Matter in Dynamic Systems in Cell Biology

ERIC Educational Resources Information Center

Wilson, Christopher D.; Anderson, Charles W.; Heidemann, Merle; Merrill, John E.; Merritt, Brett W.; Richmond, Gail; Sibley, Duncan F.; Parker, Joyce M.

2006-01-01

College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in…

Science That Matters: Exploring Science Learning and Teaching in Primary Schools

ERIC Educational Resources Information Center

Fitzgerald, Angela; Smith, Kathy

2016-01-01

To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based…

The Use of Language in Understanding Subject Matter

ERIC Educational Resources Information Center

Svensson, Lennart; Anderberg, Elsie; Alvegard, Christer; Johansson, Thorsten

2009-01-01

Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the…

Enacting Conceptual Metaphor through Blending: Learning activities embodying the substance metaphor for energy

NASA Astrophysics Data System (ADS)

Close, Hunter G.; Scherr, Rachel E.

2015-04-01

We demonstrate that a particular blended learning space is especially productive in developing understanding of energy transfers and transformations. In this blended space, naturally occurring learner interactions like body movement, gesture, and metaphorical speech are blended with a conceptual metaphor of energy as a substance in a class of activities called Energy Theater. We illustrate several mechanisms by which the blended aspect of the learning environment promotes productive intellectual engagement with key conceptual issues in the learning of energy, including distinguishing among energy processes, disambiguating matter and energy, identifying energy transfer, and representing energy as a conserved quantity. Conceptual advancement appears to be promoted especially by the symbolic material and social structure of the Energy Theater environment, in which energy is represented by participants and objects are represented by areas demarcated by loops of rope, and by Energy Theater's embodied action, including body locomotion, gesture, and coordination of speech with symbolic spaces in the Energy Theater arena. Our conclusions are (1) that specific conceptual metaphors can be leveraged to benefit science instruction via the blending of an abstract space of ideas with multiple modes of concrete human action, and (2) that participants' structured improvisation plays an important role in leveraging the blend for their intellectual development.

Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

ERIC Educational Resources Information Center

Hsieh, Tzu-Ling

2014-01-01

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

Automatic tissue image segmentation based on image processing and deep learning

NASA Astrophysics Data System (ADS)

Kong, Zhenglun; Luo, Junyi; Xu, Shengpu; Li, Ting

2018-02-01

Image segmentation plays an important role in multimodality imaging, especially in fusion structural images offered by CT, MRI with functional images collected by optical technologies or other novel imaging technologies. Plus, image segmentation also provides detailed structure description for quantitative visualization of treating light distribution in the human body when incorporated with 3D light transport simulation method. Here we used image enhancement, operators, and morphometry methods to extract the accurate contours of different tissues such as skull, cerebrospinal fluid (CSF), grey matter (GM) and white matter (WM) on 5 fMRI head image datasets. Then we utilized convolutional neural network to realize automatic segmentation of images in a deep learning way. We also introduced parallel computing. Such approaches greatly reduced the processing time compared to manual and semi-automatic segmentation and is of great importance in improving speed and accuracy as more and more samples being learned. Our results can be used as a criteria when diagnosing diseases such as cerebral atrophy, which is caused by pathological changes in gray matter or white matter. We demonstrated the great potential of such image processing and deep leaning combined automatic tissue image segmentation in personalized medicine, especially in monitoring, and treatments.

A Sparse Bayesian Learning Algorithm for White Matter Parameter Estimation from Compressed Multi-shell Diffusion MRI.

PubMed

Pisharady, Pramod Kumar; Sotiropoulos, Stamatios N; Sapiro, Guillermo; Lenglet, Christophe

2017-09-01

We propose a sparse Bayesian learning algorithm for improved estimation of white matter fiber parameters from compressed (under-sampled q-space) multi-shell diffusion MRI data. The multi-shell data is represented in a dictionary form using a non-monoexponential decay model of diffusion, based on continuous gamma distribution of diffusivities. The fiber volume fractions with predefined orientations, which are the unknown parameters, form the dictionary weights. These unknown parameters are estimated with a linear un-mixing framework, using a sparse Bayesian learning algorithm. A localized learning of hyperparameters at each voxel and for each possible fiber orientations improves the parameter estimation. Our experiments using synthetic data from the ISBI 2012 HARDI reconstruction challenge and in-vivo data from the Human Connectome Project demonstrate the improvements.

Machine learning phases of matter

NASA Astrophysics Data System (ADS)

Carrasquilla, Juan; Stoudenmire, Miles; Melko, Roger

We show how the technology that allows automatic teller machines read hand-written digits in cheques can be used to encode and recognize phases of matter and phase transitions in many-body systems. In particular, we analyze the (quasi-)order-disorder transitions in the classical Ising and XY models. Furthermore, we successfully use machine learning to study classical Z2 gauge theories that have important technological application in the coming wave of quantum information technologies and whose phase transitions have no conventional order parameter.

Transformative Learning, Enactivism, and Affectivity

ERIC Educational Resources Information Center

Maiese, Michelle

2017-01-01

Education theorists have emphasized that transformative learning is not simply a matter of students gaining access to new knowledge and information, but instead centers upon personal transformation: it alters students' perspectives, interpretations, and responses. How should learning that brings about this sort of self-transformation be understood…

Preliminary development of POEAW in enhancing K-11 students’ understanding level on impulse and momentum

NASA Astrophysics Data System (ADS)

Luthfiani, T. A.; Sinaga, P.; Samsudin, A.

2018-05-01

We have been analyzed that there were limited research about Predict-Observe- Explain which use writing process with conceptual change text strategy. This study aims to develop a learning model namely Predict-Observe-Explain-Apply-Writing (POEAW) which is able to enhance students’ understanding level. The research method utilized the 4D model (Defining, Designing, Developing and Disseminating) that is formally limited to Developing Stage. There are four experts who judge the learning component (syntax, lesson plan, teaching material and student worksheet) and matter component (learning quality and content component). The result of this study are obtained expert validity test score average of 87% for learning content and 89% for matter component that means the POEAW is valid and can be tested in classroom learning. This research producing POEAW learning model that has five main steps, Predict, Observe, Explain, Apply and Write. To sum up, we have early developed POEAW in enhancing K-11 students’ understanding levels on impulse and momentum.

Self-Regulated Learning Microanalysis as a Tool to Inform Professional Development Delivery in Real-Time

ERIC Educational Resources Information Center

Peters-Burton, Erin E.; Botov, Ivan S.

2017-01-01

Elementary teachers in the United States are tasked with teaching all core subject matter and have training that involves many topics, which may limit the depth of their subject matter knowledge. Since they have low content knowledge, they often feel less confident about teaching technical subject matter, such as science (Bleicher "Journal of…

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

ERIC Educational Resources Information Center

2000

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

Changes in Properties of Matter. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

All matter possesses certain properties--mass, weight, volume and density. But what happens to these properties when the matter changes form? How does wood become ash when it burns? And how does ice cream change when it melts? Students will learn the difference between chemical and physical changes in this excellent introduction to the changes of…

How Do Biology Teacher Candidates Know Particulate Movements & Random Nature of Matter and Their Effects to Diffusion

ERIC Educational Resources Information Center

Oztas, Fulya; Oztas, Haydar

2016-01-01

The previous researches results seem to suggest that some aspects of learning of diffusion and osmosis concepts such as membranes, kinetic energy of matter, and elements of the particulate and random nature of matter could lead to misconceptions. The concept of diffusion is very common in science instruction, and understanding the concept is an…

Grades and Tests May Miss Measuring What Matters Most in Learning

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

As pressure mounts on colleges to document what their students learn, it remains tough to judge from outside the classroom how much knowledge they gain from their academic experience. The traditional measure of learning is the course grade. Nothing says academic success more succinctly than an A. Alternative methods to document learning have…

Competency--and Process-Driven e-Learning--A Model-Based Approach

ERIC Educational Resources Information Center

Leyking, Katrina; Chikova, Pavlina; Loos, Peter

2007-01-01

As a matter of fact e-Learning still has not really caught on for corporate training purposes. Investigations on the reasons reveal that e-Learning modules like WBTs often miss any relevance for the tasks to be accomplished in the day-to-day workplace settings. The very learning needs both from an organizational and individual perspective are…

Autonomy and Self-Assessment of Individual Learning Styles Using the European Language Portfolio (ELP)

ERIC Educational Resources Information Center

Peréz Cavana, María Luisa

2012-01-01

Interest in learning styles has produced innumerable studies over the last three decades. However, the application of knowledge of learning styles in education is a controversial matter, particularly in instruction, where there is less evidence of the usefulness of learning styles tests. This article is concerned with the role of reflection in…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

ERIC Educational Resources Information Center

Monet, Julie A.; Etkina, Eugenia

2008-01-01

This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We…

The Contradictions of Impact: Action Learning and Power in Organizations

ERIC Educational Resources Information Center

Vince, Russ

2012-01-01

In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its…

Inquiry Learning: Level, Discipline, Class Size, What Matters?

ERIC Educational Resources Information Center

Vajoczki, Susan; Watt, Susan; Vine, Michelle M.; Liao, Xueqing

2011-01-01

Inquiry learning is a pedagogical approach that focuses on the processes and skills required to conduct research. It is a pedagogical approach that has been demonstrated to have positive learning outcomes. McMaster University has been committed to this form of learning for more than ten years in three of the faculties on campus (i.e., Humanities,…

Learning-Centered Leadership and Teacher Learning in China: Does Trust Matter?

ERIC Educational Resources Information Center

Liu, Shengnan; Hallinger, Philip; Feng, Daming

2016-01-01

Purpose: In this era of global education reform, teacher professional learning (TPL) has emerged as a key factor in efforts to create sustainable school improvement. The same holds in Mainland China where ambitious curriculum reforms have been undertaken since 2000. The purpose of this paper is to examine the role of learning-centered leadership…

The Army Learning Organisation Workshop

DTIC Science & Technology

2013-06-01

realised. Facilitation was provided through external ( academic /subject matter expert) and internal (DALO Research Team) providers. The external...Learning Organisation arena ensured a common base of understanding for this discussion. The engagement of an academic with experience in facilitation, and...ways in which the learning organisation, and some of the claims made about learning organisations are presented in the ( academic , practitioner based

A morphometric signature of depressive symptoms in unmedicated patients with mood disorders.

PubMed

Wise, T; Marwood, L; Perkins, A M; Herane-Vives, A; Williams, S C R; Young, A H; Cleare, A J; Arnone, D

2018-04-22

A growing literature indicates that unipolar depression and bipolar depression are associated with alterations in grey matter volume. However, it is unclear to what degree these patterns of morphometric change reflect symptom dimensions. Here, we aimed to predict depressive symptoms and hypomanic symptoms based on patterns of grey matter volume using machine learning. We used machine learning methods combined with voxel-based morphometry to predict depressive and self-reported hypomanic symptoms from grey matter volume in a sample of 47 individuals with unmedicated unipolar and bipolar depression. We were able to predict depressive severity from grey matter volume in the anteroventral bilateral insula in both unipolar depression and bipolar depression. Self-reported hypomanic symptoms did not predict grey matter loss with a significant degree of accuracy. The results of this study suggest that patterns of grey matter volume alteration in the insula are associated with depressive symptom severity across unipolar and bipolar depression. Studies using other modalities and exploring other brain regions with a larger sample are warranted to identify other systems that may be associated with depressive and hypomanic symptoms across affective disorders. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Why Color Matters: The Effect of Visual Cues on Learner's Interpretation of Dark Matter in a Cosmology Visualization

NASA Astrophysics Data System (ADS)

Buck, Z.

2013-04-01

As we turn more and more to high-end computing to understand the Universe at cosmological scales, visualizations of simulations will take on a vital role as perceptual and cognitive tools. In collaboration with the Adler Planetarium and University of California High-Performance AstroComputing Center (UC-HiPACC), I am interested in better understanding the use of visualizations to mediate astronomy learning across formal and informal settings. The aspect of my research that I present here uses quantitative methods to investigate how learners are relying on color to interpret dark matter in a cosmology visualization. The concept of dark matter is vital to our current understanding of the Universe, and yet we do not know how to effectively present dark matter visually to support learning. I employ an alternative treatment post-test only experimental design, in which members of an equivalent sample are randomly assigned to one of three treatment groups, followed by treatment and a post-test. Results indicate significant correlation (p < .05) between the color of dark matter in the visualization and survey responses, implying that aesthetic variations like color can have a profound effect on audience interpretation of a cosmology visualization.

Projects That Matter: Concepts and Models for Service-Learning in Engineering. AAHE's Series on Service-Learning in the Disciplines.

ERIC Educational Resources Information Center

Tsang, Edmund, Ed.

This volume, the 14th in a series of monographs on service learning and academic disciplinary areas, is designed as a practical guide for faculty seeking to integrate service learning into an engineering course. The volume also deals with larger issues in engineering education and provides case studies of service-learning courses. The articles…

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

NASA Astrophysics Data System (ADS)

Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

Sleep spindles: a physiological marker of age-related changes in gray matter in brain regions supporting motor skill memory consolidation.

PubMed

Fogel, Stuart; Vien, Catherine; Karni, Avi; Benali, Habib; Carrier, Julie; Doyon, Julien

2017-01-01

Sleep is necessary for the optimal consolidation of procedural learning, and in particular, for motor sequential skills. Motor sequence learning remains intact with age, but sleep-dependent consolidation is impaired, suggesting that memory deficits for procedural skills are specifically impacted by age-related changes in sleep. Age-related changes in spindles may be responsible for impaired motor sequence learning consolidation, but the morphological basis for this deficit is unknown. Here, we found that gray matter in the hippocampus and cerebellum was positively correlated with both sleep spindles and offline improvements in performance in young participants but not in older participants. These results suggest that age-related changes in gray matter in the hippocampus relate to spindles and may underlie age-related deficits in sleep-related motor sequence memory consolidation. In this way, spindles can serve as a biological marker for structural brain changes and the related memory deficits in older adults. Copyright © 2016 Elsevier Inc. All rights reserved.

The timing of language learning shapes brain structure associated with articulation.

PubMed

Berken, Jonathan A; Gracco, Vincent L; Chen, Jen-Kai; Klein, Denise

2016-09-01

We compared the brain structure of highly proficient simultaneous (two languages from birth) and sequential (second language after age 5) bilinguals, who differed only in their degree of native-like accent, to determine how the brain develops when a skill is acquired from birth versus later in life. For the simultaneous bilinguals, gray matter density was increased in the left putamen, as well as in the left posterior insula, right dorsolateral prefrontal cortex, and left and right occipital cortex. For the sequential bilinguals, gray matter density was increased in the bilateral premotor cortex. Sequential bilinguals with better accents also showed greater gray matter density in the left putamen, and in several additional brain regions important for sensorimotor integration and speech-motor control. Our findings suggest that second language learning results in enhanced brain structure of specific brain areas, which depends on whether two languages are learned simultaneously or sequentially, and on the extent to which native-like proficiency is acquired.

Project-Based Learning. Focus On

ERIC Educational Resources Information Center

Clarke, Suzanne

2009-01-01

Project-Based Learning (PBL) connects standards-based content to real-world scenarios through the use of projects to improve student achievement. By engaging students in authentic problems that do not have a predetermined solution, students learn both subject matter and critical 21st-century skills. This "Focus On" addresses what…

Impairments in Learning Due to Motivational Conflict: Situation Really Matters

ERIC Educational Resources Information Center

Brassler, Nina K.; Grund, Axel; Hilckmann, Kristina; Fries, Stefan

2016-01-01

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending…

What's the Matter with "Technology-Enhanced Learning"?

ERIC Educational Resources Information Center

Bayne, Sian

2015-01-01

In recent years, "technology-enhanced learning", or "TEL", has become a widely accepted term in the UK and Europe for describing the interface between digital technology and higher education teaching, to a large extent taking the place of other recently popular terminologies such as "e-learning", "learning…

Sustainability Matters for Undergraduate Teaching and Learning

ERIC Educational Resources Information Center

Fry, Catherine L.; Wei, Cynthia A.

2015-01-01

A growing body of evidence shows that infusing sustainability into undergraduate courses and programs can simultaneously benefit institutional goals, student learning outcomes, and society at large. In addition to being a globally relevant and urgent topic, sustainability can enhance learning of disciplinary concepts and development of broad…

Science of learning is learning of science: why we need a dialectical approach to science education research

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Frontostriatal anatomical connections predict age- and difficulty-related differences in reinforcement learning.

PubMed

van de Vijver, Irene; Ridderinkhof, K Richard; Harsay, Helga; Reneman, Liesbeth; Cavanagh, James F; Buitenweg, Jessika I V; Cohen, Michael X

2016-10-01

Reinforcement learning (RL) is supported by a network of striatal and frontal cortical structures that are connected through white-matter fiber bundles. With age, the integrity of these white-matter connections declines. The role of structural frontostriatal connectivity in individual and age-related differences in RL is unclear, although local white-matter density and diffusivity have been linked to individual differences in RL. Here we show that frontostriatal tract counts in young human adults (aged 18-28), as assessed noninvasively with diffusion-weighted magnetic resonance imaging and probabilistic tractography, positively predicted individual differences in RL when learning was difficult (70% valid feedback). In older adults (aged 63-87), in contrast, learning under both easy (90% valid feedback) and difficult conditions was predicted by tract counts in the same frontostriatal network. Furthermore, network-level analyses showed a double dissociation between the task-relevant networks in young and older adults, suggesting that older adults relied on different frontostriatal networks than young adults to obtain the same task performance. These results highlight the importance of successful information integration across striatal and frontal regions during RL, especially with variable outcomes. Copyright © 2016 Elsevier Inc. All rights reserved.

Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

PubMed

Cantillon, Peter; de Grave, Willem

2012-05-01

Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting. This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial. This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours. PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of their faculty development programmes.

Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration

NASA Astrophysics Data System (ADS)

Edgar, L. A.; Anderson, R. B.; Gaither, T. A.; Milazzo, M. P.; Vaughan, R. G.; Rubino-Hare, L.; Clark, J.; Ryan, S.

2017-12-01

"Water in the Solar System" is an out-of-school time (OST) science education activity for middle school students that was developed as part of the Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) project. The PLANETS project was selected in support of the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice, with the goal of developing and disseminating OST curriculum and related professional development modules that integrate planetary science, technology, and engineering. "Water in the Solar System" is a science activity that addresses the abundance and availability of water in the solar system. The activity consists of three exercises based on the following guiding questions: 1) How much water is there on the Earth? 2) Where can you find water in the solar system? and 3) What properties affect whether or not water can be used by astronauts? The three exercises involve a scaling relationship demonstration about the abundance of useable water on Earth, a card game to explore where water is found in the solar system, and a hands-on exercise to investigate pH and salinity. Through these activities students learn that although there is a lot of water on Earth, most of it is not in a form that is accessible for humans to use. They also learn that most water in the solar system is actually farther from the sun, and that properties such as salinity and pH affect whether water can be used by humans. In addition to content for students, the activity includes background information for educators, and links to in-depth descriptions of the science content. "Water in the Solar System" was developed through collaboration between subject matter experts at the USGS Astrogeology Science Center, and curriculum and professional development experts in the Center for Science Teaching and Learning at Northern Arizona University. Here we describe our process of curriculum development, education objectives of "Water in the Solar System" and lessons learned.

Liquid-purity monitor for the LUX-ZEPLIN dark matter search

NASA Astrophysics Data System (ADS)

Manalaysay, Aaron; Lux-Zeplin Collaboration

2016-03-01

The LUX-ZEPLIN (LZ) experiment will be the first liquid-xenon (LXe) dark matter search to feature a multi-tonne fiducial target. Drawing on the lessons learned in the LUX and ZEPLIN experiments, this next step will probe dark-matter candidates with unprecedented sensitivity. As these LXe detectors have grown larger, so too has the distance over which ionization electrons (from particle interactions) must be drifted through the liquid. Because of this, even minute levels of electronegative impurities can significantly attenuate the ionization signal, and must therefore be closely monitored. I will present the concept of a liquid-purity monitor which uses new and novel techniques, including state-of-the-art UV LEDs and low-work-function materials, and will measure levels of impurities in LZ's liquid circulation line in real time. This device will provide vital supplemental data to the roughly weekly in-situ purity measurements carried out within the detector's active volume, will greatly improve the resolution of the ionization channel in this detector, and will yield instant feedback in response to changing detector conditions.

Compensation Still Matters: Language Learning Strategies in Third Millennium ESL Learners

ERIC Educational Resources Information Center

Shakarami, Alireza; Hajhashemi, Karim; Caltabiano, Nerina J.

2017-01-01

Digital media play enormous roles in much of the learning, communication, socializing, and ways of working for "Net-Generation" learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and…

The Learning of Consumer Skills in Adolescents: An Eclectic Approach.

ERIC Educational Resources Information Center

Kuo, Cheng

A study investigated the learning of consumer skills by adolescents, using two theoretical approaches--the social learning and the family communication pattern approaches. It was hypothesized that (1) assuming that parents are more experienced consumers than are adolescents, frequent discussion with parents on consumption matters are likely to…

Does Proactive Personality Matter in Mobile Learning?

ERIC Educational Resources Information Center

Huang, Rui-Ting; Tang, Tzy-Wen; Lee, Yi Ping; Yang, Fang-Ying

2017-01-01

Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of…

Learning from Video Modeling Examples: Does Gender Matter?

ERIC Educational Resources Information Center

Hoogerheide, Vincent; Loyens, Sofie M. M.; van Gog, Tamara

2016-01-01

Online learning from video modeling examples, in which a human model demonstrates and explains how to perform a learning task, is an effective instructional method that is increasingly used nowadays. However, model characteristics such as gender tend to differ across videos, and the model-observer similarity hypothesis suggests that such…

Adult Learning Matters

ERIC Educational Resources Information Center

Adults Learning, 2009

2009-01-01

The Campaigning Alliance for Lifelong Learning is to lobby parliament for the restoration of the 1.5 million adult learning places lost over the past two years. The campaign has attracted supporters from an astonishingly wide range of backgrounds. In this article, Gordon Marsden, Caroline Biggins, Beth Walker, Mike Chaney, Peter Davies, Sian…

The First R: How Children Learn Race and Racism.

ERIC Educational Resources Information Center

Van Ausdale, Debra; Feagin, Joe R.

This book examines how young children learn about race and racism, using data from a study of children in a racially/ethnically diverse day care. Seven chapters examine: (1) "Young Children Learning Racial and Ethnic Matters" (child development theories, research on children's racial/ethnic concepts, alternative perspectives on racial…

Does Neuroscience Matter for Education?

ERIC Educational Resources Information Center

Schrag, Francis

2011-01-01

In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The "Jossey-Bass Reader on the Brain and Learning", edited by Jossey-Bass Publishers, and "New Philosophies of Learning", edited by Ruth Cigman and Andrew Davis. Schrag argues that…

Power Plays: Proven Methods of Professional Learning Pack a Force

ERIC Educational Resources Information Center

Easton, Lois Brown

2005-01-01

Powerful professional learning is more than a one-shot workshop. It involves educators working collegially on a matter they care about with content arising directly from their classroom experiences. Educators know which strategies offer more powerful learning. Choosing the appropriate strategy requires answering just three questions.

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Learning to Read: A Third Perspective

ERIC Educational Resources Information Center

Gregory, Eve

2016-01-01

How children learn to read is a controversial matter. Since the teaching of literacy has always been a major purpose of schooling, pedagogy and teaching methods have generally framed research and practice. Psychologists and linguists have played a major role in determining what we mean by "literacy learning". Although they disagree on…

Functional and Structural Neuroplasticity Induced by Short-Term Tactile Training Based on Braille Reading.

PubMed

Debowska, Weronika; Wolak, Tomasz; Nowicka, Anna; Kozak, Anna; Szwed, Marcin; Kossut, Malgorzata

2016-01-01

Neuroplastic changes induced by sensory learning have been recognized within the cortices of specific modalities as well as within higher ordered multimodal areas. The interplay between these areas is not fully understood, particularly in the case of somatosensory learning. Here we examined functional and structural changes induced by short-term tactile training based of Braille reading, a task that requires both significant tactile expertise and mapping of tactile input onto multimodal representations. Subjects with normal vision were trained for 3 weeks to read Braille exclusively by touch and scanned before and after training, while performing a same-different discrimination task on Braille characters and meaningless characters. Functional and diffusion-weighted magnetic resonance imaging sequences were used to assess resulting changes. The strongest training-induced effect was found in the primary somatosensory cortex (SI), where we observed bilateral augmentation in activity accompanied by an increase in fractional anisotropy (FA) within the contralateral SI. Increases of white matter fractional anisotropy were also observed in the secondary somatosensory area (SII) and the thalamus. Outside of somatosensory system, changes in both structure and function were found in i.e., the fusiform gyrus, the medial frontal gyri and the inferior parietal lobule. Our results provide evidence for functional remodeling of the somatosensory pathway and higher ordered multimodal brain areas occurring as a result of short-lasting tactile learning, and add to them a novel picture of extensive white matter plasticity.

Functional and Structural Neuroplasticity Induced by Short-Term Tactile Training Based on Braille Reading

PubMed Central

Debowska, Weronika; Wolak, Tomasz; Nowicka, Anna; Kozak, Anna; Szwed, Marcin; Kossut, Malgorzata

2016-01-01

Neuroplastic changes induced by sensory learning have been recognized within the cortices of specific modalities as well as within higher ordered multimodal areas. The interplay between these areas is not fully understood, particularly in the case of somatosensory learning. Here we examined functional and structural changes induced by short-term tactile training based of Braille reading, a task that requires both significant tactile expertise and mapping of tactile input onto multimodal representations. Subjects with normal vision were trained for 3 weeks to read Braille exclusively by touch and scanned before and after training, while performing a same-different discrimination task on Braille characters and meaningless characters. Functional and diffusion-weighted magnetic resonance imaging sequences were used to assess resulting changes. The strongest training-induced effect was found in the primary somatosensory cortex (SI), where we observed bilateral augmentation in activity accompanied by an increase in fractional anisotropy (FA) within the contralateral SI. Increases of white matter fractional anisotropy were also observed in the secondary somatosensory area (SII) and the thalamus. Outside of somatosensory system, changes in both structure and function were found in i.e., the fusiform gyrus, the medial frontal gyri and the inferior parietal lobule. Our results provide evidence for functional remodeling of the somatosensory pathway and higher ordered multimodal brain areas occurring as a result of short-lasting tactile learning, and add to them a novel picture of extensive white matter plasticity. PMID:27790087

Children's Learning from Broadcast Television: The Relationship between the Amount of Time a Child Watches Television with and without Adults and That Child's Learning from Television.

ERIC Educational Resources Information Center

Storm, Susan Ruotsala

A study examined young children's learning from selected television program content in varied subject matter and the relationship between that learning and the amount of time a child watches television with and without adults. A 28-item learning test based on instructional design principles was developed from selected television segments and…

It Doesn't Matter, But: Examining the Impact of Ambient Learning Displays on Energy Consumption and Conservation at the Workplace

ERIC Educational Resources Information Center

Börner, Dirk; Kalz, Marco; Specht, Marcus

2015-01-01

This study reports an intervention to initiate environmental learning and facilitate pro-environmental behaviour. The purpose was to examine the impact of ambient learning displays on energy consumption and conservation at the workplace, more specifically the evaluation of learning outcome and behaviour change. Using a quasi-experimental design,…

Eco-Dialogical Learning and Translanguaging in Open-Ended 3D Virtual Learning Environments: Where Place, Time, and Objects Matter

ERIC Educational Resources Information Center

Zheng, Dongping; Schmidt, Matthew; Hu, Ying; Liu, Min; Hsu, Jesse

2017-01-01

The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English. We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space,…

University Research Initiative Research Program Summaries

DTIC Science & Technology

1987-06-01

application to intelligent tutoring systems (John Anderson), o Autonomous learning systems (Jaime Carbonell), o Learning algorithms for parallel processing...test them. The primary project will be: o Learning mechanisms in scientific discovery (Herbert Simon). Tutoring systems. These projects are aimed at...near-term results. They 19 will produce tutors for training specific subject matter areas. These projects will push theories of learning forward by

The design and progress of a multidomain lifestyle intervention to improve brain health in middle-aged persons to reduce later Alzheimer's disease risk: The Gray Matters randomized trial.

PubMed

Norton, Maria C; Clark, Christine J; Tschanz, JoAnn T; Hartin, Phillip; Fauth, Elizabeth B; Gast, Julie A; Dorsch, Travis E; Wengreen, Heidi; Nugent, Chris; Robinson, W David; Lefevre, Michael; McClean, Sally; Cleland, Ian; Schaefer, Sydney Y; Aguilar, Sheryl

2015-06-01

Most Alzheimer's disease (AD) prevention studies focus on older adults or persons with existing cognitive impairment. This study describes the design and progress of a novel pilot intervention, the Gray Matters study. This proof-of-concept randomized controlled trial tests an evidence-based multidomain lifestyle intervention in 146 persons aged 40 to 64 years, in northern Utah. Data collectors were blinded to participants' randomization to treatment (n = 104) or control (n = 42). Intervention targeted physical activity, food choices, social engagement, cognitive simulation, sleep quality, and stress management, and uses a custom smartphone application, activity monitor, and educational materials. Secondary outcomes include biomarkers, body mass index, cognitive testing, and psychological surveys. Midway through the study, achievements include a 98.7% retention rate, a 96% rate of compliance with app data entry, and positive trends in behavioral change. Participants were empowered, learning that lifestyle might impact AD risk, exhibiting positive behavioral changes thus far.

Learning about technology: Family vs. peer pairings

NASA Astrophysics Data System (ADS)

Heller, Patricia; Padilla, Michael; Hertel, Barbara; Olstad, Roger

Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however.The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers.Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses.Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.

TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be.

PubMed

Collins, J; Aydogan, B

2012-06-01

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, directed listening, and use of an audience response system. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. This course will review adult learning principles and effective presentation skills, Learning Objectives: 1. Apply adult learning principles. 2. Demonstrate effective presentations skills. © 2012 American Association of Physicists in Medicine.

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

2015-05-01

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

Accreditation Association for Ambulatory Health Care

MedlinePlus

... Press Release Archives learn more » For Patients Your health care choices matter. Whether you're anticipating a surgical ... certificate of accreditation is a sign that a health care organization meets or exceeds nationally-recognized Standards. Learn ...

Effects of distance learning on clinical management of LUTS in primary care: a randomised trial.

PubMed

Wolters, René; Wensing, Michel; Klomp, Maarten; Lagro-Jansen, Toine; Weel, Chris van; Grol, Richard

2005-11-01

To determine the effect of a distance learning programme on general practice management of men with lower urinary tract symptoms (LUTS). A cluster randomised controlled trial was performed. General practitioners (GPs) were randomised to a distance learning programme accompanied with educational materials or to a control group only receiving mailed clinical guidelines on LUTS. Clinical management was considered as outcome. Sixty-three GPs registered care management of 187 patients older than 50 years attending the practice because of LUTS. The intervention group showed a lower referral rate to a urologist (OR: 0.08 (95% CI: 0.02-0.40)), but no effect on PSA testing or prescription of medication. PSA testing tended to be requested more frequently by intervention group GPs. Secondary analysis showed patients in the intervention group received more educational materials (OR: 75.6 (95% CI: 13.60-419.90)). The educational programme had impact on clinical management without changing PSA testing. Distance learning is an promising method for continuing education. Activating distance learning packages are a potentially effective method for improving professional performance. Emotional matters as PSA testing probably need a more complex approach.

Learning to See Words

PubMed Central

2011-01-01

Skilled reading requires recognizing written words rapidly; functional neuroimaging research has clarified how the written word initiates a series of responses in visual cortex. These responses are communicated to circuits in ventral occipitotemporal (VOT) cortex that learn to identify words rapidly. Structural neuroimaging has further clarified aspects of the white matter pathways that communicate reading signals between VOT and language systems. We review this circuitry, its development, and its deficiencies in poor readers. This review emphasizes data that measure the cortical responses and white matter pathways in individual subjects rather than group differences. Such methods have the potential to clarify why a child has difficulty learning to read and to offer guidance about the interventions that may be useful for that child. PMID:21801018

Energy Underground.

ERIC Educational Resources Information Center

Wiley, Catherina L.

2003-01-01

Describes a unit to study the cycling of matter and energy through speleology using cooperative learning groups. Integrates the topic with zoology, biogeochemistry, paleontology, and meteorology. Includes a sample rubric for a salt block cave presentation, unit outline, and processes for studying matter and energy processes in caves. (Author/KHR)

Transformative Learning in Medical Education: Context Matters, a South Australian Longitudinal Study

ERIC Educational Resources Information Center

Greenhill, Jenenne; Richards, Janet Noreen; Mahoney, Sarah; Campbell, Narelle; Walters, Lucie

2018-01-01

This longitudinal study followed the clinical learning journey of 20 medical students over 4 years, from the beginning of their clinical immersion, through one of the three different clinical placement models: block rotation, longitudinal integrated clerkship, or community- and hospital-integrated learning, and then into Year 4 and the intern year…

Academics' E-Learning Adoption in Higher Education Institutions: A Matter of Trust

ERIC Educational Resources Information Center

Martins, Jorge Tiago; Baptista Nunes, Miguel

2016-01-01

Purpose: This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs). Design/methodology/approach: Grounded Theory was the methodology used to systematically analyse data collected in…

"Triangulation": An Expression for Stimulating Metacognitive Reflection Regarding the Use of "Triplet" Representations for Chemistry Learning

ERIC Educational Resources Information Center

Thomas, Gregory P.

2017-01-01

Concerns persist regarding high school students' chemistry learning. Learning chemistry is challenging because of chemistry's innate complexity and the need for students to construct associations between different, yet related representations of matter and its changes. Students should be taught to reason about and consider chemical phenomena using…

Skills for Support: Personal Assistants and People with Learning Disabilities

ERIC Educational Resources Information Center

Williams, Val; Ponting, Lisa; Ford, Kerrie; Rudge, Philippa

2010-01-01

For people with learning disabilities to have control over their lives, the quality of their support staff matters. This paper reports on an inclusive research study, which used video analysis to study the communication skills of personal assistants (PAs) who worked with people with learning disabilities. The findings reveal some of the fine…

Making the Vision Work

ERIC Educational Resources Information Center

Plant, Helen; Ravenhall, Mark

2008-01-01

One of the successes of the Learning and Skills Council (LSC) has been to recognize the importance of advice and guidance to adults on courses as well as those wanting to access provision. Information, advice and guidance (IAG) matters: it helps people to overcome barriers to learning. It enables adults to identify what learning is right for them.…

Rapid E-Learning Simulation Training and User Response

ERIC Educational Resources Information Center

Rackler, Angeline

2011-01-01

A new trend in e-learning development is to have subject matter experts use rapid development tools to create training simulations. This type of training is called rapid e-learning simulation training. Though companies are using rapid development tools to create training quickly and cost effectively, there is little empirical research to indicate…

Student Learning Networks on Residential Field Courses: Does Size Matter?

ERIC Educational Resources Information Center

Langan, A. Mark; Cullen, W. Rod; Shuker, David M.

2008-01-01

This article describes learner and tutor reports of a learning network that formed during the completion of investigative projects on a residential field course. Staff and students recorded project-related interactions, who they were with and how long they lasted over four phases during the field course. An enquiry based learning format challenged…

Factors for Successful E-Learning: Does Age Matter?

ERIC Educational Resources Information Center

Fleming, Julie; Becker, Karen; Newton, Cameron

2017-01-01

Purpose: The purpose of this paper is to examine the factors affecting employees' overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/Methodology/Approach: The project developed an online survey and…

Symbolic Resources and Sense-Making in Learning and Instruction

ERIC Educational Resources Information Center

Zittoun, Tania

2017-01-01

This paper presents the concept of symbolic resources for apprehending sense-making in learning and instruction. It first reminds the centrality of sense-making in learning and instruction from a sociocultural perspective, and proposes a pragmatist approach to examine what sorts of knowledge people use when they face situations that matter. The…

Models, Matter and Truth in Doing and Learning Science

ERIC Educational Resources Information Center

Hardman, Mark

2017-01-01

Doing science involves the development and evaluation of models. These models are not objective truths but can be understood as explanations, which scientists use to explore and reason about an aspect of the world. Learning science involves students expressing and engaging with models in the classroom. However, this learning should not be seen as…

A Study of Informal Learning among University of Wyoming Extension Educators

ERIC Educational Resources Information Center

Skrabut, Stanley A.

2013-01-01

University of Wyoming Extension educators are often hired because of their subject matter expertise; yet, they must still develop education skills as well as learn to use various and ever-changing technologies. This research was conducted to understand what impact guided instruction on informal learning concepts and methods had on UW Extension…

Exploratory Evidence of Accounting Majors' Motivation to Learn

ERIC Educational Resources Information Center

Gabbin, Alexander L.

2009-01-01

A common theme among faculty at many universities is that student motivation to learn is lacking in the classroom. The primary concern of today's students is to obtain A and B grades regardless of demonstrated proficiency in the subject matter. Concern about students' motivation to learn is evident at the accounting educator's conference known as…

Elementary School Students' Strategic Learning: Does Task-Type Matter?

ERIC Educational Resources Information Center

Malmberg, Jonna; Järvelä, Sanna; Kirschner, Paul A.

2014-01-01

This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students' task solutions. The present study uses computer log file traces to investigate how…

New Views of Student Learning: Implications for Educational Measurement.

ERIC Educational Resources Information Center

Masters, Geofferey N.; Mislevy, Robert J.

Recent research in cognitive psychology has drawn attention to the important role that students' personal understandings and representations of subject matter play in the learning process. This paper briefly reviews some of this research and contrasts the kind of learning that results in an individual's changed conception or view of a phenomenon…

Improving History Learning through Cultural Heritage, Local History and Technology

ERIC Educational Resources Information Center

Magro, Graça; de Carvalho, Joaquim Ramos; Marcelino, Maria José

2014-01-01

History learning is many times considered dull and demotivating by young students. Probably this is due because the learning process is disconnected from these students' reality and experience. One possible way to overcome this state of matters is to use technology like mobile devices with georeferencing software and local history and heritage…

Why Segmentation Matters: Experience-Driven Segmentation Errors Impair "Morpheme" Learning

ERIC Educational Resources Information Center

Finn, Amy S.; Hudson Kam, Carla L.

2015-01-01

We ask whether an adult learner's knowledge of their native language impedes statistical learning in a new language beyond just word segmentation (as previously shown). In particular, we examine the impact of native-language word-form phonotactics on learners' ability to segment words into their component morphemes and learn phonologically…

Learning and liking of melody and harmony: further studies in artificial grammar learning.

PubMed

Loui, Psyche

2012-10-01

Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (2) which aspects of music matter most for preference formation. Two aspects of music are tested: melody and harmony. In Experiment 1 we tested the learning and liking of a new musical system that is manipulated melodically so that only some of the possible conditional probabilities between successive notes are presented. In Experiment 2 we administered the same tests for learning and liking, but we used a musical system that is manipulated harmonically to eliminate the property of harmonic whole-integer ratios between pitches. Results show that disrupting melody (Experiment 1) disabled the learning of music without disrupting preference formation, whereas disrupting harmony (Experiment 2) does not affect learning and memory but disrupts preference formation. Results point to a possible dissociation between learning and preference in musical knowledge. Copyright © 2012 Cognitive Science Society, Inc.

Bootstrapping Processes in the Development of Students' Commonsense Matter Theories: Using Analogical Mappings, Thought Experiments, and Learning to Measure to Promote Conceptual Restructuring

ERIC Educational Resources Information Center

Smith, Carol L.

2007-01-01

This study explores whether the development of students' understanding of matter as something that occupies space and has weight involves conceptual change and restructuring rather than only simple belief revision. Based on an analysis of how the concepts in students' initial matter theory (henceforth MT1) may differ from the concepts in the…

Muon Accelerator Program (MAP) | Muon Collider | Research Goals

Science.gov Websites

mysterious something else: dark matter and dark energy. We have learned that in fact we do not know what most what dark matter and dark energy are--and creating a revolution in our understanding of particle ? What are matter, energy, space and time? How did we get here and where are we going? Physicists have

Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment?

PubMed

Ó Lúanaigh, Padraig

2015-11-01

This research was undertaken to understand the influence of registered nurses on nursing students' learning in the clinical environment to inform strategies to enable registered nurses to provide effective support to learners while also assisting nursing students to adopt approaches to maximise their learning in the clinical environment. A case study approach was applied in this research to explore descriptions of clinical experience of five final year nursing students. The student participants identified the importance of the clinical environment to their learning and wanted to and had actively managed their learning in the clinical environment. The students did not passively acquire knowledge or simply replicate what they observed from others. There was evidence that the students had strong and established perceptions of what constituted 'good' nursing and described an ability to discriminate between differing levels of nursing practice. Nursing knowledge was gained from respected registered nurses who were best able to describe and demonstrate the 'tricks of the trade' and 'little things that matter' when providing 'good' nursing. The outcomes from this research indicate an important role for registered nurses in both shaping nursing students' professional nursing identity and access to clinical learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rocking & Rolling: Supporting Infants, Toddlers, and Their Families. One Language, Two Languages, Three Languages . . . More?

ERIC Educational Resources Information Center

Prieto, H. Victoria

2009-01-01

The belief that a child has to abandon his home language to learn English implies that the young brain has limited learning capacity. Early childhood teachers need to help families understand that children can learn two languages at the same time. What matters is that the infant/toddler is in an effective language-learning environment, whether it…

How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G.

2015-01-01

In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…

Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory

ERIC Educational Resources Information Center

Smith, Carol L.; Wiser, Marianne; Anderson, Charles W.; Krajcik, Joseph

2006-01-01

The purpose of this article is to suggest ways of using research on children's reasoning and learning to elaborate on existing national standards and to improve large-scale and classroom assessments. The authors suggest that "learning progressions"--descriptions of successively more sophisticated ways of reasoning within a content domain based on…

Material Matters for Learning in Virtual Networks: A Case Study of a Professional Learning Programme Hosted in a Google+ Online Community

ERIC Educational Resources Information Center

Ackland, Aileen; Swinney, Ann

2015-01-01

In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…

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

ERIC Educational Resources Information Center

Schimanke, Florian; Mertens, Robert; Vornberger, Oliver

2017-01-01

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

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

PubMed Central

Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

2013-01-01

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions. PMID:23378679

Partial volume correction and image segmentation for accurate measurement of standardized uptake value of grey matter in the brain.

PubMed

Bural, Gonca; Torigian, Drew; Basu, Sandip; Houseni, Mohamed; Zhuge, Ying; Rubello, Domenico; Udupa, Jayaram; Alavi, Abass

2015-12-01

Our aim was to explore a novel quantitative method [based upon an MRI-based image segmentation that allows actual calculation of grey matter, white matter and cerebrospinal fluid (CSF) volumes] for overcoming the difficulties associated with conventional techniques for measuring actual metabolic activity of the grey matter. We included four patients with normal brain MRI and fluorine-18 fluorodeoxyglucose (F-FDG)-PET scans (two women and two men; mean age 46±14 years) in this analysis. The time interval between the two scans was 0-180 days. We calculated the volumes of grey matter, white matter and CSF by using a novel segmentation technique applied to the MRI images. We measured the mean standardized uptake value (SUV) representing the whole metabolic activity of the brain from the F-FDG-PET images. We also calculated the white matter SUV from the upper transaxial slices (centrum semiovale) of the F-FDG-PET images. The whole brain volume was calculated by summing up the volumes of the white matter, grey matter and CSF. The global cerebral metabolic activity was calculated by multiplying the mean SUV with total brain volume. The whole brain white matter metabolic activity was calculated by multiplying the mean SUV for the white matter by the white matter volume. The global cerebral metabolic activity only reflects those of the grey matter and the white matter, whereas that of the CSF is zero. We subtracted the global white matter metabolic activity from that of the whole brain, resulting in the global grey matter metabolism alone. We then divided the grey matter global metabolic activity by grey matter volume to accurately calculate the SUV for the grey matter alone. The brain volumes ranged between 1546 and 1924 ml. The mean SUV for total brain was 4.8-7. Total metabolic burden of the brain ranged from 5565 to 9617. The mean SUV for white matter was 2.8-4.1. On the basis of these measurements we generated the grey matter SUV, which ranged from 8.1 to 11.3. The accurate metabolic activity of the grey matter can be calculated using the novel segmentation technique that we applied to MRI. By combining these quantitative data with those generated from F-FDG-PET images we were able to calculate the accurate metabolic activity of the grey matter. These types of measurements will be of great value in accurate analysis of the data from patients with neuropsychiatric disorders.

Collaborative learning in pre-clinical dental hygiene education.

PubMed

Mueller-Joseph, Laura J; Nappo-Dattoma, Luisa

2013-04-01

Dental hygiene education continues to move beyond mastery of content material and skill development to learning concepts that promote critical-thinking and problem-solving skills. The purpose of this research was to evaluate the effectiveness of collaborative learning and determine the growth in intellectual development of 54 first-year dental hygiene students. The control group used traditional pre-clinical teaching and the experimental group used collaborative pedagogy for instrument introduction. All students were subjected to a post-test evaluating their ability to apply the principles of instrumentation. Intellectual development was determined using pre- and post-tests based on the Perry Scheme of Intellectual Development. Student attitudes were assessed using daily Classroom Assessment Activities and an end-of-semester departmental course evaluation. Findings indicated no significant difference between collaborative learning and traditional learning in achieving pre-clinical competence as evidenced by the students' ability to apply the principles of instrumentation. Advancement in intellectual development did not differ significantly between groups. Value added benefits of a collaborative learning environment as identified by the evaluation of student attitudes included decreased student reliance on authority, recognition of peers as legitimate sources of learning and increased self-confidence. A significant difference in student responses to daily classroom assessments was evident on the 5 days a collaborative learning environment was employed. Dental hygiene students involved in a pre-clinical collaborative learning environment are more responsible for their own learning and tend to have a more positive attitude toward the subject matter. Future studies evaluating collaborative learning in clinical dental hygiene education need to investigate the cost/benefit ratio of the value added outcomes of collaborative learning.

Evaluating the diagnostic utility of applying a machine learning algorithm to diffusion tensor MRI measures in individuals with major depressive disorder.

PubMed

Schnyer, David M; Clasen, Peter C; Gonzalez, Christopher; Beevers, Christopher G

2017-06-30

Using MRI to diagnose mental disorders has been a long-term goal. Despite this, the vast majority of prior neuroimaging work has been descriptive rather than predictive. The current study applies support vector machine (SVM) learning to MRI measures of brain white matter to classify adults with Major Depressive Disorder (MDD) and healthy controls. In a precisely matched group of individuals with MDD (n =25) and healthy controls (n =25), SVM learning accurately (74%) classified patients and controls across a brain map of white matter fractional anisotropy values (FA). The study revealed three main findings: 1) SVM applied to DTI derived FA maps can accurately classify MDD vs. healthy controls; 2) prediction is strongest when only right hemisphere white matter is examined; and 3) removing FA values from a region identified by univariate contrast as significantly different between MDD and healthy controls does not change the SVM accuracy. These results indicate that SVM learning applied to neuroimaging data can classify the presence versus absence of MDD and that predictive information is distributed across brain networks rather than being highly localized. Finally, MDD group differences revealed through typical univariate contrasts do not necessarily reveal patterns that provide accurate predictive information. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

White Matter Microstructural Correlates of Superior Long-term Skill Gained Implicitly under Randomized Practice

PubMed Central

Song, Sunbin; Sharma, Nikhil; Buch, Ethan R.

2012-01-01

We value skills we have learned intentionally, but equally important are skills acquired incidentally without ability to describe how or what is learned, referred to as implicit. Randomized practice schedules are superior to grouped schedules for long-term skill gained intentionally, but its relevance for implicit learning is not known. In a parallel design, we studied healthy subjects who learned a motor sequence implicitly under randomized or grouped practice schedule and obtained diffusion-weighted images to identify white matter microstructural correlates of long-term skill. Randomized practice led to superior long-term skill compared with grouped practice. Whole-brain analyses relating interindividual variability in fractional anisotropy (FA) to long-term skill demonstrated that 1) skill in randomized learners correlated with FA within the corticostriatal tract connecting left sensorimotor cortex to posterior putamen, while 2) skill in grouped learners correlated with FA within the right forceps minor connecting homologous regions of the prefrontal cortex (PFC) and the corticostriatal tract connecting lateral PFC to anterior putamen. These results demonstrate first that randomized practice schedules improve long-term implicit skill more than grouped practice schedules and, second, that the superior skill acquired through randomized practice can be related to white matter microstructure in the sensorimotor corticostriatal network. PMID:21914632

Cognitive Skills in Workplace Learning?

ERIC Educational Resources Information Center

Assiter, Alison

This philosophical and empirical investigation explored whether cognitive skills can be acquired in a workplace setting. A preliminary investigation looked at views of knowledge in liberal humanism where knowledge is a matter for individuals with transcendent minds with objects of knowledge being matters for which there is clear perceptual…

Differentiating between bipolar and unipolar depression in functional and structural MRI studies.

PubMed

Han, Kyu-Man; De Berardis, Domenico; Fornaro, Michele; Kim, Yong-Ku

2018-03-28

Distinguishing depression in bipolar disorder (BD) from unipolar depression (UD) solely based on clinical clues is difficult, which has led to the exploration of promising neural markers in neuroimaging measures for discriminating between BD depression and UD. In this article, we review structural and functional magnetic resonance imaging (MRI) studies that directly compare UD and BD depression based on neuroimaging modalities including functional MRI studies on regional brain activation or functional connectivity, structural MRI on gray or white matter morphology, and pattern classification analyses using a machine learning approach. Numerous studies have reported distinct functional and structural alterations in emotion- or reward-processing neural circuits between BD depression and UD. Different activation patterns in neural networks including the amygdala, anterior cingulate cortex (ACC), prefrontal cortex (PFC), and striatum during emotion-, reward-, or cognition-related tasks have been reported between BD and UD. A stronger functional connectivity pattern in BD was pronounced in default mode and in frontoparietal networks and brain regions including the PFC, ACC, parietal and temporal regions, and thalamus compared to UD. Gray matter volume differences in the ACC, hippocampus, amygdala, and dorsolateral prefrontal cortex (DLPFC) have been reported between BD and UD, along with a thinner DLPFC in BD compared to UD. BD showed reduced integrity in the anterior part of the corpus callosum and posterior cingulum compared to UD. Several studies performed pattern classification analysis using structural and functional MRI data to distinguish between UD and BD depression using a supervised machine learning approach, which yielded a moderate level of accuracy in classification. Copyright © 2018 Elsevier Inc. All rights reserved.

Phase Matters: Responding to and Learning about Peripheral Stimuli Depends on Hippocampal ? Phase at Stimulus Onset

ERIC Educational Resources Information Center

Nokia, Miriam S.; Waselius, Tomi; Mikkonen, Jarno E.; Wikgren, Jan; Penttonen, Markku

2015-01-01

Hippocampal ? (3-12 Hz) oscillations are implicated in learning and memory, but their functional role remains unclear. We studied the effect of the phase of local ? oscillation on hippocampal responses to a neutral conditioned stimulus (CS) and subsequent learning of classical trace eyeblink conditioning in adult rabbits. High-amplitude, regular…

Exploring the Diagnosis of "Gifted/LD": Characterizing Postsecondary Students with Learning Disability Diagnoses at Different IQ Levels

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Sparks, Richard L.

2010-01-01

Increasing numbers of students are being diagnosed as simultaneously gifted and having a learning disability, although the identification procedures and characteristics of these students are matters of continuing debate. In the present study, postsecondary students with learning disability diagnoses (N = 357) were grouped according to their IQ…

Empowering Learning: Using Student Exemplars in Teaching

ERIC Educational Resources Information Center

Ho, Kong

2015-01-01

Using student work as exemplars is a powerful component of a balanced pedagogy. Not only does it help students design reachable learning goals, but it also stimulates students in their studies through collaborative teaching and learning. No matter how good an individual teaching artist is in his or her own art, it does not mean that he or she is…

Teaching Place Value Concepts to First Grade Romanian Students: Teacher Knowledge and its Influence on Student Learning

ERIC Educational Resources Information Center

Tanase, Madalina

2011-01-01

Researchers (Ball, 2003; Ma, 1999; Schulman, 1986) have long investigated how a teacher's subject matter and pedagogical content knowledge impact on students' learning of mathematics. In an attempt to account for the relationship between teacher knowledge and student learning, this study examined four Romanian first grade teachers' knowledge about…

Designing Work-Integrated Learning Placements That Improve Student Employability: Six Facets of the Curriculum That Matter

ERIC Educational Resources Information Center

Smith, Calvin; Ferns, Sonia; Russell, Leoni

2016-01-01

Research into work-integrated learning continues to show through a variety of small-scale and anecdotal studies, various positive impacts on student learning, work-readiness, personal and cognitive development and other outcomes. Seldom are these research findings strongly generalizable because of such factors as small sample sizes,…

Teaching-and-Learning Language-and-Culture. Multilingual Matters: 100.

ERIC Educational Resources Information Center

Byram, Michael; And Others

A discussion of the cultural dimension in foreign/second language learning focuses on the need for research and theory development in this area. The first chapter addresses the role of culture in language learning and proposes areas in which theory may be developed. The second chapter looks at methodologies for teaching language and culture in…

Redesigning Schools: Models to Reach Every Student with Excellent Teachers. Model Summaries

ERIC Educational Resources Information Center

Public Impact, 2012

2012-01-01

In the schoolhouse, nothing matters more to students' learning than their teachers. But only about one of every four U.S. classrooms has an "excellent teacher"--one who produces enough learning progress to close achievement gaps quickly and help all students leap ahead to higher-order learning. What can schools do, now, to reach many…

Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs

ERIC Educational Resources Information Center

Soemer, Alexander; Schwan, Stephan

2012-01-01

The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning…

Wittgenstein, Social Views and Intransitive Learning

ERIC Educational Resources Information Center

Bøyum, Steinar

2013-01-01

Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there…

When Culture and Learning Styles Matter: A Canadian University with Middle-Eastern Students

ERIC Educational Resources Information Center

Lemke-Westcott, Tracey; Johnson, Brad

2013-01-01

Transnational branch campuses of universities are a growing phenomenon, particularly in the Middle-East. The cultures of home institutions and host countries are often foreign to each other. The result is a cultural and learning style gap between faculty and students impacting students' learning and teachers' effectiveness. A pilot study of the…

A Methodology for Assessing Learning in Complex and Ill-Structured Task Domains

ERIC Educational Resources Information Center

Spector, J. Michael

2006-01-01

New information and communications technologies and research in cognitive science have led to new ways to think about and implement learning environments. Among these new approaches to instruction and new methods to support learning and performance is an interest in and emphasis on complex subject matter (e.g., complex and dynamic systems…

Families' Social Backgrounds Matter: Socio-Economic Factors, Home Learning and Young Children's Language, Literacy and Social Outcomes

ERIC Educational Resources Information Center

Hartas, Dimitra

2011-01-01

Parental support with children's learning is considered to be one pathway through which socio-economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents' socio-economic status and their impact on young children's…

Effects of Online Games on Student Performance in Undergraduate Physics

ERIC Educational Resources Information Center

Sadiq, Irfan

2010-01-01

The present state of physics teaching and learning is a reflection of the difficulty of the subject matter which has resulted in students' low motivation toward physics as well as lack of meaningful and deeper learning experiences. In light of an overall decline in interest in physics, an investigation of alternate teaching and learning methods…

The Integration of Synchronous Communication Technology into Service Learning for Pre-Service Teachers' Online Tutoring of Middle School Students

ERIC Educational Resources Information Center

Chen, Chao-Hsiu; Liao, Chen-Hung; Chen, Yi-Chieh; Lee, Chen-Feng

2011-01-01

To well prepare pre-service teachers for their future teaching, researchers and teacher-educators have been employing information and communication technology to improve pre-service teachers' learning of subject-matter knowledge, pedagogies, classroom-management skills, and so on. This study illustrates a service-learning project we conducted to…

Encourage student learning of hydraulic matters by the use of Arduino platform

NASA Astrophysics Data System (ADS)

Rodriguez Sinobas, Leonor; Granja García, Javier; Sánchez Calvo, Raúl

2014-05-01

Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for several purposes to anyone interested in creating interactive objects or environments. The hydraulic matters teach at the Agricultural Engineering School at the Technical University of Madrid deal with practical issues regarding the measurement of variables such as pressure, discharge, temperature and soil water content. Most of the data loggers available in the market for these variables at expensive and not always affordable. On the other hand, current students are eager to manage new technological devices thus, their skills could be oriented not only to the application of an electronic platform as Arduino to build low cost data loggers for different purposes, but to encourage their learning in the hydraulic matters improving their self esteem

A Lasting Impact

ERIC Educational Resources Information Center

Dee, Thomas S.; Wyckoff, James

2017-01-01

Teachers matter--and some matter more than others. That recognition has driven a tidal wave of controversial policy reforms over the past decade, rooted in new evaluation systems that link teachers' ratings and, in some cases, their pay and advancement to evidence of classroom practice and student learning. Two out of three U.S. states overhauled…

Opus in the Classroom: Striking CoRDS with Content-Related Digital Storytelling

ERIC Educational Resources Information Center

Roby, Teshia Young

2010-01-01

Writing personal narratives provides students with additional techniques for making deeper connections to subject matter. Content-related narrative development offers a departure from the traditional methods of teaching and learning and enables students to construe meaning individually and make deeper connections with subject matter content. By…

Grading Matters in Theological Education

ERIC Educational Resources Information Center

Blodgett, Barbara J.

2017-01-01

Grading systems matter more to the teaching and learning enterprise than many teachers may realize, as demonstrated in the author's experience of adopting a new one. Different systems emphasize different values such as excellence vs. perfection, achievement vs. talent, and second chances vs. partial credit. The author relates her experiment with…

Collaborative Learning and Interpretation of Literature.

ERIC Educational Resources Information Center

Mayo, Wendell

Although there is abundant theoretical matter concerning the critical role that various interpretive communities play in making meanings of literary texts, most scholars do not take up the matter of the composition of these interpretive groups in their university classrooms. How may the interpretive strategies of groups of students change over the…

In Providing Supports for Students, Language Matters

ERIC Educational Resources Information Center

Jung, Lee Ann

2017-01-01

What's the difference between accommodations and modifications, and why does the distinction matter? In this article, professor Lee Ann Jung explains that accommodations "provide access to the general curriculum but do not fundamentally alter the learning goal or grade level standard." For instance, if the purpose of an assessment is to…

A Quasi Experiment to Determine the Effectiveness of a “Partially Flipped” versus “Fully Flipped” Undergraduate Class in Genetics and Evolution

PubMed Central

Adams, Alison E. M.; Garcia, Jocelyn; Traustadóttir, Tinna

2016-01-01

Two sections of Genetics and Evolution were taught by one instructor. One group (the fully flipped section) had the entire class period devoted to active learning (with background material that had to be watched before class), and the other group (the partially flipped section) had just a portion of class time spent on active learning (with the background material presented during class time). The same materials and assessments were used for both sections. Analysis of objective measures revealed that there was no significant difference between the learning outcomes of students in the two sections. There was no main effect of gender, major, or ethnicity on success in the whole cohort or in either section. There appeared to be a significant main effect of class standing, with freshmen performing significantly less well than sophomores, juniors, or seniors (who all performed equally well) in both sections (p < 0.01); however, this was a very preliminary observation, as there were very few freshmen in either section. The only predictor of success in the two sections was prior grade point average. An anonymous end-of-semester survey showed no significant difference between the two sections in interest in the subject matter. PMID:27174581

Ontology matters: a commentary on contribution to cultural historical activity

NASA Astrophysics Data System (ADS)

Martin, Jenny

2017-10-01

This commentary promotes discussion on the imaginary provided by Sanaz Farhangi in her article entitled, Contribution to activity: a lens for understanding students' potential and agency in physics education. The commentary is concerned with aligning ontological assumptions in research accounts of learning and development with transformative aims. A broad definition of ontology as the theory of existence is preferred. Sociocultural approaches share relational ontology as a common foundation. I agree with scholars elaborating Vygotsky's Transformative Activist Stance that a relational ontology does not imply activism. However, I argue that relational ontology provides a necessary and sufficient theoretical grounding for intentional transformation. I draw upon positioning theory to elaborate the moral aspects of language use and to illustrate that a theory of being as relational already eliminates the transcendental position. I draw on Farhangi's article to further the discussion on the necessity and sufficiency of relational ontology and associated grammars in accounting for activism.

Functional Principles of Learning.

ERIC Educational Resources Information Center

Humphreys, Lloyd G.

In order of importance, curriculum, motivation, academic ability, and teaching methods are described in this paper as principles affecting classroom learning that can lead to more effective instruction. Curriculum simply exposes students to appropriate content and subject matter. Educational research should concentrate on the evaluation of…

Shedding Light on Synergistic Chemical Genetic Connections with Machine Learning.

PubMed

Ekins, Sean; Siqueira-Neto, Jair Lage

2015-12-23

Machine learning can be used to predict compounds acting synergistically, and this could greatly expand the universe of available potential treatments for diseases that are currently hidden in the dark chemical matter. Copyright © 2015 Elsevier Inc. All rights reserved.

Respecting and Supporting Students' Affective Learning

ERIC Educational Resources Information Center

Roper, Larry

2014-01-01

Too often educators pay too little attention to the psychological and emotional impact subject matter has on students. Teaching effectiveness would be greatly enhanced if educators would consider students' affective reactions to material delivered in courses, workshops, and other collegiate learning experiences.

Grey matter morphological anomalies in the caudate head in first-episode psychosis patients with delusions of reference.

PubMed

Tao, Haojuan; Wong, Gloria H Y; Zhang, Huiran; Zhou, Yuan; Xue, Zhimin; Shan, Baoci; Chen, Eric Y H; Liu, Zhening

2015-07-30

Delusions of reference (DOR) are theoretically linked with aberrant salience and associative learning. Previous studies have shown that the caudate nucleus plays a critical role in the cognitive circuits of coding prediction errors and associative learning. The current study aimed at testing the hypothesis that abnormalities in the caudate nucleus may be involved in the neuroanatomical substrate of DOR. Structural magnetic resonance imaging of the brain was performed in 44 first-episode psychosis patients (with diagnoses of schizophrenia or schizophreniform disorder) and 25 healthy controls. Patients were divided into three groups according to symptoms: patients with DOR as prominent positive symptom; patients with prominent positive symptoms other than DOR; and patients with minimal positive symptoms. All groups were age-, gender-, and education-matched, and patient groups were matched for diagnosis, duration of illness, and antipsychotic treatment. Voxel-based morphometric analysis was performed to identify group differences in grey matter density. Relationships were explored between grey matter density and DOR. Patients with DOR were found to have reduced grey matter density in the caudate compared with patients without DOR and healthy controls. Grey matter density values of the left and right caudate head were negatively correlated with DOR severity. Decreased grey matter density in the caudate nucleus may underlie DOR in early psychosis. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

GeoGebra Assist Discovery Learning Model for Problem Solving Ability and Attitude toward Mathematics

NASA Astrophysics Data System (ADS)

Murni, V.; Sariyasa, S.; Ardana, I. M.

2017-09-01

This study aims to describe the effet of GeoGebra utilization in the discovery learning model on mathematical problem solving ability and students’ attitude toward mathematics. This research was quasi experimental and post-test only control group design was used in this study. The population in this study was 181 of students. The sampling technique used was cluster random sampling, so the sample in this study was 120 students divided into 4 classes, 2 classes for the experimental class and 2 classes for the control class. Data were analyzed by using one way MANOVA. The results of data analysis showed that the utilization of GeoGebra in discovery learning can lead to solving problems and attitudes towards mathematics are better. This is because the presentation of problems using geogebra can assist students in identifying and solving problems and attracting students’ interest because geogebra provides an immediate response process to students. The results of the research are the utilization of geogebra in the discovery learning can be applied in learning and teaching wider subject matter, beside subject matter in this study.

Structural plasticity in the language system related to increased second language proficiency.

PubMed

Stein, Maria; Federspiel, Andrea; Koenig, Thomas; Wirth, Miranka; Strik, Werner; Wiest, Roland; Brandeis, Daniel; Dierks, Thomas

2012-04-01

While functional changes linked to second language learning have been subject to extensive investigation, the issue of learning-dependent structural plasticity in the fields of bilingualism and language comprehension has so far received less notice. In the present study we used voxel-based morphometry to monitor structural changes occurring within five months of second language learning. Native English-speaking exchange students learning German in Switzerland were examined once at the beginning of their stay and once about five months later, when their German language skills had significantly increased. We show that structural changes in the left inferior frontal gyrus are correlated with the increase in second language proficiency as measured by a paper-and-pencil language test. Contrary to the increase in proficiency and grey matter, the absolute values of grey matter density and second language proficiency did not correlate (neither on first nor on second measurement). This indicates that the individual amount of learning is reflected in brain structure changes, regardless of absolute proficiency. Copyright © 2010 Elsevier Srl. All rights reserved.

A Workbench for Discovering Task-Specific Theories of Learning

DTIC Science & Technology

1989-03-03

mind (the cognitive architecture) will not be of much use to educators who wish to perform a cognitive task analysis of their subject matter before...analysis packages that can be added to a cognitive architecture, thus creating a ’workbench’ for performing cognitive task analysis . Such tools becomes...learning theories have been. Keywords: Cognitive task analysis , Instructional design, Cognitive modelling, Learning.

Proceedings of the Invitational Conference on Continuing Education, Manpower Policy and Lifelong Learning (Leesburg, Virginia, January 10-11, 1977).

ERIC Educational Resources Information Center

National Advisory Council on Extension and Continuing Education, Washington, DC.

This document contains the proceedings of a conference for representatives of organized labor, business and industry, postsecondary institutions, and federal agencies which was held to (1) discuss adult learning needs and opportunities in the United States, and (2) make recommendations on those adult learning issues which ought to be matters of…

Simulation Games as Advance Organizers in the Learning of Social Science Materials. Experiments 1-3.

ERIC Educational Resources Information Center

Livingston, Samuel A.

Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as…

Digital Game-Based Learning in High School Computer Science Education: Impact on Educational Effectiveness and Student Motivation

ERIC Educational Resources Information Center

Papastergiou, Marina

2009-01-01

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical…

Does Sense of Community Matter? An Examination of Participants' Perceptions of Building Learning Communities in Online Courses

ERIC Educational Resources Information Center

Liu, Xiaojing; Magjuka, Richard J.; Bonk, Curtis J.; Lee, Seung-hee

2007-01-01

Using a case study approach, this study explored the participants' perceptions of building learning communities in online courses in an online MBA program. The findings suggested that students felt a sense of belonging to a learning community when they took online courses in this program. The study found positive relationships between sense of…

A Family Case Study: How Money Might Matter for Academic Learning

ERIC Educational Resources Information Center

Compton-Lilly, Catherine

2014-01-01

Many children living in low-income communities do not face struggles in school. Many learn quickly and easily. But for some students, living in a high poverty communities and attending underfunded schools has consequences that can make learning difficult. In this paper, Compton-Lilly draws on the words of a parent living in a low-income community…

Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum

ERIC Educational Resources Information Center

Muthyala, Rajeev S.; Wei, Wei

2013-01-01

A number of studies have reported on the positive impact of social constructivist approaches on learning in introductory chemistry courses. However, the widespread use of such approaches is being hampered to a certain degree by uncertainty as to whether one needs a special type of classroom. In this study, we investigated student learning in two…

Investigating Cognitive Task Difficulties and Expert Skills in E-Learning Storyboards Using a Cognitive Task Analysis Technique

ERIC Educational Resources Information Center

Yusoff, Nor'ain Mohd; Salim, Siti Salwah

2012-01-01

E-learning storyboards have been a useful approach in distance learning development to support interaction between instructional designers and subject-matter experts. Current works show that researchers are focusing on different approaches for use in storyboards, and there is less emphasis on the effect of design and process difficulties faced by…

A Look inside a MUVE Design Process: Blending Instructional Design and Game Principles to Target Writing Skills

ERIC Educational Resources Information Center

Warren, Scott J.; Stein, Richard A.; Dondlinger, Mary Jo; Barab, Sasha A.

2009-01-01

The number of games, simulations, and multi-user virtual environments designed to promote learning, engagement with subject matter, or intended to contextualize learning has been steadily increasing over the past decade. While the use of these digital designs in educational settings has begun to show promise for improving learning, motivation, and…

Teaching about Complex Systems Is No Simple Matter: Building Effective Professional Development for Computer-Supported Complex Systems Instruction

ERIC Educational Resources Information Center

Yoon, Susan A.; Anderson, Emma; Koehler-Yom, Jessica; Evans, Chad; Park, Miyoung; Sheldon, Josh; Schoenfeld, Ilana; Wendel, Daniel; Scheintaub, Hal; Klopfer, Eric

2017-01-01

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to…

A Meta-Analysis of Vocabulary Learning Strategies of EFL Learners

ERIC Educational Resources Information Center

Nematollahi, Batoul; Behjat, Fatemeh; Kargar, Ali Asghar

2017-01-01

Vocabulary learning is one of the crucial matters in second language learning. There is a vast body of research in this field which has been done by famous researchers around the world, but still there is no specific solution for extending lexical knowledge in the best way. Therefore, we have conducted a meta-analysis on a body of 30 research…

Educational Games as Stand-Alone Learning Tools and Their Motivational Effect on L2 Vocabulary Acquisition and Perceived Learning Gains

ERIC Educational Resources Information Center

Calvo-Ferrer, José Ramón

2017-01-01

According to different authors, computer games not only teach contents and skills, but also do so in a more efficient manner, allowing long-lasting learning. However, there is still little consensus on this matter as different studies put their educational benefits into question, especially when used without instructional support. An empirical…

Gender Matters in Elementary Education: Research-Based Strategies to Meet the Distinctive Learning Needs of Boys and Girls

ERIC Educational Resources Information Center

Bonomo, Virginia

2010-01-01

Research indicates that gender influences how children learn. Those findings do not necessarily mean that boys learn one way and girls another. Still, there are significant differences with respect to gender and how our brains develop. Researchers have found that no single area of development influences those gender differences: rather, a…

What Matters in Higher Education a Meta-Analysis of a Decade of Learning Design

ERIC Educational Resources Information Center

Lloyd, Margaret; Bahr, Nan

2016-01-01

The "Journal of Learning Design" (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great…

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

ERIC Educational Resources Information Center

Nordin, Andreas

2011-01-01

The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken…

"It Didn't Seem Like Race Mattered": Exploring the Implications of Service-learning Pedagogy for Reproducing or Challenging Color-Blind Racism

ERIC Educational Resources Information Center

Becker, Sarah; Paul, Crystal

2015-01-01

Prior research measuring service-learning program successes reveals the approach can positively affect students' attitudes toward community service, can increase students' motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a…

Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies. Educational Research and Innovation

ERIC Educational Resources Information Center

Paniagua, Alejandro; Istance, David

2018-01-01

Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the…

Examining Learning Approaches of Science Student Teachers According to the Class Level and Gender

ERIC Educational Resources Information Center

Tural Dincer, Guner; Akdeniz, Ali Riza

2008-01-01

There are many factors influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches of learning: deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is…

What Do We Know about Mathematics Teaching and Learning of Multilingual Adults and Why Does It Matter?

ERIC Educational Resources Information Center

Ní Ríordáin, Máire; Coben, Diana; Miller-Reilly, Barbara

2015-01-01

The significant role of language in mathematics teaching and learning is not a new phenomenon. Given the growth of cultural and economic migration, the increasing international focus on education for economic development and the widespread use of English as a language for learning, we have become acutely aware of the importance of language in…

The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem

2016-01-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

Students Learning to Program by Developing Games: Results of a Year-Long Project in Primary School Settings

ERIC Educational Resources Information Center

Fokides, Emmanuel

2017-01-01

Aim/Purpose: The purpose of this study was to examine whether the authoring of computer games in a mainstream primary school setting can support the learning of game design and programming concepts. Background: Despite the benefits for students when they learn how to program and the significant body of research regarding this matter, these…

A naturalistic study of children and their parents in family learning courses in science

NASA Astrophysics Data System (ADS)

Ostlund, Karen; Gennaro, Eugene; Dobbert, Marion

During the 1960s and 1970s a number of family learning projects evolved, most of which focused on pre-schoolers and their parents. The goal of some of these programs was to provide enjoyable, structured experiences in which parents and their children learned together. Recently, a number of institutions have been sponsoring enrichment science classes or learning experiences for parents and older children. The study described here is based on a project funded by the National Science Foundation (DISE No. 07872) which was attempting to show that it was possible to increase scientific literacy of two different age groups by simultaneously exposing parents and their middle school children to short courses in science. The project is an outgrowth of a study previously reported (Gennaro, Bullock, & Alden, 1980) carried out at the Minnesota Zoological Gardens. The study is based on data obtained during the first two years of the project and used various data gathering procedures such as the use of questionnaires, interviews, observations, and cognitive testing. It was found that children register for the courses primarily because of interest in the subject matter of the courses and that parents register because of their desire to nurture the child and the child's interest in the subject matter of the course. Both parents and children made significant gains in learning as measured by subject matter tests. Participants reported that the experience was both enjoyable and valuable. Children's attitudes toward their parents and the course were significantly higher if the children perceived a highly cooperative learning environment with their parents. Parents who scored in the medium or high range on the pretest had significantly more interactions with their children concerning information about course tasks than those who scored low on the pretest.

Hypernuclei and the hyperon problem in neutron stars

DOE PAGES

Bedaque, Paulo F.; Steiner, Andrew W.

2015-08-17

The likely presence ofmore » $$\\Lambda$$ baryons in dense hadronic matter tends to soften the equation of state to an extend that the observed heaviest neutron stars are difficult to explain. Here we analyze this "hyperon problem" with a phenomenological approach. First, we review what can be learned about the interaction of $$\\Lambda$$ particle with dense matter from the observed hypernuclei and extend this phenomenological analysis to asymmetric matter. We add to this the current knowledge on non-strange dense matter, including its uncertainties, to conclude that the interaction between $$\\Lambda$$s and dense matter has to become repulsive at densities below three times the nuclear saturation density.« less

Subject Matter Counts: The Pre-Service Teaching and Learning of Historical Thinking

ERIC Educational Resources Information Center

Keirn, Tim; Luhr, Eileen

2012-01-01

The American Historical Association (AHA) and the National Council for History Education (NCHE) have recently advocated for raising the visibility of historians--and the significance of history coursework and subject matter preparation--in pre-service history teacher education. In 2006, NCHE adopted a position statement on history teacher…

Policy Matters: De/Re/Territorialising Spaces of Learning in Victorian Government Schools

ERIC Educational Resources Information Center

Mulcahy, Dianne

2016-01-01

This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy "matters," the article takes as its empirical context a major policy initiative, the Building the Education Revolution…

Going beyond Input Quantity: "Wh"-Questions Matter for Toddlers' Language and Cognitive Development

ERIC Educational Resources Information Center

Rowe, Meredith L.; Leech, Kathryn A.; Cabrera, Natasha

2017-01-01

There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to "wh"-questions, a challenging quality of…

Renewing the Principal Pipeline

ERIC Educational Resources Information Center

Turnbull, Brenda J.

2015-01-01

The work principals do has always mattered, but as the demands of the job increase, it matters even more. Perhaps once they could maintain safety and order and call it a day, but no longer. Successful principals today must also lead instruction and nurture a productive learning community for students, teachers, and staff. They set the tone for the…

Trust Matters: Distinction and Diversity in Undergraduate Science Education

ERIC Educational Resources Information Center

Ream, Robert K.; Lewis, James L.; Echeverria, Begoña; Page, Reba N.

2014-01-01

Background: How do we account for the persistent difficulty the U.S. community of science has in educating larger numbers of talented and diverse undergraduates? We posit that the problem lies in the community's unremitting focus on scientific subject matter knowledge and students' ability to learn, to the neglect of interpersonal social…

Hands-on Science: Does It Matter What Students' Hands Are On?

ERIC Educational Resources Information Center

Triona, Lara M.; Klahr, David

2007-01-01

Hands-on science typically uses physical materials to give students first-hand experience in scientific methodologies, but the recent availability of virtual laboratories raises an important question about whether what students' hands are on matters to their learning. The overall findings of two articles that employed simple comparisons of…

Five Musts for Mastery

ERIC Educational Resources Information Center

Tucker, Catlin

2014-01-01

In his book "Drive," Daniel Pink writes that mastery is "the desire to get better and better at something that matters." If we consider this definition in the context of the classroom, students must have a desire to get better and must feel that what they're learning matters. Technology can help ensure these two criteria…

Teachers mathematical communication profile in explaining subject matter

NASA Astrophysics Data System (ADS)

Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.

2017-12-01

This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.

Cognitive deficits are a matter of emotional context: inflexible strategy use mediates context-specific learning impairments in OCD.

PubMed

Zetsche, Ulrike; Rief, Winfried; Westermann, Stefan; Exner, Cornelia

2015-01-01

The present study examines the interplay between cognitive deficits and emotional context in obsessive-compulsive disorder (OCD) and social phobia (SP). Specifically, this study examines whether the inflexible use of efficient learning strategies in an emotional context underlies impairments in probabilistic classification learning (PCL) in OCD, and whether PCL impairments are specific to OCD. Twenty-three participants with OCD, 30 participants with SP and 30 healthy controls completed a neutral and an OCD-specific PCL task. OCD participants failed to adopt efficient learning strategies and showed fewer beneficial strategy switches than controls only in an OCD-specific context, but not in a neutral context. Additionally, OCD participants did not show any explicit memory impairments. Number of beneficial strategy switches in the OCD-specific task mediated the difference in PCL performance between OCD and control participants. Individuals with SP were impaired in both PCL tasks. In contrast to neuropsychological models postulating general cognitive impairments in OCD, the present findings suggest that it is the interaction between cognition and emotion that is impaired in OCD. Specifically, activated disorder-specific fears may impair the flexible adoption of efficient learning strategies and compromise otherwise unimpaired PCL. Impairments in PCL are not specific to OCD.

A systematic review and meta-analysis of structural magnetic resonance imaging studies investigating cognitive and social activity levels in older adults.

PubMed

Anatürk, M; Demnitz, N; Ebmeier, K P; Sexton, C E

2018-06-22

Population aging has prompted considerable interest in identifying modifiable factors that may help protect the brain and its functions. Collectively, epidemiological studies show that leisure activities with high mental and social demands are linked with better cognition in old age. The extent to which socio-intellectual activities relate to the brain's structure is, however, not yet fully understood. This systematic review and meta-analysis summarizes magnetic resonance imaging studies that have investigated whether cognitive and social activities correlate with measures of gray and white matter volume, white matter microstructure and white matter lesions. Across eighteen included studies (total n = 8429), activity levels were associated with whole-brain white matter volume, white matter lesions and regional gray matter volume, although effect sizes were small. No associations were found for global gray matter volume and the evidence concerning white matter microstructure was inconclusive. While the causality of the reviewed associations needs to be established, our findings implicate socio-intellectual activity levels as promising targets for interventions aimed at promoting healthy brain aging. Copyright © 2018. Published by Elsevier Ltd.

Development of a microlesson in teaching energy levels of atoms

NASA Astrophysics Data System (ADS)

Rodriguez, Cherilyn A.; Buan, Amelia T.

2018-01-01

Energy levels of atoms is one of the difficult topics in understanding atomic structure of matter. It appears tobe abstract, theoretical and needs visual representation and images. Hence, in this study a microlesson in teaching the high school chemistry concept on the energy levels of atoms is developed and validated. The researchers utilized backward curriculum design in planning the microlesson to meet the standards of the science K-12 curriculum. The planning process of the microlesson involved a) Identifying the learning competencies in K-12 science curriculum b) write learning objectives c) planning of assessment tools d) making a storyboard e) designing the microlesson and validate and revise the microlesson. The microlesson made use of varied resources in the internet from which the students accessed and collected information about energy levels of atoms. Working in groups, the students synthesized the information on how and why fireworks produce various colors of light through a post card. Findings of the study showed that there was an increase of achievement in learning the content and the students were highly motivated to learn chemistry. Furthermore, the students perceived that the microlesson helped them to understand the chemistry concept through the use of appropriate multimedia activities.

Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

NASA Astrophysics Data System (ADS)

Wendell, Kristen Bethke; Lee, Hee-Sun

2010-12-01

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

An Exploratory Study of Pharmacists Professional Learning

ERIC Educational Resources Information Center

Wittstrom, Kristina M.

2012-01-01

Today's healthcare professional is challenged to stay current with increasingly complex therapeutic challenges, greater societal needs and expectations, and a public demand for the best possible care. Professional learning opportunities are needed to develop new knowledge, skills, or abilities to address specific matters encountered during…

Urban Schools' Teachers Enacting Project-Based Science

ERIC Educational Resources Information Center

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-01-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks,…

An equation-of-state-meter of quantum chromodynamics transition from deep learning.

PubMed

Pang, Long-Gang; Zhou, Kai; Su, Nan; Petersen, Hannah; Stöcker, Horst; Wang, Xin-Nian

2018-01-15

A primordial state of matter consisting of free quarks and gluons that existed in the early universe a few microseconds after the Big Bang is also expected to form in high-energy heavy-ion collisions. Determining the equation of state (EoS) of such a primordial matter is the ultimate goal of high-energy heavy-ion experiments. Here we use supervised learning with a deep convolutional neural network to identify the EoS employed in the relativistic hydrodynamic simulations of heavy ion collisions. High-level correlations of particle spectra in transverse momentum and azimuthal angle learned by the network act as an effective EoS-meter in deciphering the nature of the phase transition in quantum chromodynamics. Such EoS-meter is model-independent and insensitive to other simulation inputs including the initial conditions for hydrodynamic simulations.

At least eighty percent of brain grey matter is modifiable by physical activity: A review study.

PubMed

Batouli, Seyed Amir Hossein; Saba, Valiallah

2017-08-14

The human brain is plastic, i.e. it can show structural changes in response to the altered environment. Physical activity (PA) is a lifestyle factor which has significant associations with the structural and functional aspects of the human brain, as well as with the mind and body health. Many studies have reported regional/global brain volume increments due to exercising; however, a map which shows the overall extent of the influences of PAs on brain structure is not available. In this study, we collected all the reports on brain structural alterations in association with PA in healthy humans, and next, a brain map of the extent of these effects is provided. The results of this study showed that a large network of brain areas, equal to 82% of the total grey matter volume, were associated with PA. This finding has important implications in utilizing PA as a mediator factor for educational purposes in children, rehabilitation applications in patients, improving the cognitive abilities of the human brain such as in learning or memory, and preventing age-related brain deteriorations. Copyright © 2017 Elsevier B.V. All rights reserved.

The surgical learning and instructional portfolio: what residents at a single institution are learning.

PubMed

Webb, Travis P; Merkley, Taylor R

2011-03-01

The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the "3 lessons learned" portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals.

Using optimization models to demonstrate the need for structural changes in training programs for surgical medical residents.

PubMed

Turner, Jonathan; Kim, Kibaek; Mehrotra, Sanjay; DaRosa, Debra A; Daskin, Mark S; Rodriguez, Heron E

2013-09-01

The primary goal of a residency program is to prepare trainees for unsupervised care. Duty hour restrictions imposed throughout the prior decade require that residents work significantly fewer hours. Moreover, various stakeholders (e.g. the hospital, mentors, other residents, educators, and patients) require them to prioritize very different activities, often conflicting with their learning goals. Surgical residents' learning goals include providing continuity throughout a patient's pre-, peri-, and post-operative care as well as achieving sufficient surgical experience levels in various procedure types and participating in various formal educational activities, among other things. To complicate matters, senior residents often compete with other residents for surgical experience. This paper features experiments using an optimization model and a real dataset. The experiments test the viability of achieving the above goals at a major academic center using existing models of delivering medical education and training to surgical residents. It develops a detailed multi-objective, two-stage stochastic optimization model with anticipatory capabilities solved over a rolling time horizon. A novel feature of the models is the incorporation of learning curve theory in the objection function. Using a deterministic version of the model, we identify bounds on the achievement of learning goals under existing training paradigms. The computational results highlight the structural problems in the current surgical resident educational system. These results further corroborate earlier findings and suggest an educational system redesign is necessary for surgical medical residents.

Overview of NASA's Universe of Learning: An Integrated Astrophysics STEM Learning and Literacy Program

NASA Astrophysics Data System (ADS)

Smith, Denise; Lestition, Kathleen; Squires, Gordon; Biferno, Anya A.; Cominsky, Lynn; Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. Together we develop and disseminate data tools and participatory experiences, multimedia and immersive experiences, exhibits and community programs, and professional learning experiences that meet the needs of our audiences, with attention to underserved and underrepresented populations. In doing so, scientists and educators from the partner institutions work together as a collaborative, integrated Astrophysics team to support NASA objectives to enable STEM education, increase scientific literacy, advance national education goals, and leverage efforts through partnerships. Robust program evaluation is central to our efforts, and utilizes portfolio analysis, process studies, and studies of reach and impact. This presentation will provide an overview of NASA's Universe of Learning, our direct connection to NASA Astrophysics, and our collaborative work with the NASA Astrophysics science community.

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

Adaptive maritime video surveillance

NASA Astrophysics Data System (ADS)

Gupta, Kalyan Moy; Aha, David W.; Hartley, Ralph; Moore, Philip G.

2009-05-01

Maritime assets such as ports, harbors, and vessels are vulnerable to a variety of near-shore threats such as small-boat attacks. Currently, such vulnerabilities are addressed predominantly by watchstanders and manual video surveillance, which is manpower intensive. Automatic maritime video surveillance techniques are being introduced to reduce manpower costs, but they have limited functionality and performance. For example, they only detect simple events such as perimeter breaches and cannot predict emerging threats. They also generate too many false alerts and cannot explain their reasoning. To overcome these limitations, we are developing the Maritime Activity Analysis Workbench (MAAW), which will be a mixed-initiative real-time maritime video surveillance tool that uses an integrated supervised machine learning approach to label independent and coordinated maritime activities. It uses the same information to predict anomalous behavior and explain its reasoning; this is an important capability for watchstander training and for collecting performance feedback. In this paper, we describe MAAW's functional architecture, which includes the following pipeline of components: (1) a video acquisition and preprocessing component that detects and tracks vessels in video images, (2) a vessel categorization and activity labeling component that uses standard and relational supervised machine learning methods to label maritime activities, and (3) an ontology-guided vessel and maritime activity annotator to enable subject matter experts (e.g., watchstanders) to provide feedback and supervision to the system. We report our findings from a preliminary system evaluation on river traffic video.

Effective Broader Impacts - Lessons Learned by the Ocean Science Community

NASA Astrophysics Data System (ADS)

Scowcroft, G.

2014-12-01

Effective broader impact activities have the potential for scientists to engage with educators, students, and the public in meaningful ways that lead to increased scientific literacy. These interactions provide opportunities for the results and discoveries of federally funded research projects, along with their implications for society, to reach non-scientist audiences. This is especially important for climate, ocean, and environmental science research that will aid citizens in better understanding how they affect Earth's systems and how these systems affect their daily lives. The National Centers for Ocean Sciences Excellence (COSEE) Network has over 12 years of experience in conducting successful broader impact activities and has provided thousands of ocean scientists the opportunity to share the fruits of their research well beyond the scientific enterprise. COSEE evaluators and principal investigators collaborated over several years to determine the impacts of COSEE broader impact activities and to identify best practices. The lessons learned by the ocean science community can help to inform other disciplines. Fruitful broader impact activities require key elements, no matter the composition of the audience. For example, a high degree of success can be achieved when a "bridge builder" facilitates the interactions between scientists and non-science audiences. This presentation will offer other examples of best practices and successful strategies for engaging scientists in broader impact activities, increasing societal impacts of scientific research, and providing opportunities for collaboration on a national scale. http://www.cosee.net

Transforming schools into communities of thinking and learning about serious matters.

PubMed

Brown, A L

1997-04-01

In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.

Activations in gray and white matter are modulated by uni-manual responses during within and inter-hemispheric transfer: effects of response hand and right-handedness.

PubMed

Diwadkar, Vaibhav A; Bellani, Marcella; Chowdury, Asadur; Savazzi, Silvia; Perlini, Cinzia; Marinelli, Veronica; Zoccatelli, Giada; Alessandrini, Franco; Ciceri, Elisa; Rambaldelli, Gianluca; Ruggieri, Mirella; Carlo Altamura, A; Marzi, Carlo A; Brambilla, Paolo

2017-08-14

Because the visual cortices are contra-laterally organized, inter-hemispheric transfer tasks have been used to behaviorally probe how information briefly presented to one hemisphere of the visual cortex is integrated with responses resulting from the ipsi- or contra-lateral motor cortex. By forcing rapid information exchange across diverse regions, these tasks robustly activate not only gray matter regions, but also white matter tracts. It is likely that the response hand itself (dominant or non-dominant) modulates gray and white matter activations during within and inter-hemispheric transfer. Yet the role of uni-manual responses and/or right hand dominance in modulating brain activations during such basic tasks is unclear. Here we investigated how uni-manual responses with either hand modulated activations during a basic visuo-motor task (the established Poffenberger paradigm) alternating between inter- and within-hemispheric transfer conditions. In a large sample of strongly right-handed adults (n = 49), we used a factorial combination of transfer condition [Inter vs. Within] and response hand [Dominant(Right) vs. Non-Dominant (Left)] to discover fMRI-based activations in gray matter, and in narrowly defined white matter tracts. These tracts were identified using a priori probabilistic white matter atlases. Uni-manual responses with the right hand strongly modulated activations in gray matter, and notably in white matter. Furthermore, when responding with the left hand, activations during inter-hemispheric transfer were strongly predicted by the degree of right-hand dominance, with increased right-handedness predicting decreased fMRI activation. Finally, increasing age within the middle-aged sample was associated with a decrease in activations. These results provide novel evidence of complex relationships between uni-manual responses in right-handed subjects, and activations during within- and inter-hemispheric transfer suggest that the organization of the motor system exerts sophisticated functional effects. Moreover, our evidence of activation in white matter tracts is consistent with prior studies, confirming fMRI-detectable white matter activations which are systematically modulated by experimental condition.

Prominent microglial activation in cortical white matter is selectively associated with cortical atrophy in primary progressive aphasia.

PubMed

Ohm, D T; Kim, G; Gefen, T; Rademaker, A; Weintraub, S; Bigio, E H; Mesulam, M-M; Rogalski, E; Geula, C

2018-04-21

Primary progressive aphasia (PPA) is a clinical syndrome characterized by selective language impairments associated with focal cortical atrophy favouring the language dominant hemisphere. PPA is associated with Alzheimer's disease (AD), frontotemporal lobar degeneration (FTLD) and significant accumulation of activated microglia. Activated microglia can initiate an inflammatory cascade that may contribute to neurodegeneration, but their quantitative distribution in cortical white matter and their relationship with cortical atrophy remain unknown. We investigated white matter activated microglia and their association with grey matter atrophy in 10 PPA cases with either AD or FTLD-TDP pathology. Activated microglia were quantified with optical density measures of HLA-DR immunoreactivity in two regions with peak cortical atrophy, and one nonatrophied region within the language dominant hemisphere of each PPA case. Nonatrophied contralateral homologues of the language dominant regions were examined for hemispheric asymmetry. Qualitatively, greater densities of activated microglia were observed in cortical white matter when compared to grey matter. Quantitative analyses revealed significantly greater densities of activated microglia in the white matter of atrophied regions compared to nonatrophied regions in the language dominant hemisphere (P < 0.05). Atrophied regions of the language dominant hemisphere also showed significantly more activated microglia compared to contralateral homologues (P < 0.05). White matter activated microglia accumulate more in atrophied regions in the language dominant hemisphere of PPA. While microglial activation may constitute a response to neurodegenerative processes in white matter, the resultant inflammatory processes may also exacerbate disease progression and contribute to cortical atrophy. © 2018 British Neuropathological Society.

Selective white matter pathology induces a specific impairment in spatial working memory.

PubMed

Coltman, Robin; Spain, Aisling; Tsenkina, Yanina; Fowler, Jill H; Smith, Jessica; Scullion, Gillian; Allerhand, Mike; Scott, Fiona; Kalaria, Rajesh N; Ihara, Masafumi; Daumas, Stephanie; Deary, Ian J; Wood, Emma; McCulloch, James; Horsburgh, Karen

2011-12-01

The integrity of the white matter is critical in regulating efficient neuronal communication and maintaining cognitive function. Damage to brain white matter putatively contributes to age-related cognitive decline. There is a growing interest in animal models from which the mechanistic basis of white matter pathology in aging can be elucidated but to date there has been a lack of systematic behavior and pathology in the same mice. Anatomically widespread, diffuse white matter damage was induced, in 3 different cohorts of C57Bl/6J mice, by chronic hypoperfusion produced by bilateral carotid stenosis. A comprehensive assessment of spatial memory (spatial reference learning and memory; cohort 1) and serial spatial learning and memory (cohort 2) using the water maze, and spatial working memory (cohort 3) using the 8-arm radial arm maze, was conducted. In parallel, a systematic assessment of white matter components (myelin, axon, glia) was conducted using immunohistochemical markers (myelin-associated glycoprotein [MAG], degraded myelin basic protein [dMBP], anti-amyloid precursor protein [APP], anti-ionized calcium-binding adapter molecule [Iba-1]). Ischemic neuronal perikarya damage, assessed using histology (hematoxylin and eosin; H&E), was absent in all shams but was present in some hypoperfused mice (2/11 in cohort 1, 4/14 in cohort 2, and 17/24 in cohort 3). All animals with neuronal perikaryal damage were excluded from further study. Diffuse white matter damage occurred, throughout the brain, in all hypoperfused mice in each cohort and was essentially absent in sham-operated controls. There was a selective impairment in spatial working memory, with all other measures of spatial memory remaining intact, in hypoperfused mice with selective white matter damage. The results demonstrate that diffuse white matter pathology, in the absence of gray matter damage, induces a selective impairment of spatial working memory. This highlights the importance of assessing parallel pathology and behavior in the same mice. Copyright © 2011. Published by Elsevier Inc.

Mapping Sub-Saharan African Agriculture in High-Resolution Satellite Imagery with Computer Vision & Machine Learning

NASA Astrophysics Data System (ADS)

Debats, Stephanie Renee

Smallholder farms dominate in many parts of the world, including Sub-Saharan Africa. These systems are characterized by small, heterogeneous, and often indistinct field patterns, requiring a specialized methodology to map agricultural landcover. In this thesis, we developed a benchmark labeled data set of high-resolution satellite imagery of agricultural fields in South Africa. We presented a new approach to mapping agricultural fields, based on efficient extraction of a vast set of simple, highly correlated, and interdependent features, followed by a random forest classifier. The algorithm achieved similar high performance across agricultural types, including spectrally indistinct smallholder fields, and demonstrated the ability to generalize across large geographic areas. In sensitivity analyses, we determined multi-temporal images provided greater performance gains than the addition of multi-spectral bands. We also demonstrated how active learning can be incorporated in the algorithm to create smaller, more efficient training data sets, which reduced computational resources, minimized the need for humans to hand-label data, and boosted performance. We designed a patch-based uncertainty metric to drive the active learning framework, based on the regular grid of a crowdsourcing platform, and demonstrated how subject matter experts can be replaced with fleets of crowdsourcing workers. Our active learning algorithm achieved similar performance as an algorithm trained with randomly selected data, but with 62% less data samples. This thesis furthers the goal of providing accurate agricultural landcover maps, at a scale that is relevant for the dominant smallholder class. Accurate maps are crucial for monitoring and promoting agricultural production. Furthermore, improved agricultural landcover maps will aid a host of other applications, including landcover change assessments, cadastral surveys to strengthen smallholder land rights, and constraints for crop modeling and famine prediction.

Helping Your Child Learn Geography

USGS Publications Warehouse

,

1996-01-01

By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography, and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy.

When Failing Doesn't Matter: A Narrative Inquiry into the Social Work Practice Learning Experiences of Black African Students in England

ERIC Educational Resources Information Center

Tedam, Prospera

2014-01-01

This paper reports the findings of a small-scale empirical study into the practice learning experiences of black African students of social work in England. Undertaken in the form of a pilot study, the findings reveal that practice learning experiences can be beneficial in enhancing skills and knowledge but can also cause distress, lower…

Research Suggestions in the Design of a Global Graduate Business Program Delivered by Online Learning

ERIC Educational Resources Information Center

Puderbaugh, Amy

2015-01-01

The purpose of this paper was to examine the unique areas of concern when establishing an eLearning program in the field of global business. A survey of eLearning and a global management subject matter appears. This paper identifies potential challenges in program design and raises practical concerns for future research. [For the full proceedings,…

Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks

ERIC Educational Resources Information Center

Colunga, Eliana; Sims, Clare E.

2017-01-01

In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds seem to intuit the whole range of things in a category from hearing a single instance named--they have word-learning biases. This is not the case for children with relatively small vocabularies ("late…

The State of Ethical Learning of Students in the Spanish University System: Considerations for the European Higher Education Area

ERIC Educational Resources Information Center

Buxarrais, Maria Rosa; Esteban, Francisco; Mellen, Teodor

2015-01-01

With the establishment of the European higher education area (EHEA), the ethical learning of students is a matter of central importance in European universities. This paper examines the current state of ethical learning of students in the Spanish university system. We present the results of a descriptive survey, which used a training model for…

Selective Attention is a Primary Determinant of the Relationship between Working Memory and General Learning Ability in Outbred Mice

ERIC Educational Resources Information Center

Kolata, Stefan; Light, Kenneth; Grossman, Henya C.; Hale, Gregory; Matzel, Louis D.

2007-01-01

A single factor (i.e., general intelligence) can account for much of an individuals' performance across a wide variety of cognitive tests. However, despite this factor's robustness, the underlying process is still a matter of debate. To address this question, we developed a novel battery of learning tasks to assess the general learning abilities…

Investigating the Language of Engineering Education

NASA Astrophysics Data System (ADS)

Variawa, Chirag

A significant part of professional communication development in engineering is the ability to learn and understand technical vocabulary. Mastering such vocabulary is often a desired learning outcome of engineering education. In promoting this goal, this research investigates the development of a tool that creates wordlists of characteristic discipline-specific vocabulary for a given course. These wordlists explicitly highlight requisite vocabulary learning and, when used as a teaching aid, can promote greater accessibility in the learning environment. Literature, including work in higher education, diversity and language learning, suggest that designing accessible learning environments can increase the quality of instruction and learning for all students. Studying the student/instructor interface using the framework of Universal Instructional Design identified vocabulary learning as an invisible barrier in engineering education. A preliminary investigation of this barrier suggested that students have difficulty assessing their understanding of technical vocabulary. Subsequently, computing word frequency on engineering course material was investigated as an approach for characterizing this barrier. However, it was concluded that a more nuanced method was necessary. This research program was built on previous work in the fields of linguistics and computer science, and lead to the design of an algorithm. The developed algorithm is based on a statistical technique called, Term Frequency-Inverse Document Frequency. Comparator sets of documents are used to hierarchically identify characteristic terms on a target document, such as course materials from a previous term of study. The approach draws on a standardized artifact of the engineering learning environment as its dataset; a repository of 2254 engineering final exams from the University of Toronto, to process the target material. After producing wordlists for ten courses, with the goal of highlighting characteristic discipline-specific terms, the effectiveness of the approach was evaluated by comparing the computed results to the judgment of subject-matter experts. The overall data show a good correlation between the program and the subject-matter experts. The results indicated a balance between accuracy and feasibility, and suggested that this approach could mimic subject-matter expertise to create a list discipline-specific vocabulary from course materials.

Why Adoption of Standards Matters

ERIC Educational Resources Information Center

Journal of Staff Development, 2016

2016-01-01

A total of 39 states have adopted, adapted, or endorsed the Standards for Professional Learning, including the standards issued in 2011 (labeled in red) and those published earlier (labeled in blue). Making a commitment to the standards is a commitment to continuous learning for all educators in a school.

It Does Matter How We Teach Math

ERIC Educational Resources Information Center

Rodrigues, Kathleen J.

2012-01-01

This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore…

In Physics Education, Perception Matters

ERIC Educational Resources Information Center

Sattizahn, Jason R.; Lyons, Daniel J.; Kontra, Carly; Fischer, Susan M.; Beilock, Sian L.

2015-01-01

Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain-general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in…

Sweet and Slow: Diet Can Affect Learning.

ERIC Educational Resources Information Center

Charlton-Seifert, Joan; And Others

1980-01-01

Studies pointing to the relationship between caffeine-sugar intake and learning disorders are cited and suggestions to facilitate better nutrition in children are offered. Among suggestions made is that teachers be educated in matters of food, nutrition, and reading through inservice programs. A nutritional questionnaire is included. (SBH)

8 Things I Wished I Learned in Graduate School.

ERIC Educational Resources Information Center

Jenkins, Lawrence

2001-01-01

Offers suggestions to librarians for enhancing delivery of bibliographic instruction sessions. Includes topics such as "attitude matters more than content,""you may need a coffee bar for librarians,""rigidity is only good for dams,""learning travels up the fingertips," and "they want it convenient." (NB)

Mindful Learning: Why Attention Matters in Education

ERIC Educational Resources Information Center

Hassed, Craig

2016-01-01

Mindfulness is a generic skill with a wide range of applications relevant to education. These include fostering mental health; improving communication, empathy, and emotional development, improving physical health; and enhancing learning and performance. This article will give a brief overview of the science, practice, and philosophy of…

An Action Learning Method for Increased Innovation Capability in Organisations

ERIC Educational Resources Information Center

Olsson, Annika; Wadell, Carl; Odenrick, Per; Norell Bergendahl, Margareta

2010-01-01

Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on the innovation capability of an organisation. Previous research and publications have highlighted organisational issues and learning matters as important and necessary for the development of innovation capability. Action learning…

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Innovations in Learning: New Environments for Education.

ERIC Educational Resources Information Center

Schauble, Leona, Ed.; Glaser, Robert, Ed.

This collection of 13 articles describes informal learning environments that occur outside traditional school settings; covers research-supported strategies for helping both students and teachers engage with and master concepts in school subject matter; and reviews school reform, and the current knowledge about what practices and principles are…

Marvelous Metals Matter!

ERIC Educational Resources Information Center

Tate, Kathleen; Doyle, Colin; Messina, Daniela; Warnecke, Brian; DePriter, Tiffany; Brillhart, Daniel

2018-01-01

The National Science Teachers Association (NSTA) (2014) sets forth that children learning science and engineering practices in the early years lays "the foundation for a progression of science learning in K-12 settings and throughout their entire lives." So, it is important to build upon children's natural curiosities and expose them to…

How Technology Matters to Learning

ERIC Educational Resources Information Center

Ehrmann, Stephen C.

2013-01-01

Did technology make a difference, for good or ill, in students' learning of economics in the three courses described in Dan Berrett's story, first published in the "Chronicle of Higher Education" and reprinted in this issue? That's the question that "Liberal Education" has asked this author to discuss. By…

National Wind Distance Learning Collaborative

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

Dr. James B. Beddow

2013-03-29

Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Givenmore » these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for student access through the use of tablet devices such as iPads. Early prototype Learning Management Systems (LMS) featuring more student-centric access and interfaces with emerging social media were developed and utilized during the testing applications. The project also produced soft results involving cross learning between and among the partners regarding subject matter expertise, online learning pedagogy, and eLearning technology-based platforms. The partners believe that the most significant, overarching accomplishment of the project was the development and implementation of goals, activities, and outcomes that significantly exceeded those proposed in the initial grant application submitted in 2009. Key specific accomplishments include: (1) development of a set of 8 online learning modules addressing electrical safety as it relates to the work of wind technicians; (3) development of a flexible, open-ended Learning Management System (LMS): (3) creation of a robust body of learning (knowledge, experience, skills, and relationships). Project leaders have concluded that there is substantial resource equity that could be leverage and recommend that it be carried forward to pursue a Next Stage Opportunity relating to development of an online core curriculum for institute and community college energy workforce development programs.« less

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

NASA Astrophysics Data System (ADS)

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

2001-05-01

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

The Surgical Learning and Instructional Portfolio: What Residents at a Single Institution Are Learning

PubMed Central

Webb, Travis P; Merkley, Taylor R

2011-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Methods Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the “3 lessons learned” portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. Results The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Conclusions Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals. PMID:22379531

Metrics Matter: How Properties and Perceptions of Data Shape Teachers' Instructional Responses

ERIC Educational Resources Information Center

Farrell, Caitlin C.; Marsh, Julie A.

2016-01-01

Purpose: Supporting teachers' use of data has become a large part of educational leaders' instructional leadership. Drawing on sensemaking theory, we explore how features of data and teachers' perceptions of them may matter when teachers consider student learning data. Design: The article draws on a 1-year, comparative case study of five…