Dividing the Force Concept Inventory into Two Equivalent Half-Length Tests

ERIC Educational Resources Information Center

Han, Jing; Bao, Lei; Chen, Li; Cai, Tianfang; Pi, Yuan; Zhou, Shaona; Tu, Yan; Koenig, Kathleen

2015-01-01

The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the…

Water-energy-food nexus: concepts, questions and methodologies

NASA Astrophysics Data System (ADS)

Li, Y.; Chen, X.; Ding, W.; Zhang, C.; Fu, G.

2017-12-01

The term of water-energy -food nexus has gained increasing attention in the research and policy making communities as the security of water, energy and food becomes severe under changing environment. Ignorance of their closely interlinkages accompanied by their availability and service may result in unforeseeable, adverse consequences. This paper comprehensively reviews the state-of-the-art in the field of water-energy-food, with a focus on concepts, research questions and methodologies. First, two types of nexus definition are compared and discussed to understand the essence of nexus research issues. Then, three kinds of nexus research questions are presented, including internal relationship analysis, external impact analysis, and evaluation of the nexus system. Five nexus modelling approaches are discussed in terms of their advantages, disadvantages and application, with an aim to identify research gaps in current nexus methods. Finally, future research areas and challenges are discussed, including system boundary, data uncertainty and modelling, underlying mechanism of nexus issues and system performance evaluation. This study helps bring research efforts together to address the challenging questions in the nexus and develop the consensus on building resilient water, energy and food systems.

Children's Conception of Price as a Function of Questions Asked.

ERIC Educational Resources Information Center

Dahlgren, Lars Owe

An experiment concerning children's conceptions of price was conducted to investigate the influence of the context of a problem on its apprehension. A total of 120 children of several age groups (nursery school, grades 2, 4, and 6) were interviewed individually. An initial question was asked ("Why does a bun cost about one Swedish…

Measuring student learning using initial and final concept test in an STEM course

NASA Astrophysics Data System (ADS)

Kaw, Autar; Yalcin, Ali

2012-06-01

Effective assessment is a cornerstone in measuring student learning in higher education. For a course in Numerical Methods, a concept test was used as an assessment tool to measure student learning and its improvement during the course. The concept test comprised 16 multiple choice questions and was given in the beginning and end of the class for three semesters. Hake's gain index, a measure of learning gains from pre- to post-tests, of 0.36 to 0.41 were recorded. The validity and reliability of the concept test was checked via standard measures such as Cronbach's alpha, content and criterion-related validity, item characteristic curves and difficulty and discrimination indices. The performance of various subgroups such as pre-requisite grades, transfer students, gender and age were also studied.

Supersonic Retropropulsion Flight Test Concepts

NASA Technical Reports Server (NTRS)

Post, Ethan A.; Dupzyk, Ian C.; Korzun, Ashley M.; Dyakonov, Artem A.; Tanimoto, Rebekah L.; Edquist, Karl T.

2011-01-01

NASA's Exploration Technology Development and Demonstration Program has proposed plans for a series of three sub-scale flight tests at Earth for supersonic retropropulsion, a candidate decelerator technology for future, high-mass Mars missions. The first flight test in this series is intended to be a proof-of-concept test, demonstrating successful initiation and operation of supersonic retropropulsion at conditions that replicate the relevant physics of the aerodynamic-propulsive interactions expected in flight. Five sub-scale flight test article concepts, each designed for launch on sounding rockets, have been developed in consideration of this proof-of-concept flight test. Commercial, off-the-shelf components are utilized as much as possible in each concept. The design merits of the concepts are compared along with their predicted performance for a baseline trajectory. The results of a packaging study and performance-based trade studies indicate that a sounding rocket is a viable launch platform for this proof-of-concept test of supersonic retropropulsion.

Questioning the Questions

ERIC Educational Resources Information Center

Tienken, Christopher H.; Goldberg, Stephanie; DiRocco, Dominic

2010-01-01

Historical accounts of questioning used in the education process trace back to Socrates. One of the best examples of his use of questioning is found in Plato's "The Republic." Socrates used a series of strategic questions to help his student Glaucon come to understand the concept of justice. Socrates purposefully posed a series of…

Formulating and Answering High-Impact Causal Questions in Physiologic Childbirth Science: Concepts and Assumptions.

PubMed

Snowden, Jonathan M; Tilden, Ellen L; Odden, Michelle C

2018-06-08

In this article, we conclude our 3-part series by focusing on several concepts that have proven useful for formulating causal questions and inferring causal effects. The process of causal inference is of key importance for physiologic childbirth science, so each concept is grounded in content related to women at low risk for perinatal complications. A prerequisite to causal inference is determining that the question of interest is causal rather than descriptive or predictive. Another critical step in defining a high-impact causal question is assessing the state of existing research for evidence of causality. We introduce 2 causal frameworks that are useful for this undertaking, Hill's causal considerations and the sufficient-component cause model. We then provide 3 steps to aid perinatal researchers in inferring causal effects in a given study. First, the researcher should formulate a rigorous and clear causal question. We introduce an example of epidural analgesia and labor progression to demonstrate this process, including the central role of temporality. Next, the researcher should assess the suitability of the given data set to answer this causal question. In randomized controlled trials, data are collected with the express purpose of answering the causal question. Investigators using observational data should also ensure that their chosen causal question is answerable with the available data. Finally, investigators should design an analysis plan that targets the causal question of interest. Some data structures (eg, time-dependent confounding by labor progress when estimating the effect of epidural analgesia on postpartum hemorrhage) require specific analytical tools to control for bias and estimate causal effects. The assumptions of consistency, exchangeability, and positivity may be especially useful in carrying out these steps. Drawing on appropriate causal concepts and considering relevant assumptions strengthens our confidence that research has reduced

Pragmatic utility: using analytical questions to explore the concept of ethical sensitivity.

PubMed

Weaver, Kathryn; Morse, Janice M

2006-01-01

Ethical sensitivity is the means and capacity through which professionals strive to understand and compassionately respond to those in their care. As a transdisciplinary concept, ethical sensitivity can facilitate knowledge development across disciplines. To clarify and reduce ambiguities, the concept of ethical sensitivity was analyzed using the pragmatic utility method. With this method, the investigator uses analytical questions arising from in-depth understanding of the literature to synthesize data, to push beyond the limits of isolated findings and individual disciplines, to identify shared knowledge, and to provide new insights, lines of questioning, and direction. In this article, the role, technique, results, advantages, and limitations of the pragmatic utility method are elucidated. Characteristics of ethical sensitivity are its (a) preconditions of suffering and vulnerability cues, uncertainty, relationships characterized by receptivity and responsiveness, and courage; (b) attributes of moral perception, affectivity, and dividing loyalties; and (c) outcomes of client comfort and well-being, professional learning and self-transcendence, and integrity-preserving compromise. Use of the pragmatic utility method enhanced comprehension, meaning, relevance, and dimensions of the concept of ethical sensitivity as conveyed in the academic literature of selected professional disciplines.

The Concept of Ideology in Analysis of Fundamental Questions in Science Education

NASA Astrophysics Data System (ADS)

Säther, Jostein

The use of the concept of `ideology' in interpretation of science education curricula, textbooks and various practises is reviewed, and examples are given by referring to Norwegian curricula and textbooks. The term is proposed to be used in a broad sense about any kind of action-oriented theory based on a system of ideas, or any attempt to approach politics in the light of a system of ideas. Politics in this context is about shaping of education, and is related to forces (i.e., hypothetical impacts of idea systems) which may legitimise, change, or criticise social practices. The focus is (although not in every case) on the hidden, unconscious and critical aspects. The notion ideological aspects is proposed to be related to metaphysical-ontological, epistemological and axiological claims and connotations. Examples of educational issues concerning e.g., aims, compartmentalisation, integration, and fundamentally different ideas about truth, learning and man are mentioned. Searching for a single and unifying concept for the discussing of all of science education's fundamental questions seems however in vain. Therefore a wide range of concepts seems necessary to deepen our understanding of ``the fundamental questions''.

Development of diagnostic test instruments to reveal level student conception in kinematic and dynamics

NASA Astrophysics Data System (ADS)

Handhika, J.; Cari, C.; Suparmi, A.; Sunarno, W.; Purwandari, P.

2018-03-01

The purpose of this research was to develop a diagnostic test instrument to reveal students' conceptions in kinematics and dynamics. The diagnostic test was developed based on the content indicator the concept of (1) displacement and distance, (2) instantaneous and average velocity, (3) zero and constant acceleration, (4) gravitational acceleration (5) Newton's first Law, (6) and Newton's third Law. The diagnostic test development model includes: Diagnostic test requirement analysis, formulating test-making objectives, developing tests, checking the validity of the content and the performance of reliability, and application of tests. The Content Validation Index (CVI) results in the category are highly relevant, with a value of 0.85. Three questions get negative Content Validation Ratio CVR) (-0.6), after revised distractors and clarify visual presentation; the CVR become 1 (highly relevant). This test was applied, obtained 16 valid test items, with Cronbach Alpha value of 0.80. It can conclude that diagnostic test can be used to reveal the level of students conception in kinematics and dynamics.

The use of astronomy questions as an instrument to detect student's misconceptions regarding physics concepts at high school level by using CRI (Certainty of Response Index) as identification methods

NASA Astrophysics Data System (ADS)

Utami, D. N.; Wulandari, H. R. T.

2016-11-01

The aim of this research is to detect misconceptions in the concept of physics at high school level by using astronomy questions as a testing instrument. Misconception is defined as a thought or an idea that is different from what has been agreed by experts who are reliable in the field, and it is believed to interfere with the acquisition of new understanding and integration of new knowledge or skills. While lack of concept or knowledge can be corrected with the next instruction and learning, students who have misconceptions have to “unlearn” their misconception before learning a correct one. Therefore, the ability to differentiate between these two things becomes crucial. CRI is one of the methods that can identify efficiently, between misconceptions and lack of knowledge that occur in the students. This research used quantitative- descriptive method with ex-post-facto research approach. An instrument used for the test is astronomy questions that require an understanding of physics concepts to solve the problem. By using astronomy questions, it is expected to raise a better understanding such that a concept can be viewed from various fields of science. Based on test results, misconceptions are found on several topics of physics. This test also revealed that student's ability to analyse a problem is still quite low.

Concept mapping improves academic performance in problem solving questions in biochemistry subject.

PubMed

Baig, Mukhtiar; Tariq, Saba; Rehman, Rehana; Ali, Sobia; Gazzaz, Zohair J

2016-01-01

To assess the effectiveness of concept mapping (CM) on the academic performance of medical students' in problem-solving as well as in declarative knowledge questions and their perception regarding CM. The present analytical and questionnaire-based study was carried out at Bahria University Medical and Dental College (BUMDC), Karachi, Pakistan. In this analytical study, students were assessed with problem-solving questions (A-type MCQs), and declarative knowledge questions (short essay questions), and 50% of the questions were from the topics learned by CM. Students also filled a 10-item, 3-point Likert scale questionnaire about their perception regarding the effectiveness of the CM approach, and two open-ended questions were also asked. There was a significant difference in the marks obtained in those problem-solving questions, which were learned by CM as compared to those topics which were taught by the traditional lectures (p<0.001), while no significant difference was observed in marks in declarative knowledge questions (p=0.704). Analysis of students' perception regarding CM showed that majority of the students perceive that CM is a helpful technique and it is enjoyed by the students. In open-ended questions, the majority of the students commented positively about the effectiveness of CM. Our results indicate that CM improves academic performance in problem solving but not in declarative knowledge questions. Students' perception about the effectiveness of CM was overwhelmingly positive.

Analyzing False Positives of Four Questions in the Force Concept Inventory

ERIC Educational Resources Information Center

Yasuda, Jun-ichro; Mae, Naohiro; Hull, Michael M.; Taniguchi, Masa-aki

2018-01-01

In this study, we analyze the systematic error from false positives of the Force Concept Inventory (FCI). We compare the systematic errors of question 6 (Q.6), Q.7, and Q.16, for which clearly erroneous reasoning has been found, with Q.5, for which clearly erroneous reasoning has not been found. We determine whether or not a correct response to a…

Role of self-concept in answering survey questions on complementary and alternative medicine: challenges to and strategies for improving data quality.

PubMed

Willson, Stephanie; Stussman, Barbara; Maitland, Aaron; Nahin, Richard L

2009-12-01

The aim of this study was to assess the construct validity of survey questions about the use of herbal and other nonvitamin/nonmineral dietary supplements. We conducted one-on-one, in-depth cognitive interviews with 32 respondents to test questions from the complementary and alternative medicine (CAM) supplement for the 2007 National Health Interview Survey. Respondents were sampled purposively according to their use of CAM. Interviewers probed respondents for their understanding of the questions, and analysis was guided by grounded theory, an approach that generates explanations of response error that are closely tied to the empirical data. We found two sources of misinterpretation of CAM questions. First, some respondents did not have any pre-established definition of what constitutes an herbal supplement while others had interpretations that did not match the intended definitions. These problems are common to many survey questions. However, a second finding is that misinterpretation also arose when respondents incorporated notions of self-concept into the act of taking "natural herbs," and answered based on their understanding of this image rather than on actual behavior. There are several sources of misinterpretation of CAM questions. One of the most important sources is whether or not the respondent has created a concept of self-image that includes the use of herbal supplements. Common questionnaire design techniques such as providing definitions to respondents will not help to eliminate misinterpretation due to self-image. We found that careful question wording that does not evoke definitions of self, combined with visual aids that narrow the focus of the questions, can lead to more accurate answers.

Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

NASA Astrophysics Data System (ADS)

Mabruroh, F.; Suhandi, A.

2017-02-01

This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.

Effects of Comparison Question Type and Between Test Stimulation on the Validity of Comparison Question Test

DTIC Science & Technology

2009-09-08

C. J., & Iacono, W. G. (1989). Psychopathy , threat, and polygraph test accuracy. Journal of Applied Psychology, 74, 347-355. Patrick, C. J... Psychopathy and detection of deception in a prison population. Psychophysiology, 15,121-136. Raskin, D. C, & Honts, C. R. (2002). The comparison question

Analysis of Newton's Third Law Questions on the Force Concepts Inventory at Georgia State University

NASA Astrophysics Data System (ADS)

Oakley, Christopher; Thoms, Brian

2012-03-01

A major emphasis of the Physics Education Research program at Georgia State University is an effort to assess and improve students' understanding of Newton's Laws concepts. As part of these efforts the Force Concepts Inventory (FCI) has been given to students in both the algebra-based and calculus-based introductory physics sequences. In addition, the algebra-based introductory physics sequence is taught in both a SCALE-UP and a traditional lecture format. The results of the FCI have been analyzed by individual question and also as categorized by content. The analysis indicates that students in both algebra and calculus-based courses are successful at overcoming Aristotelian misconceptions regarding Newton's Third Law (N3) in the context of a stationary system. However, students are less successful on N3 questions involving objects in constant motion or accelerating. Interference between understanding of Newton's Second and Third Laws as well as other possible explanations for lower student performance on N3 questions involving non-stationary objects will be discussed.

Frequently Asked Questions about Drug Testing in Schools

MedlinePlus

... Drug Testing in Schools Frequently Asked Questions About Drug Testing in Schools Email Facebook Twitter Revised May 2017 How do some schools conduct drug testing? Following models established in the workplace, some ...

Analyzing false positives of four questions in the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Yasuda, Jun-ichiro; Mae, Naohiro; Hull, Michael M.; Taniguchi, Masa-aki

2018-06-01

In this study, we analyze the systematic error from false positives of the Force Concept Inventory (FCI). We compare the systematic errors of question 6 (Q.6), Q.7, and Q.16, for which clearly erroneous reasoning has been found, with Q.5, for which clearly erroneous reasoning has not been found. We determine whether or not a correct response to a given FCI question is a false positive using subquestions. In addition to the 30 original questions, subquestions were introduced for Q.5, Q.6, Q.7, and Q.16. This modified version of the FCI was administered to 1145 university students in Japan from 2015 to 2017. In this paper, we discuss our finding that the systematic errors of Q.6, Q.7, and Q.16 are much larger than that of Q.5 for students with mid-level FCI scores. Furthermore, we find that, averaged over the data sample, the sum of the false positives from Q.5, Q.6, Q.7, and Q.16 is about 10% of the FCI score of a midlevel student.

Boehm Test of Basic Concepts-Revised. Review.

ERIC Educational Resources Information Center

Padula, Janice

1988-01-01

The manual for the Boehm Test of Basic Concepts-Revised (1986) is reviewed. The test measures a child's knowledge of relational concepts. The revised version, eliminating some imperfections of the original, will continue to be a useful test of verbal concept acquisition. Cautions necessary while using the test are discussed. (SLD)

Development of the Solar System Concept Inventory

NASA Astrophysics Data System (ADS)

Hornstein, S.; Prather, E.

2009-12-01

Concept inventories can provide useful insight into students’ understanding of key physical concepts. Knowing what your students have learned during a course is a valuable tool for improving your own teaching. Unfortunately, current astronomy concept inventories are not suitable for an introductory solar system course because they either cover too broad of a range of topics (e.g. Astronomy Diagnostic Test) or are too narrowly focused (e.g. Greenhouse Effect Concept Inventory, Lunar Phase Concept Inventory). We have developed the Solar System Concept Inventory (SSCI) to cover those topics commonly taught in an introductory solar system course. The topics included on the SSCI were selected by having faculty identify the key concepts they address when teaching about the solar system. SSCI topics include formation mechanisms, planetary interiors, atmospheric effects, and small solar system bodies. Student interviews were conducted to identify common naive ideas and reasoning difficulties relating to these key topics. The SSCI has been through two semesters of national, multi-institutional field-testing, involving over 1500 students. After the first semester of testing, question statistics were used to flag ineffective questions and flagged questions were revised or eliminated. We will present an overall outline of the SSCI development as well as our question-flagging criteria and question analyses from the latest round of field-testing. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Testing alternative explanations for common responses to conceptual questions: An example in the context of center of mass

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2017-06-01

In physics education research it has been common to interpret student errors on conceptual questions in topic-specific ways, rather than in terms of general perceptual or reasoning difficulties. This paper examines two alternative accounts for responses to questions related to the concept of center of mass. In one account, difficulties are said to be perceptual in nature; in the other, difficulties are said to be tightly linked to the concepts in question. Hypotheses derived from the former perspective are tested in studies conducted among university students in introductory physics courses. The results do not provide strong support for the perceptual hypothesis; in fact, there is evidence that performance on perception tasks may be influenced by subjects' ideas about the physical scenario. While the results do not provide general support for one perspective versus the other, the paper serves as an illustration of the type of investigation needed to develop the kind of rich representation of student thinking that will allow instructional resources to be most effectively targeted.

Improving Student Understanding of Lipids Concepts in a Biochemistry Course Using Test-Enhanced Learning

ERIC Educational Resources Information Center

Horn, Savannah; Hernick, Marcy

2015-01-01

Test-enhanced learning has successfully been used as a means to enhance learning and promote knowledge retention in students. We have examined whether this approach could be used in a biochemistry course to enhance student learning about lipids-related concepts. Students were provided access to two optional learning modules with questions related…

Enhanced Automatic Question Creator--EAQC: Concept, Development and Evaluation of an Automatic Test Item Creation Tool to Foster Modern e-Education

ERIC Educational Resources Information Center

Gutl, Christian; Lankmayr, Klaus; Weinhofer, Joachim; Hofler, Margit

2011-01-01

Research in automated creation of test items for assessment purposes became increasingly important during the recent years. Due to automatic question creation it is possible to support personalized and self-directed learning activities by preparing appropriate and individualized test items quite easily with relatively little effort or even fully…

Best Practices for Administering Concept Inventories

NASA Astrophysics Data System (ADS)

Madsen, Adrian; McKagan, Sarah B.; Sayre, Eleanor C.

2017-12-01

There is a plethora of concept inventories available for faculty to use, but it is not always clear exactly why you would use these tests, or how you should administer them and interpret the results. These research-based tests about physics and astronomy concepts are valuable because they allow for standardized comparisons among institutions, instructors, or over time. In order for these comparisons to be meaningful, you should use best practices for administering the tests. In interviews with 24 physics faculty, we have identified common questions that faculty members have about concept inventories. We have written this article to address common questions from these interviews and provide a summary of best practices for administering concept inventories.

The effects of question types in textual reading upon retention of biology concepts

NASA Astrophysics Data System (ADS)

Leonard, William H.; Lowery, Lawrence F.

recall and factual questions (Watts & Anderson, 1971; Falker, 1974; Rickards, 1974, 1976). The effect of placing questions directly within textual narrative has been much less researched than the issue of placing questions before or after the reading passage. The effect of this interspersed questioning strategy as part of science textbooks is apparently unresearched to date. The purpose of the research reported here was to determine the relative effects of certain question types when these questions were interspersed throughout the reading passage in textual materials for students in university introductory biology. It was hypothesized for experimental purposes that students reading a passage in biology concepts with specific types of interspersed questions would comprehend and retain no more of that passge than students reading the same passage without interspersed questions.

Scalable Power-Component Models for Concept Testing

DTIC Science & Technology

2011-08-17

Scalable Power-Component Models for Concept Testing, Mazzola, et al . UNCLASSIFIED: Dist A. Approved for public release 2011 NDIA GROUND VEHICLE...Power-Component Models for Concept Testing, Mazzola, et al . UNCLASSIFIED: Dist A. Approved for public release Page 2 of 8 technology that has yet...Technology Symposium (GVSETS) Scalable Power-Component Models for Concept Testing, Mazzola, et al . UNCLASSIFIED: Dist A. Approved for public release

The inclusion of 'then-test' questions in post-test questionnaires alters post-test responses: a randomized study of bias in health program evaluation.

PubMed

Nolte, Sandra; Elsworth, Gerald R; Sinclair, Andrew J; Osborne, Richard H

2012-04-01

Program evaluations are frequently based on 'then-test' data, i.e., pre-test collected in retrospect. While the application of the then-test has practical advantages, little is known about the validity of then-test data. Because of the collection of then-test in close proximity to post-test questions, this study was aimed at exploring whether the presence of then-test questions in post-test questionnaires influenced subjects' responses to post-test. To test the influence of then-test questions, we designed a randomized three-group study in the context of chronic disease self-management programs. Interventions had comparable goals and philosophies, and all 949 study participants filled out identical Health Education Impact Questionnaires (heiQ) at pre-test. At post-test, participants were then randomized to one of the following three groups: Group A responded to post-test questions only (n = 331); Group B filled out transition questions in addition to post-test (n = 304); and Group C filled out then-test questions in addition to post-test (n = 314). Significant post-test differences were found in six of eight heiQ scales, with respondents who filled out then-test questions reporting significantly higher post-test scores than respondents of the other groups. This study provides evidence that the inclusion of then-test questions alters post-test responses, suggesting that change scores based on then-test data be interpreted with care.

Computer-Aided Assessment in Mechanics: Question Design and Test Evaluation

ERIC Educational Resources Information Center

Gill, M.; Greenhow, M.

2007-01-01

This article describes pedagogic issues in setting objective tests in mechanics using Question Mark Perception, coupled with MathML mathematics mark-up and the Scalable Vector Graphics (SVG) syntax for producing diagrams. The content of the questions (for a range of question types such as multi-choice, numerical input and variants such as…

Relativity Concept Inventory: Development, Analysis, and Results

ERIC Educational Resources Information Center

Aslanides, J. S.; Savage, C. M.

2013-01-01

We report on a concept inventory for special relativity: the development process, data analysis methods, and results from an introductory relativity class. The Relativity Concept Inventory tests understanding of relativistic concepts. An unusual feature is confidence testing for each question. This can provide additional information; for example,…

Experimental Validation of the Half-Length Force Concept Inventory

ERIC Educational Resources Information Center

Han, Jing; Koenig, Kathleen; Cui, Lili; Fritchman, Joseph; Li, Dan; Sun, Wanyi; Fu, Zhao; Bao, Lei

2016-01-01

In a recent study, the 30-question Force Concept Inventory (FCI) was theoretically split into two 14-question "half-length" tests (HFCIs) covering the same set of concepts and producing mean scores that can be equated to those of the original FCI. The HFCIs require less administration time and reduce test-retest issues when different…

Verification tests of durable TPS concepts

NASA Technical Reports Server (NTRS)

Shideler, J. L.; Webb, G. L.; Pittman, C. M.

1984-01-01

Titanium multiwall, superalloy honeycomb, and Advanced Carbon-carbon (ACC) multipost Thermal Protection System (TPS) concepts are being developed to provide durable protection for surfaces of future space transportation systems. Verification tests including thermal, vibration, acoustic, water absorption, lightning strike, and aerothermal tests are described. Preliminary results indicate that the three TPS concepts are viable up to a surface temperature in excess of 2300 F.

A test manager's perspective of a test concept for a heavy lift vehicle

NASA Technical Reports Server (NTRS)

Pargeon, John I., Jr.

1990-01-01

The developmment of a test concept is a significant part of the advanced planning activities accomplished for the Initial Operational Test and Evaluation (IOT&E) of new systems. A test concept is generally viewed as a description, including rationale, of the test structure, evaluation methodology and management approach required to plan and conduct the IOT&E of a program such as a new heavy lift launch vehicle system. The test concept as presented in this paper is made up of an operations area, a test area, an evaluation area, and a management area. The description presented here is written from the perspective of one test manager, and represents his views of a possible framework of a test concept using examples for a potential IOT&E of a heavy lift launch vehicle.

Experimental Concepts for Testing Seismic Hazard Models

NASA Astrophysics Data System (ADS)

Marzocchi, W.; Jordan, T. H.

2015-12-01

Seismic hazard analysis is the primary interface through which useful information about earthquake rupture and wave propagation is delivered to society. To account for the randomness (aleatory variability) and limited knowledge (epistemic uncertainty) of these natural processes, seismologists must formulate and test hazard models using the concepts of probability. In this presentation, we will address the scientific objections that have been raised over the years against probabilistic seismic hazard analysis (PSHA). Owing to the paucity of observations, we must rely on expert opinion to quantify the epistemic uncertainties of PSHA models (e.g., in the weighting of individual models from logic-tree ensembles of plausible models). The main theoretical issue is a frequentist critique: subjectivity is immeasurable; ergo, PSHA models cannot be objectively tested against data; ergo, they are fundamentally unscientific. We have argued (PNAS, 111, 11973-11978) that the Bayesian subjectivity required for casting epistemic uncertainties can be bridged with the frequentist objectivity needed for pure significance testing through "experimental concepts." An experimental concept specifies collections of data, observed and not yet observed, that are judged to be exchangeable (i.e., with a joint distribution independent of the data ordering) when conditioned on a set of explanatory variables. We illustrate, through concrete examples, experimental concepts useful in the testing of PSHA models for ontological errors in the presence of aleatory variability and epistemic uncertainty. In particular, we describe experimental concepts that lead to exchangeable binary sequences that are statistically independent but not identically distributed, showing how the Bayesian concept of exchangeability generalizes the frequentist concept of experimental repeatability. We also address the issue of testing PSHA models using spatially correlated data.

Health system guidance appraisal--concept evaluation and usability testing.

PubMed

Ako-Arrey, Denis E; Brouwers, Melissa C; Lavis, John N; Giacomini, Mita K

2016-01-05

Health system guidance (HSG) provides recommendations aimed to address health system challenges. However, there is a paucity of methods to direct, appraise, and report HSG. Earlier research identified 30 candidate criteria (concepts) that can be used to evaluate the quality of HSG and guide development and reporting requirements. The objective of this paper was to describe two studies aimed at evaluating the importance of these 30 criteria, design a draft HSG appraisal tool, and test its usability. This study involved a two-step survey process. In step 1, respondents rated the 30 concepts for appropriateness to, relevance to, and priority for health system decisions and HSG. This led to a draft tool. In step 2, respondents reviewed HSG documents, appraised them using the tool, and answered a series of questions. Descriptive analyses were computed. Fifty participants were invited in step 1, and we had a response rate of 82 %. The mean response rates for each concept within each survey question were universally favorable. There was also an overall agreement about the need for a high-quality tool to systematically direct the development, appraisal, and reporting of HSG. Qualitative feedback and a consensus process by the team led to refinements to some of the concepts and the creation of a beta (draft) version of the HSG tool. In step 2, 35 participants were invited and we had a response rate of 74 %. Exploratory analyses showed that the quality of the HSGs reviewed varied as a function of the HSG item and the specific document assessed. A favorable consensus was reached with participants agreeing that the HSG items were easy to understand and easy to apply. Moreover, the overall agreement was high for the usability of the tool to systematically direct the development (85 %), appraisal (92 %), and reporting (81 %) of HSG. From this process, version 1.0 of the HSG appraisal tool was generated complete with 32 items (and their descriptions) and 4 domains. The final

What concept analysis in philosophy of science should be (and why competing philosophical analyses of gene concepts cannot be tested by polling scientists).

PubMed

Waters, C Kenneth

2004-01-01

What should philosophers of science accomplish when they analyze scientific concepts and interpret scientific knowledge? What is concept analysis if it is not a description of the way scientists actually think? I investigate these questions by using Hans Reichenbach's account of the descriptive, critical, and advisory tasks of philosophy of science to examine Karola Stotz and Paul Griffiths' idea that poll-based methodologies can test philosophical analyses of scientific concepts. Using Reichenbach's account as a point of departure, I argue that philosophy of science should identify and clarify epistemic virtues and describe scientific knowledge in relation to these virtues. The role of concept analysis is to articulate scientific concepts in ways that help reveal epistemic virtues and limitations of particular sciences. This means an analysis of the gene concept(s) should help clarify the explanatory power and limitations of gene-based explanations, and should help account for the investigative utility and biases of gene-centered sciences. I argue that a philosophical analysis of gene concept(s) that helps achieve these critical aims should not be rejected on the basis of poll-based studies even if such studies could show that professional biologists don't actually use gene terminology in precise ways corresponding to the philosophical analysis.

Analyzing student conceptual understanding of resistor networks using binary, descriptive, and computational questions

NASA Astrophysics Data System (ADS)

Mujtaba, Abid H.

2018-02-01

This paper presents a case study assessing and analyzing student engagement with and responses to binary, descriptive, and computational questions testing the concepts underlying resistor networks (series and parallel combinations). The participants of the study were undergraduate students enrolled in a university in Pakistan. The majority of students struggled with the descriptive question, and while successfully answering the binary and computational ones, they failed to build an expectation for the answer, and betrayed significant lack of conceptual understanding in the process. The data collected was also used to analyze the relative efficacy of the three questions as a means of assessing conceptual understanding. The three questions were revealed to be uncorrelated and unlikely to be testing the same construct. The ability to answer the binary or computational question was observed to be divorced from a deeper understanding of the concepts involved.

A Framework for Laboratory Pre-Work Based on the Concepts, Tools and Techniques Questioning Method

ERIC Educational Resources Information Center

Huntula, J.; Sharma, M. D.; Johnston, I.; Chitaree, R.

2011-01-01

Learning in the laboratory is different from learning in other contexts because students have to engage with various aspects of the practice of science. They have to use many skills and knowledge in parallel--not only to understand the concepts of physics but also to use the tools and analyse the data. The question arises, how to best guide…

Proof of concept testing report.

DOT National Transportation Integrated Search

2008-09-17

This report documents the methodology and results of the U.S. Department of : Transportation (USDOT) Next Generation 9-1-1 Initiative (NG9-1-1) Proof of Concept : (POC) testing. It describes in detail the NG9-1-1 POC test results and provides a basel...

Culture, Method, and the Content of Self-Concepts: Testing Trait, Individual-Self-Primacy, and Cultural Psychology Perspectives

PubMed Central

del Prado, Alicia M.; Church, A. Timothy; Katigbak, Marcia S.; Miramontes, Lilia G.; Whitty, Monica; Curtis, Guy J.; de Jesús Vargas-Flores, José; Ibáñez-Reyes, Joselina; Ortiz, Fernando A.; Reyes, Jose Alberto S.

2007-01-01

Three theoretical perspectives on cultural universals and differences in the content of self-concepts were tested in individualistic (United States, n = 178; Australia, n = 112) and collectivistic (Mexico, n = 157; Philippines, n = 138) cultures, using three methods of self-concept assessment. Support was found for both trait perspectives and the individual-self-primacy hypothesis. In contrast, support for cultural psychology hypotheses was limited because traits and other personal attributes were not more salient, or social attributes less salient, in individualistic cultures than collectivistic cultures. The salience of some aspects of self-concept depended on the method of assessment, calling into question conclusions based on monomethod studies. PMID:19050737

Culture, Method, and the Content of Self-Concepts: Testing Trait, Individual-Self-Primacy, and Cultural Psychology Perspectives.

PubMed

Del Prado, Alicia M; Church, A Timothy; Katigbak, Marcia S; Miramontes, Lilia G; Whitty, Monica; Curtis, Guy J; de Jesús Vargas-Flores, José; Ibáñez-Reyes, Joselina; Ortiz, Fernando A; Reyes, Jose Alberto S

2007-12-01

Three theoretical perspectives on cultural universals and differences in the content of self-concepts were tested in individualistic (United States, n = 178; Australia, n = 112) and collectivistic (Mexico, n = 157; Philippines, n = 138) cultures, using three methods of self-concept assessment. Support was found for both trait perspectives and the individual-self-primacy hypothesis. In contrast, support for cultural psychology hypotheses was limited because traits and other personal attributes were not more salient, or social attributes less salient, in individualistic cultures than collectivistic cultures. The salience of some aspects of self-concept depended on the method of assessment, calling into question conclusions based on monomethod studies.

Liquid Oxygen (LO2) propellant conditioning concept testing

NASA Technical Reports Server (NTRS)

Perry, Gretchen L. E.; Orth, Michael S.; Mehta, Gopal K.

1993-01-01

Marshall Space Flight Center (MSFC) and industry contractors have undertaken activities to develop a simplified liquid oxygen (LO2) propellant conditioning concept for future expendable launch vehicles. The objective of these activities is to reduce operations costs and timelines and to improve safety of these vehicles. The approach followed has been to identify novel concepts through system level studies and demonstrate the feasibility of these concepts through small-scale and full-scale testing. Testing will also provide data for design guidelines and validation of analytical models. Four different concepts are being investigated: no-bleed, low-bleed, use of a recirculation line, and helium (He) bubbling. This investigation is being done under a Joint Institutional Research and Development (JIRAD) program currently in effect between MSFC and General Dynamics Space Systems (GDSS). A full-scale test article, which is a facsimile of a propellant feed duct with an attached section to simulate heat input from a LO2 turbopump, will be tested at the Cold Flow Facility at MSFC's West Test Area. Liquid nitrogen (LN2), which has similar properties to LO2, will be used in place of LO2 for safety and budget reasons. Work to date includes design and fabrication of the test article, design of the test facility and initial fabrication, development of a test matrix and test procedures, initial predictions of test output, and heat leak calibration and heat exchanger tests on the test article. The tests for all propellant conditioning concepts will be conducted in the summer of 1993, with the final report completed by October, 1993.

[Anatomical discoveries and concept of human body structure in Nan-jing (Classic of Questioning)].

PubMed

Yang, Shi-zhe

2006-04-01

What Nan-jing (Classic of Questioning) contributes to the anatomical discoveries and concepts of human body structure in TCM is that it clarifies the concept, function and anatomical essence of viscera and bowels. It is the first. book that clearly defines the triple jiao as a "qi bowel", This statement is a typical example of Chinese dualistic system of its view on the human body, consisting of physical and spiritual components. This has stirred up confusion for modern interpretation and, as a result, some thought the visceral theory in the book is not based on substantial basis of anatomy. However, the Forty-second Question in Nan-jing not only carries the contents about Wei (stomach), Xiaochang (small intestine), Huichang (large intestine) and Guangchang (anus) in the chapter of "Intestine and Stomach" in Lingshu Jing (Miraculous Pivot), but also changes these names to those we actually use today in the latter chapters; and it also records the gross anatomical shape and size of gall bladder, urinary bladder and all the five viscerae. So, Nan-jing discusses the structure of human body in ancient times, and is equivalent to an integrated science of modern physiology and anatomy, and establishes a solid basis for the fundamental theory of TCM.

Concept Innateness, Concept Continuity, and Bootstrapping

PubMed Central

Carey, Susan

2011-01-01

The commentators raised issues relevant to all three important theses of The Origin of Concepts (TOOC). Some questioned the very existence of innate representational primitives, and others questioned my claims about their richness and whether they should be thought of as concepts. Some questioned the existence of conceptual discontinuity in the course of knowledge acquisition and others argued that discontinuity is much more common than portrayed in TOOC. Some raised issues with my characterization of Quinian bootstrapping, and others questioned the dual factor theory of concepts motivated by my picture of conceptual development. PMID:23264705

Validation and structural analysis of the kinematics concept test

NASA Astrophysics Data System (ADS)

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stern, E.; Vaterlaus, A.

2017-06-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.

A System for the Automatic Assembly of Test Questions Using a No-SQL Database

ERIC Educational Resources Information Center

Shin, Sanggyu; Hashimoto, Hiroshi

2014-01-01

We describe a system that automatically assembles test questions from a set of examples. Our system can create test questions appropriate for each user's level at low cost. In particular, when a user review their lesson, our system provides new test questions which are assembled based on their previous test results and past mistakes, rather than a…

The effect of question order on evaluations of test performance: Can the bias dissolve?

PubMed

Bard, Gabriele; Weinstein, Yana

2017-10-01

Question difficulty order has been shown to affect students' global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance. In Experiment 1, participants studied questions and answers in easy-hard or hard-easy question order prior to taking a test in the same order. In Experiment 2, participants took the same test twice in the opposite question order (easy-hard then hard-easy, or hard-easy then easy-hard). In Experiment 3, participants took two different tests in the opposite question order (easy-hard then hard-easy, or hard-easy then easy-hard). In all three experiments, we were unable to eliminate the bias, which suggests that repeated exposure is insufficient to overcome a strong initial anchor.

Conceptual Questions and Lack of Formal Reasoning: Are They Mutually Exclusive?

ERIC Educational Resources Information Center

Igaz, Csaba; Proksa, Miroslav

2012-01-01

Using specially designed conceptual question pairs, 9th grade students were tested on tasks (presented as experimental situations in pictorial form) that involved controlling the variables' scheme of formal reasoning. The question topics focused on these three chemical contexts: chemistry in everyday life, chemistry without formal concepts, and…

Concept Verification Test - Evaluation of Spacelab/Payload operation concepts

NASA Technical Reports Server (NTRS)

Mcbrayer, R. O.; Watters, H. H.

1977-01-01

The Concept Verification Test (CVT) procedure is used to study Spacelab operational concepts by conducting mission simulations in a General Purpose Laboratory (GPL) which represents a possible design of Spacelab. In conjunction with the laboratory a Mission Development Simulator, a Data Management System Simulator, a Spacelab Simulator, and Shuttle Interface Simulator have been designed. (The Spacelab Simulator is more functionally and physically representative of the Spacelab than the GPL.) Four simulations of Spacelab mission experimentation were performed, two involving several scientific disciplines, one involving life sciences, and the last involving material sciences. The purpose of the CVT project is to support the pre-design and development of payload carriers and payloads, and to coordinate hardware, software, and operational concepts of different developers and users.

Using Structured Examples and Prompting Reflective Questions to Correct Misconceptions about Thermodynamic Concepts

ERIC Educational Resources Information Center

Olakanmi, E. O.; Doyoyo, M.

2014-01-01

This paper explores the effectiveness of using "structured examples in concert with prompting reflective questions" to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants'…

Assessing Multiple Choice Question (MCQ) Tests--A Mathematical Perspective

ERIC Educational Resources Information Center

Scharf, Eric M.; Baldwin, Lynne P.

2007-01-01

The reasoning behind popular methods for analysing the raw data generated by multiple choice question (MCQ) tests is not always appreciated, occasionally with disastrous results. This article discusses and analyses three options for processing the raw data produced by MCQ tests. The article shows that one extreme option is not to penalize a…

The Scoring of Matching Questions Tests: A Closer Look

ERIC Educational Resources Information Center

Jancarík, Antonín; Kostelecká, Yvona

2015-01-01

Electronic testing has become a regular part of online courses. Most learning management systems offer a wide range of tools that can be used in electronic tests. With respect to time demands, the most efficient tools are those that allow automatic assessment. The presented paper focuses on one of these tools: matching questions in which one…

Research and Teaching: Correlations between Students' Written Responses to Lecture-Tutorial Questions and Their Understandings of Key Astrophysics Concepts

ERIC Educational Resources Information Center

Eckenrode, Jeffrey; Prather, Edward E.; Wallace, Colin S.

2016-01-01

This article reports on an investigation into the correlations between students' understandings of introductory astronomy concepts and the correctness and coherency of their written responses to targeted Lecture-Tutorial questions.

Examination of Test and Item Statistics from Visual and Verbal Mathematics Questions

ERIC Educational Resources Information Center

Alpayar, Cagla; Gulleroglu, H. Deniz

2017-01-01

The aim of this research is to determine whether students' test performance and approaches to test questions change based on the type of mathematics questions (visual or verbal) administered to them. This research is based on a mixed-design model. The quantitative data are gathered from 297 seventh grade students, attending seven different middle…

Analyzing force concept inventory with item response theory

NASA Astrophysics Data System (ADS)

Wang, Jing; Bao, Lei

2010-10-01

Item response theory is a popular assessment method used in education. It rests on the assumption of a probability framework that relates students' innate ability and their performance on test questions. Item response theory transforms students' raw test scores into a scaled proficiency score, which can be used to compare results obtained with different test questions. The scaled score also addresses the issues of ceiling effects and guessing, which commonly exist in quantitative assessment. We used item response theory to analyze the force concept inventory (FCI). Our results show that item response theory can be useful for analyzing physics concept surveys such as the FCI and produces results about the individual questions and student performance that are beyond the capability of classical statistics. The theory yields detailed measurement parameters regarding the difficulty, discrimination features, and probability of correct guess for each of the FCI questions.

Crashworthy airframe design concepts: Fabrication and testing

NASA Technical Reports Server (NTRS)

Cronkhite, J. D.; Berry, V. L.

1982-01-01

Crashworthy floor concepts applicable to general aviation aircraft metal airframe structures were investigated. Initially several energy absorbing lower fuselage structure concepts were evaluated. Full scale floor sections representative of a twin engine, general aviation airplane lower fuselage structure were designed and fabricated. The floors featured an upper high strength platform with an energy absorbing, crushable structure underneath. Eighteen floors were fabricated that incorporated five different crushable subfloor concepts. The floors were then evaluated through static and dynamic testing. Computer programs NASTRAN and KRASH were used for the static and dynamic analysis of the floor section designs. Two twin engine airplane fuselages were modified to incorporate the most promising crashworthy floor sections for test evaluation.

A passage retrieval method based on probabilistic information retrieval model and UMLS concepts in biomedical question answering.

PubMed

Sarrouti, Mourad; Ouatik El Alaoui, Said

2017-04-01

Passage retrieval, the identification of top-ranked passages that may contain the answer for a given biomedical question, is a crucial component for any biomedical question answering (QA) system. Passage retrieval in open-domain QA is a longstanding challenge widely studied over the last decades. However, it still requires further efforts in biomedical QA. In this paper, we present a new biomedical passage retrieval method based on Stanford CoreNLP sentence/passage length, probabilistic information retrieval (IR) model and UMLS concepts. In the proposed method, we first use our document retrieval system based on PubMed search engine and UMLS similarity to retrieve relevant documents to a given biomedical question. We then take the abstracts from the retrieved documents and use Stanford CoreNLP for sentence splitter to make a set of sentences, i.e., candidate passages. Using stemmed words and UMLS concepts as features for the BM25 model, we finally compute the similarity scores between the biomedical question and each of the candidate passages and keep the N top-ranked ones. Experimental evaluations performed on large standard datasets, provided by the BioASQ challenge, show that the proposed method achieves good performances compared with the current state-of-the-art methods. The proposed method significantly outperforms the current state-of-the-art methods by an average of 6.84% in terms of mean average precision (MAP). We have proposed an efficient passage retrieval method which can be used to retrieve relevant passages in biomedical QA systems with high mean average precision. Copyright © 2017 Elsevier Inc. All rights reserved.

Proof of concept test plan.

DOT National Transportation Integrated Search

2008-06-05

This document is the Proof of Concept (POC) Test Plan and procedures that will be used : to verify that hardware and application functionality meet the requirements of the U.S. : Department of Transportation (USDOT) Next Generation 9-1-1 Initiative (...

Can we share questions? Performance of questions from different question banks in a single medical school.

PubMed

Freeman, Adrian; Nicholls, Anthony; Ricketts, Chris; Coombes, Lee

2010-01-01

To use progress testing, a large bank of questions is required, particularly when planning to deliver tests over a long period of time. The questions need not only to be of good quality but also balanced in subject coverage across the curriculum to allow appropriate sampling. Hence as well as creating its own questions, an institution could share questions. Both methods allow ownership and structuring of the test appropriate to the educational requirements of the institution. Peninsula Medical School (PMS) has developed a mechanism to validate questions written in house. That mechanism can be adapted to utilise questions from an International question bank International Digital Electronic Access Library (IDEAL) and another UK-based question bank Universities Medical Assessment Partnership (UMAP). These questions have been used in our progress tests and analysed for relative performance. Data are presented to show that questions from differing sources can have comparable performance in a progress testing format. There are difficulties in transferring questions from one institution to another. These include problems of curricula and cultural differences. Whilst many of these difficulties exist, our experience suggests that it only requires a relatively small amount of work to adapt questions from external question banks for effective use. The longitudinal aspect of progress testing (albeit summatively) may allow more flexibility in question usage than single high stakes exams.

The Act of Answering Questions Elicited Differentiated Responses in a Concealed Information Test.

PubMed

Otsuka, Takuro; Mizutani, Mitsuyoshi; Yagi, Akihiro; Katayama, Jun'ichi

2018-04-17

The concealed information test (CIT), a psychophysiological detection of deception test, compares physiological responses between crime-related and crime-unrelated items. In previous studies, whether the act of answering questions affected physiological responses was unclear. This study examined effects of both question-related and answer-related processes on physiological responses. Twenty participants received a modified CIT, in which the interval between presentation of questions and answering them was 27 s. Differentiated respiratory movements and cardiovascular responses between items were observed for both questions (items) and answers, while differentiated skin conductance response was observed only for questions. These results suggest that physiological responses to questions reflected orientation to a crime-related item, while physiological responses during answering reflected inhibition of psychological arousal caused by orienting. Regarding the CIT's accuracy, participants' perception of the questions themselves more strongly influenced physiological responses than answering them. © 2018 American Academy of Forensic Sciences.

Liquid oxygen (LO2) propellant conditioning concept testing

NASA Technical Reports Server (NTRS)

Perry, Gretchen L. E.; Orth, Michael S.; Mehta, Gopal K.

1993-01-01

Testing of a simplified LO2 propellant conditioning concept for future expendable launch vehicles is discussed. Four different concepts are being investigated: no-bleed, low-bleed, use of a recirculation line, and He bubbling. A full-scale test article, which is a facsimile of a propellant feed duct with an attached section to simulate heat input from an LO2 turbopump, is to be tested at the Cold Flow Facility of the Marshall Space Flight Center West Test Area. Work to date includes: design and fabrication of the test article, design of the test facility and initial fabrication, development of a test matrix and test procedures, initial predictions of test output, and heat leak calibration and heat exchanger tests on the test articles.

Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.

PubMed

Adams, Nancy E

2015-01-01

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

Validation and Structural Analysis of the Kinematics Concept Test

ERIC Educational Resources Information Center

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stem, E.; Vaterlaus, A.

2017-01-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part…

Testing Collective Memory: Representing the Soviet Union on Multiple-Choice Questions

ERIC Educational Resources Information Center

Reich, Gabriel A.

2011-01-01

This article tests the assumption that state-mandated multiple-choice history exams are a cultural tool for disseminating an "official" collective memory. Findings from a qualitative study of a collection of multiple-choice questions that relate to the history of the Soviet Union are presented. The 263 questions all come from New York…

Special Education Students: To Be (Tested) or Not To Be (Tested)? That's a Good Question.

ERIC Educational Resources Information Center

Wilkinson, L. David; Matter, M. Kevin

This paper outlines how the Austin Independent School District (Texas) tried to deal with the following questions: (1) Should special education students be included in the administration of standardized tests?; (2) Should their scores be included or excluded in the reporting of test results?; and (3) What are the evidences that test scores reflect…

Context Sensitivity in the Force Concept Inventory

ERIC Educational Resources Information Center

Stewart, John; Griffin, Heather; Stewart, Gay

2007-01-01

The force concept inventory and a 10-question context-modified test were given to 647 students enrolled in introductory physics classes at the University of Arkansas. Context changes had an effect ranging from -3% to 10% on the individual questions. The average student score on the ten transformed questions was 3% higher than the average student…

A single-question screening test for drug use in primary care.

PubMed

Smith, Peter C; Schmidt, Susan M; Allensworth-Davies, Donald; Saitz, Richard

2010-07-12

Drug use (illicit drug use and nonmedical use of prescription drugs) is common but underrecognized in primary care settings. We validated a single-question screening test for drug use and drug use disorders in primary care. Adult patients recruited from primary care waiting rooms were asked the single screening question, "How many times in the past year have you used an illegal drug or used a prescription medication for nonmedical reasons?" A response of at least 1 time was considered positive for drug use. They were also asked the 10-item Drug Abuse Screening Test (DAST-10). The reference standard was the presence or absence of current (past year) drug use or a drug use disorder (abuse or dependence) as determined by a standardized diagnostic interview. Drug use was also determined by oral fluid testing for common drugs of abuse. Of 394 eligible primary care patients, 286 (73%) completed the interview. The single screening question was 100% sensitive (95% confidence interval [CI], 90.6%-100%) and 73.5% specific (95% CI, 67.7%-78.6%) for the detection of a drug use disorder. It was less sensitive for the detection of self-reported current drug use (92.9%; 95% CI, 86.1%-96.5%) and drug use detected by oral fluid testing or self-report (81.8%; 95% CI, 72.5%-88.5%). Test characteristics were similar to those of the DAST-10 and were affected very little by participant demographic characteristics. The single screening question accurately identified drug use in this sample of primary care patients, supporting the usefulness of this brief screen in primary care.

Impression formation of tests: retrospective judgments of performance are higher when easier questions come first.

PubMed

Jackson, Abigail; Greene, Robert L

2014-11-01

Four experiments are reported on the importance of retrospective judgments of performance (postdictions) on tests. Participants answered general knowledge questions and estimated how many questions they answered correctly. They gave higher postdictions when easy questions preceded difficult questions. This was true when time to answer each question was equalized and constrained, when participants were instructed not to write answers, and when questions were presented in a multiple-choice format. Results are consistent with the notion that first impressions predominate in overall perception of test difficulty.

Test of understanding of vectors: A reliable multiple-choice vector concept test

NASA Astrophysics Data System (ADS)

Barniol, Pablo; Zavala, Genaro

2014-06-01

In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended problems in which a total of 2067 students participated. Using this taxonomy, we then designed a 20-item multiple-choice test [Test of understanding of vectors (TUV)] and administered it in English to 423 students who were completing the required sequence of introductory physics courses at a large private Mexican university. We evaluated the test's content validity, reliability, and discriminatory power. The results indicate that the TUV is a reliable assessment tool. We also conducted a detailed analysis of the students' understanding of the vector concepts evaluated in the test. The TUV is included in the Supplemental Material as a resource for other researchers studying vector learning, as well as instructors teaching the material.

The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved with and without Concept Maps

ERIC Educational Resources Information Center

Martinez, Guadalupe; Perez, Angel Luis; Suero, Maria Isabel; Pardo, Pedro J.

2013-01-01

A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a…

Any Questions? Want to Stimulate Student Curiosity? Let Them Ask Questions!

ERIC Educational Resources Information Center

Weiss, Tarin Harrar

2013-01-01

Of the eight scientific practices highlighted in "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," the first is for students to develop abilities to ask questions and define problems (NRC 2012). Constructing a range of questions about an object or phenomenon validates not only what students have…

On the Use of Two Versions of the Force Concept Inventory to Test Conceptual Understanding of Mechanics in Lao PDR

ERIC Educational Resources Information Center

Luangrath, Phimpho; Pettersson, Sune; Benckert, Sylvia

2011-01-01

In this study, we investigated why Laotian students had a low score, when they were tested by the Force Concept Inventory (FCI). About 400 first year university students answered the FCI or a Lao version of the FCI (LFCI) with the contexts of some questions changed. The students answered a questionnaire and 34 of the students were interviewed. The…

Generation of Test Questions from RDF Files Using PYTHON and SPARQL

NASA Astrophysics Data System (ADS)

Omarbekova, Assel; Sharipbay, Altynbek; Barlybaev, Alibek

2017-02-01

This article describes the development of the system for the automatic generation of test questions based on the knowledge base. This work has an applicable nature and provides detailed examples of the development of ontology and implementation the SPARQL queries in RDF-documents. Also it describes implementation of the program generating questions in the Python programming language including the necessary libraries while working with RDF-files.

Development of a Meiosis Concept Inventory

PubMed Central

Kalas, Pamela; O’Neill, Angie; Pollock, Carol; Birol, Gülnur

2013-01-01

We have designed, developed, and validated a 17-question Meiosis Concept Inventory (Meiosis CI) to diagnose student misconceptions on meiosis, which is a fundamental concept in genetics. We targeted large introductory biology and genetics courses and used published methodology for question development, which included the validation of questions by student interviews (n = 28), in-class testing of the questions by students (n = 193), and expert (n = 8) consensus on the correct answers. Our item analysis showed that the questions’ difficulty and discrimination indices were in agreement with published recommended standards and discriminated effectively between high- and low-scoring students. We foresee other institutions using the Meiosis CI as both a diagnostic tool and an instrument to assess teaching effectiveness and student progress, and invite instructors to visit http://q4b.biology.ubc.ca for more information. PMID:24297292

Computer-based testing of the modified essay question: the Singapore experience.

PubMed

Lim, Erle Chuen-Hian; Seet, Raymond Chee-Seong; Oh, Vernon M S; Chia, Boon-Lock; Aw, Marion; Quak, Seng-Hock; Ong, Benjamin K C

2007-11-01

The modified essay question (MEQ), featuring an evolving case scenario, tests a candidate's problem-solving and reasoning ability, rather than mere factual recall. Although it is traditionally conducted as a pen-and-paper examination, our university has run the MEQ using computer-based testing (CBT) since 2003. We describe our experience with running the MEQ examination using the IVLE, or integrated virtual learning environment (https://ivle.nus.edu.sg), provide a blueprint for universities intending to conduct computer-based testing of the MEQ, and detail how our MEQ examination has evolved since its inception. An MEQ committee, comprising specialists in key disciplines from the departments of Medicine and Paediatrics, was formed. We utilized the IVLE, developed for our university in 1998, as the online platform on which we ran the MEQ. We calculated the number of man-hours (academic and support staff) required to run the MEQ examination, using either a computer-based or pen-and-paper format. With the support of our university's information technology (IT) specialists, we have successfully run the MEQ examination online, twice a year, since 2003. Initially, we conducted the examination with short-answer questions only, but have since expanded the MEQ examination to include multiple-choice and extended matching questions. A total of 1268 man-hours was spent in preparing for, and running, the MEQ examination using CBT, compared to 236.5 man-hours to run it using a pen-and-paper format. Despite being more labour-intensive, our students and staff prefer CBT to the pen-and-paper format. The MEQ can be conducted using a computer-based testing scenario, which offers several advantages over a pen-and-paper format. We hope to increase the number of questions and incorporate audio and video files, featuring clinical vignettes, to the MEQ examination in the near future.

The Appropriateness of the Concept Mastery Test for Graduate Students.

ERIC Educational Resources Information Center

Goolsby, Thomas M., Jr.

A study was conducted to determine the appropriateness of the Concept Mastery Test for graduate students enrolled in an introductory research methodology course. Ss represented a cross-section of students entering a master's program at a large southeastern university. The Concept Mastery Test (CMT), the Nelson-Denny Reading Test (ND), and the…

Comparison of integrated testlet and constructed-response question formats

NASA Astrophysics Data System (ADS)

Slepkov, Aaron D.; Shiell, Ralph C.

2014-12-01

Constructed-response (CR) questions are a mainstay of introductory physics textbooks and exams. However, because of the time, cost, and scoring reliability constraints associated with this format, CR questions are being increasingly replaced by multiple-choice (MC) questions in formal exams. The integrated testlet (IT) is a recently developed question structure designed to provide a proxy of the pedagogical advantages of CR questions while procedurally functioning as set of MC questions. ITs utilize an answer-until-correct response format that provides immediate confirmatory or corrective feedback, and they thus allow not only for the granting of partial credit in cases of initially incorrect reasoning, but, furthermore, the ability to build cumulative question structures. Here, we report on a study that directly compares the functionality of ITs and CR questions in introductory physics exams. To do this, CR questions were converted to concept-equivalent ITs, and both sets of questions were deployed in midterm and final exams. We find that both question types provide adequate discrimination between stronger and weaker students, with CR questions discriminating slightly better than the ITs. There is some indication that any difference in discriminatory power may result from the baseline score for guessing that is inherent in MC testing. Meanwhile, an analysis of interrater scoring of the CR questions raises serious concerns about the reliability of the granting of partial credit when this traditional assessment technique is used in a realistic (but nonoptimized) setting. Furthermore, we show evidence that partial credit is granted in a valid manner in the ITs. Thus, together with consideration of the vastly reduced costs of administering IT-based examinations compared to CR-based examinations, our findings indicate that ITs are viable replacements for CR questions in formal examinations where it is desirable both to assess concept integration and to reward partial

Top 10 Research Questions Related to Musculoskeletal Physical Fitness Testing in Children and Adolescents

ERIC Educational Resources Information Center

Plowman, Sharon Ann

2014-01-01

The purpose of this article is to bring attention to the 10 most pressing questions relevant to musculoskeletal physical fitness testing in children and adolescents. The goal is to stimulate research to answer these questions. The most pressing needs include establishing definitive links between valid, reliable, and feasible field test measures of…

Test of Understanding of Vectors: A Reliable Multiple-Choice Vector Concept Test

ERIC Educational Resources Information Center

Barniol, Pablo; Zavala, Genaro

2014-01-01

In this article we discuss the findings of our research on students' understanding of vector concepts in problems without physical context. First, we develop a complete taxonomy of the most frequent errors made by university students when learning vector concepts. This study is based on the results of several test administrations of open-ended…

The concept verification testing of materials science payloads

NASA Technical Reports Server (NTRS)

Griner, C. S.; Johnston, M. H.; Whitaker, A.

1976-01-01

The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

Overview of an Advanced Hypersonic Structural Concept Test Program

NASA Technical Reports Server (NTRS)

Stephens, Craig A.; Hudson, Larry D.; Piazza, Anthony

2007-01-01

This viewgraph presentation provides an overview of hypersonics M&S advanced structural concepts development and experimental methods. The discussion on concepts development includes the background, task objectives, test plan, and current status of the C/SiC Ruddervator Subcomponent Test Article (RSTA). The discussion of experimental methods examines instrumentation needs, sensors of interest, and examples of ongoing efforts in the development of extreme environment sensors.

Development of a Ground Test and Analysis Protocol for NASA's NextSTEP Phase 2 Habitation Concepts

NASA Technical Reports Server (NTRS)

Gernhardt, Michael L.; Beaton, Kara H.; Chappell, Steven P.; Bekdash, Omar S.; Abercromby, Andrew F. J.

2018-01-01

The NASA Next Space Technologies for Exploration Partnerships (NextSTEP) program is a public-private partnership model that seeks commercial development of deep space exploration capabilities to support human spaceflight missions around and beyond cislunar space. NASA first issued the Phase 1 NextSTEP Broad Agency Announcement to U.S. industries in 2014, which called for innovative cislunar habitation concepts that leveraged commercialization plans for low-Earth orbit. These habitats will be part of the Deep Space Gateway (DSG), the cislunar space station planned by NASA for construction in the 2020s. In 2016, Phase 2 of the NextSTEP program selected five commercial partners to develop ground prototypes. A team of NASA research engineers and subject matter experts (SMEs) have been tasked with developing the ground-test protocol that will serve as the primary means by which these Phase 2 prototypes will be evaluated. Since 2008, this core test team has successfully conducted multiple spaceflight analog mission evaluations utilizing a consistent set of operational tools, methods, and metrics to enable the iterative development, testing, analysis, and validation of evolving exploration architectures, operations concepts, and vehicle designs. The purpose of implementing a similar evaluation process for the Phase 2 Habitation Concepts is to consistently evaluate different commercial partner ground prototypes to provide data-driven, actionable recommendations for Phase 3. This paper describes the process by which the ground test protocol was developed and the objectives, methods, and metrics by which the NextSTEP Phase 2 Habitation Concepts will be rigorously and systematically evaluated. The protocol has been developed using both a top-down and bottom-up approach. Top-down development began with the Human Exploration and Operations Mission Directorate (HEOMD) exploration objectives and ISS Exploration Capability Study Team (IECST) candidate flight objectives. Strategic

Continued Development of the Solar System Concept Inventory

NASA Astrophysics Data System (ADS)

Hornstein, Seth D.; Prather, E. E.; English, T. R.; Desch, S. M.; Keller, J. M.; CATS

2010-01-01

The Solar System Concept Inventory (SSCI) was developed in order to provide a pre-/post-instruction assessment instrument suitable for use in an introductory solar system course. The topics included on the SSCI focus on formation mechanisms, planetary interiors, atmospheric and surface effects, and small solar system bodies. These topics were selected by having faculty identify the key concepts they address when teaching about the solar system. Student interviews were then conducted to identify common naive ideas and reasoning difficulties relating to these key topics. As of December 2009, the SSCI has been through four semesters of both pre- and post-instruction classroom testing, involving over 2000 students and 11 institutions (ranging from two-year colleges to doctoral/research universities). After each semester of testing, item analysis statistics such as point biserial, percentage correct on pre- or post-testing, and frequently-chosen distracters (incorrect answers) were used to flag ineffective questions. Flagged questions were revised or eliminated. We present an overall outline of the SSCI development as well as our question-flagging criteria and question analyses from the latest round of field-testing. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Designing Great Hinge Questions

ERIC Educational Resources Information Center

Wiliam, Dylan

2015-01-01

According to author Dylan Wiliam, because lessons never go exactly as planned, teachers should build plan B into plan A. This involves designing a lesson with a "hinge" somewhere in the middle and using specific kinds of questions--what he calls hinge questions--to quickly assess students' understanding of a concept before moving on.…

Relationship of Students' Prior Knowledge and Order of Questions on Tests to Students' Test Scores.

ERIC Educational Resources Information Center

Papp, Klara K.; And Others

1987-01-01

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

The Geoscience Concept Test: A New Assessment Tool Based on Student Misconceptions

NASA Astrophysics Data System (ADS)

Libarkin, J.; Anderson, S. W.; Boone, W. J.; Beilfuss, M.; Dahl, J.

2002-12-01

We developed and began pilot testing of an earth science assessment tool called the geoscience concept test (GCT). The GCT uses student misconceptions as distractors in a 30 item multiple-choice instrument. Student misconceptions were first assessed through the analysis of nearly 300 questionnaires administered in introductory geology courses at three institutions. Results from the questionnaires guided the development of an interview protocol that was used by four interviewers at four different institutions. Over 100 in-depth student interviews lasting from 0.5 to 1 hour probed topics related to the Earth's interior, geologic time, and the formation of Earth surface features such as mountains and volcanoes to better define misconceptions. Thematic content analysis of the interviews identified a number of widely held misconceptions, which were then incorporated into the GCT as multiple-choice distractors (wrong answers). For content validity, the initial GCT was reviewed by seven experts (3 geoscientists and 4 science educators) and revised before pilot testing. Approximately 100 introductory and non-science major college students from four institutions were assessed with the GCT pilot in the spring of 2002. Rasch model analysis of this data showed that students found the pilot test difficult, and the level of difficulty was consistent between the four institutions. Analysis of individual items showed that students had fewer misconceptions regarding the locations of earthquakes, and many misconceptions regarding the locations of volcanoes on the Earth's surface, suggesting a disconnect in their understanding of the role of plate tectonics in these phenomena. Analysis of the misfit statistic for each item showed that none of the questions misfit, although we dropped one question and modified the wording of another for clarity in the next round of piloting. A second round of piloting scheduled for the fall of 2002 includes nearly 3000 students from 34 institutions in

Testing increases suggestibility for narrative-based misinformation but reduces suggestibility for question-based misinformation.

PubMed

LaPaglia, Jessica A; Chan, Jason C K

2013-01-01

A number of recent studies have found that recalling details of an event following its occurrence can increase people's suggestibility to later presented misinformation. However, several other studies have reported the opposite result, whereby earlier retrieval can reduce subsequent eyewitness suggestibility. In the present study, we investigated whether differences in the way misinformation is presented can modulate the effects of testing on suggestibility. Participants watched a video of a robbery and some were questioned about the event immediately afterwards. Later, participants were exposed to misinformation in a narrative (Experiment 1) or in questions (Experiment 2). Consistent with previous studies, we found that testing increased suggestibility when misinformation was presented via a narrative. Remarkably, when misinformation was presented in questions, testing decreased suggestibility. Copyright © 2013 John Wiley & Sons, Ltd.

The Thomas Self-Concept Values Test.

ERIC Educational Resources Information Center

Thomas, Walter L.

A test was developed to assess personal self-concept values of preprimary and primary aged children. If large scale preschool programs are to be justified, effects in the areas of intellectual growth, achievement performance, and personal-social growth must be observable in children several years after preschool experience and must be measurable…

Survey questions about party competence: Insights from cognitive interviews☆

PubMed Central

Wagner, Markus; Zeglovits, Eva

2014-01-01

Voter assessments of party competence have become a key explanation of electoral decision-making. However, there are at least three important aspects to understanding responses to questions on issue-specific party competence: comprehension difficulties; a lack of well-formed attitudes and relevant information; and the use of response heuristics. We used 20 cognitive interviews carried out in Austria in 2011 to test competence questions. The interviews show us how respondents explain their responses. We find evidence that many people (1) may hold only weak opinions and have little information on issue-specific party competence and (2) may make use of distinct but related concepts, particularly salience and position, when answering questions about competence. We provide recommendations for researchers and survey designers based on our findings. PMID:25844005

Direct-to-consumer DNA testing: the fallout for individuals and their families unexpectedly learning of their donor conception origins.

PubMed

Crawshaw, Marilyn

2017-07-11

Increasing numbers of donor-conceived individuals (and/or parents) are seeking individuals genetically related through donor conception. One route is through 'direct-to-consumer' (DTC) DNA testing, prompting calls for fertility services to alert donors and prospective parents to the increasing unsustainability of anonymity and secrecy. The complexity of interpreting DNA results in this context has also been discussed, including their lack of absolute certainty, as has the need for professional and peer support. This commentary highlights a different 'threat', from individuals learning of their donor-conception origins through the use of such tests by themselves or relatives for such purposes as genealogy or health checks. It illustrates the personal complexities faced by three older women and their families on learning not only of their genetic relationship to each other but also to 15 more donor-related siblings. DTC DNA services are a growing feature of modern life. This commentary raises ethical questions about their responsibilities towards those inadvertently learning of donor conception origins and the responsibilities of fertility services to inform prospective parents and donors of this new phenomenon. Considerations of how and when parents should tell their children of their donor-conception origins here instead become how and when children should inform their parents.

Analizing Student Biology Education Misconception And Scientific Argumentation Ability Using Diagnostic Question Clusters (Dqcs) Of Molecular Genetic Concept

NASA Astrophysics Data System (ADS)

Nurlaila, L.; Sriyati, S.; Riandi

2017-02-01

The purpose of this research is to describe the profile of misconceptions and scientific argumentation ability using Diagnostic Question Cluster (DQCs) of molecular genetics concept. This research use descriptive research method and biology education students as a research subject. The Instrument that used in this research are DQCs, sheets interviews, observations, and field notes. The DQCs tested by writing and oral that used to analyze misconceptions and scientific argumentation ability. Sheets interviews, observations and field notes, are used to analyze the possible factors causing misconceptions and scientific argumentation ability. The results showed that misconception of molecular genetics are: DNA (23.75%), genes (18.75%) of chromosomes (15%) and protein synthesis (5.5%). The pattern of the highest misconceptions owned Misconception-Understand Partial. The average scientific argumentation ability is 55% and still categorized warrant (W). The pattern of the scientific argumentation abilities formed is level 2 to level 2 that consists of the arguments in the form of a claim with a counter claim that accompanied by data, collateral (warrant) or support (backing) but does not contain a disclaimer (rebutal).

The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics.

PubMed

Smith, Michelle K; Wood, William B; Knight, Jennifer K

2008-01-01

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course.

Comparison of Test Scores Obtained by Eighth Graders on Illustrated and Abstract Content Questions: A Quantitative

ERIC Educational Resources Information Center

Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

2016-01-01

The purpose of this study is to investigate whether students are more successful on abstract or illustrated test questions. To this end, the questions on an abstract test were changed into a visual format, and these tests were administered every three days to a total of 240 students at six middle schools located in the Erzurum city center and…

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

ERIC Educational Resources Information Center

Smith, Michelle K.; Wood, William B.; Knight, Jennifer K.

2008-01-01

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment…

A Comparison of Methods for Transforming Sentences into Test Questions for Instructional Materials. Technical Report #1.

ERIC Educational Resources Information Center

Roid, Gale; And Others

Several measurement theorists have convincingly argued that methods of writing test questions, particularly for criterion-referenced tests, should be based on operationally defined rules. This study was designed to examine and further refine a method for objectively generating multiple-choice questions for prose instructional materials. Important…

Can Good Concept Mappers Be Good Problem Solvers in Science?

ERIC Educational Resources Information Center

Okebukola, Peter Akinsola

1992-01-01

Describes a study of concept mapping as a means of learning problem-solving skills. Concludes that the concept mapping subjects were significantly more successful at solving biological test questions than were the controls. Reports no significant differences between cooperative and individual mapping and mixed results for gender. (DK)

Five hematologic tests and treatments to question.

PubMed

Hicks, Lisa K; Bering, Harriet; Carson, Kenneth R; Haynes, Adam E; Kleinerman, Judith; Kukreti, Vishal; Ma, Alice; Mueller, Brigitta U; O'Brien, Sarah H; Panepinto, Julie A; Pasquini, Marcelo C; Rajasekhar, Anita; Sarode, Ravi; Wood, William A

2014-12-05

Choosing Wisely® is a medical stewardship initiative led by the American Board of Internal Medicine Foundation in collaboration with professional medical societies in the United States. The American Society of Hematology (ASH) released its first Choosing Wisely® list in 2013. Using the same evidence-based methodology as in 2013, ASH has identified 5 additional tests and treatments that should be questioned by clinicians and patients under specific, indicated circumstances. The ASH 2014 Choosing Wisely® recommendations include: (1) do not anticoagulate for more than 3 months in patients experiencing a first venous thromboembolic event in the setting of major, transient risk factors for venous thromboembolism; (2) do not routinely transfuse for chronic anemia or uncomplicated pain crises in patients with sickle cell disease; (3) do not perform baseline or surveillance computed tomography scans in patients with asymptomatic, early-stage chronic lymphocytic leukemia; (4) do not test or treat for heparin-induced thrombocytopenia if the clinical pretest probability of heparin-induced thrombocytopenia is low; and (5) do not treat patients with immune thrombocytopenia unless they are bleeding or have very low platelet counts. © 2014 by The American Society of Hematology. All rights reserved.

Five hematologic tests and treatments to question.

PubMed

Hicks, Lisa K; Bering, Harriet; Carson, Kenneth R; Haynes, Adam E; Kleinerman, Judith; Kukreti, Vishal; Ma, Alice; Mueller, Brigitta U; O'Brien, Sarah H; Panepinto, Julie A; Pasquini, Marcelo C; Rajasekhar, Anita; Sarode, Ravi; Wood, William A

2014-12-04

Choosing Wisely(®) is a medical stewardship initiative led by the American Board of Internal Medicine Foundation in collaboration with professional medical societies in the United States. The American Society of Hematology (ASH) released its first Choosing Wisely(®) list in 2013. Using the same evidence-based methodology as in 2013, ASH has identified 5 additional tests and treatments that should be questioned by clinicians and patients under specific, indicated circumstances. The ASH 2014 Choosing Wisely(®) recommendations include: (1) do not anticoagulate for more than 3 months in patients experiencing a first venous thromboembolic event in the setting of major, transient risk factors for venous thromboembolism; (2) do not routinely transfuse for chronic anemia or uncomplicated pain crises in patients with sickle cell disease; (3) do not perform baseline or surveillance computed tomography scans in patients with asymptomatic, early-stage chronic lymphocytic leukemia; (4) do not test or treat for heparin-induced thrombocytopenia if the clinical pretest probability of heparin-induced thrombocytopenia is low; and (5) do not treat patients with immune thrombocytopenia unless they are bleeding or have very low platelet counts. © 2014 by The American Society of Hematology. All rights reserved.

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P.

2010-01-01

This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test, and incorrect concept test) related to the greenhouse effect and global warming were developed to explore the mechanisms underlining the test effect. Interview data analyzed by means of the flow-map method were used to examine the two-week post-test consequences of taking one of these three tests. The results indicated: (1) Traditional tests can affect participants' long-term memory, both positively and negatively; in addition, when students ponder repeatedly and think harder about highly distracting choices during a test, they may gradually develop new conceptions; (2) Students develop more correct conceptions when more true descriptions are provided on the tests; on the other hand, students develop more misconceptions while completing tests in which more false descriptions of choices are provided. Finally, the results of this study revealed a noteworthy phenomenon that tests, if employed appropriately, may be also an effective instrument for assisting students' conceptual understanding.

Do Self Concept Tests Test Self Concept? An Evaluation of the Validity of Items on the Piers Harris and Coopersmith Measures.

ERIC Educational Resources Information Center

Lynch, Mervin D.; Chaves, John

Items from Peirs-Harris and Coopersmith self-concept tests were evaluated against independent measures on three self-constructs, idealized, empathic, and worth. Construct measurements were obtained with the semantic differential and D statistic. Ratings were obtained from 381 children, grades 4-6. For each test, item ratings and construct measures…

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

PubMed Central

Wood, William B.; Knight, Jennifer K.

2008-01-01

We have designed, developed, and validated a 25-question Genetics Concept Assessment (GCA) to test achievement of nine broad learning goals in majors and nonmajors undergraduate genetics courses. Written in everyday language with minimal jargon, the GCA is intended for use as a pre- and posttest to measure student learning gains. The assessment was reviewed by genetics experts, validated by student interviews, and taken by >600 students at three institutions. Normalized learning gains on the GCA were positively correlated with averaged exam scores, suggesting that the GCA measures understanding of topics relevant to instructors. Statistical analysis of our results shows that differences in the item difficulty and item discrimination index values between different questions on pre- and posttests can be used to distinguish between concepts that are well or poorly learned during a course. PMID:19047428

Student certainty answering misconception question: study of Three-Tier Multiple-Choice Diagnostic Test in Acid-Base and Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Ardiansah; Masykuri, M.; Rahardjo, S. B.

2018-04-01

Students’ concept comprehension in three-tier multiple-choice diagnostic test related to student confidence level. The confidence level related to certainty and student’s self-efficacy. The purpose of this research was to find out students’ certainty in misconception test. This research was quantitative-qualitative research method counting students’ confidence level. The research participants were 484 students that were studying acid-base and equilibrium solubility subject. Data was collected using three-tier multiple-choice (3TMC) with thirty questions and students’ questionnaire. The findings showed that #6 item gives the highest misconception percentage and high student confidence about the counting of ultra-dilute solution’s pH. Other findings were that 1) the student tendency chosen the misconception answer is to increase over item number, 2) student certainty decreased in terms of answering the 3TMC, and 3) student self-efficacy and achievement were related each other in the research. The findings suggest some implications and limitations for further research.

Primary care validation of a single-question alcohol screening test.

PubMed

Smith, Peter C; Schmidt, Susan M; Allensworth-Davies, Donald; Saitz, Richard

2009-07-01

Unhealthy alcohol use is prevalent but under-diagnosed in primary care settings. To validate, in primary care, a single-item screening test for unhealthy alcohol use recommended by the National Institute on Alcohol Abuse and Alcoholism (NIAAA). Cross-sectional study. Adult English-speaking patients recruited from primary care waiting rooms. Participants were asked the single screening question, “How many times in the past year have you had X or more drinks in a day?”, where X is 5 for men and 4 for women, and a response of 1 or greater [corrected] is considered positive. Unhealthy alcohol use was defined as the presence of an alcohol use disorder, as determined by a standardized diagnostic interview, or risky consumption, as determined using a validated 30-day calendar method. Of 394 eligible primary care patients, 286 (73%) completed the interview. The single-question screen was 81.8% sensitive (95% confidence interval (CI) 72.5% to 88.5%) and 79.3% specific (95% CI 73.1% to 84.4%) for the detection of unhealthy alcohol use. It was slightly more sensitive (87.9%, 95% CI 72.7% to 95.2%) but was less specific (66.8%, 95% CI 60.8% to 72.3%) for the detection of a current alcohol use disorder. Test characteristics were similar to that of a commonly used three-item screen, and were affected very little by subject demographic characteristics. The single screening question recommended by the NIAAA accurately identified unhealthy alcohol use in this sample of primary care patients. These findings support the use of this brief screen in primary care.

Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy

NASA Astrophysics Data System (ADS)

Roberts, Ros; Gott, Richard

2010-11-01

Understanding the science in a 'socio-scientific issue' is at the heart of the varied definitions of 'scientific literacy'. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people's lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio-scientific issue? What do they ask questions about? Sixty-five primary teacher training students were given the pre-test, before being taught the 'concepts of evidence' and applying them in an open-ended investigation and were tested again 15 weeks later. Data were coded using Toulmin's argument pattern (TAP) and the 'concepts of evidence'. After the intervention it was found that, in relation to a socio-scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists' claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy.

Testing fundamental ecological concepts with a Pythium-Prunus pathosystem

USDA-ARS?s Scientific Manuscript database

The study of plant-pathogen interactions has enabled tests of basic ecological concepts on plant community assembly (Janzen-Connell Hypothesis) and plant invasion (Enemy Release Hypothesis). We used a field experiment to (#1) test whether Pythium effects depended on host (seedling) density and/or d...

An Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years

ERIC Educational Resources Information Center

Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa

2018-01-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

Use of concept mapping as a facilitative tool to promote learning in pharmacology.

PubMed

Qadir, Farida; Zehra, Tabassum; Khan, Imrana

2011-08-01

To assess whether students find concept mapping a useful learning methodology to conceptualize and organize topics studied in CNS module of Pharmacology; and to evaluate whether addition of concept mapping assignment could help to improve examination scores. An analytical study. College of Dentistry, Jinnah Medical and Dental College, Karachi, Pakistan, from March to May 2009. A class of 50 BDS students was recruited for the study. Two randomly selected groups of 12 students each, prepared concept maps in topics from CNS pharmacology which were displayed and discussed during tutorial sessions. The other two groups (n = 25) following the traditional teaching methodology, served as controls. Scores from best choice questions and short essay questions were compared between the investigational and control groups using the student's t-test with significance at p < 0.05. Feedback obtained after completion of the study was evaluated as percent response. One-best-choice test of the control group showed a mean grade of 57.1 ± 16.7 vs. test group mean of 58.8 ± 13. For the short essay questions, control group obtained a mean of 52.3 ± 18.8 vs. test group mean grade of 53.8 ± 22.5. Both results were not significantly different (p > 0.05). However, feedback about concept mapping showed that the technique helped the students to conceptualize difficult topics in CNS pharmacology (86.36%). Concept mapping was particularly beneficial in preparing for exams as it provided a quick overview of the entire subject (68.68%). Students found concept mapping as a useful pedagogical tool which could potentially be used to acquire meaningful learning in Pharmacology as a supplement to traditional teaching techniques. It was not found beneficial in improving examination grades probably because standard examinations and concept mapping measure different cognitive domains.

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding

ERIC Educational Resources Information Center

Chang, Chun-Yen; Yeh, Ting-Kuang; Barufaldi, James P.

2010-01-01

This study explored the phenomenon of testing effect during science concept assessments, including the mechanism behind it and its impact upon a learner's conceptual understanding. The participants consisted of 208 high school students, in either the 11th or 12th grade. Three types of tests (traditional multiple-choice test, correct concept test,…

The Effects of Question Generation, Question Answering and Reading on Prose Learning.

ERIC Educational Resources Information Center

Owens, Anthony Mathew

Eighty-seven students took part in a study (using three experimental conditions) of the effect of question generation, question answering, and rereading on an immediate posttest and on a delayed test of knowledge of a text passage. In condition G, subjects generated multiple-choice questions that would test knowledge of each of the six content…

Lunar interferometric astronomy: Some basic questions

NASA Technical Reports Server (NTRS)

Woolf, Neville

1992-01-01

The author examines some basic questions as to why there should be astronomical facilities on the far side of the moon. The questions are ones of appropriateness, i.e., is this a proper use for human resources, what the real goals are, and are the present concepts the best match for the goals.

Examining evolving performance on the Force Concept Inventory using factor analysis

NASA Astrophysics Data System (ADS)

Semak, M. R.; Dietz, R. D.; Pearson, R. H.; Willis, C. W.

2017-06-01

The application of factor analysis to the Force Concept Inventory (FCI) has proven to be problematic. Some studies have suggested that factor analysis of test results serves as a helpful tool in assessing the recognition of Newtonian concepts by students. Other work has produced at best ambiguous results. For the FCI administered as a pre- and post-test, we see factor analysis as a tool by which the changes in conceptual associations made by our students may be gauged given the evolution of their response patterns. This analysis allows us to identify and track conceptual linkages, affording us insight as to how our students have matured due to instruction. We report on our analysis of 427 pre- and post-tests. The factor models for the pre- and post-tests are explored and compared along with the methodology by which these models were fit to the data. The post-test factor pattern is more aligned with an expert's interpretation of the questions' content, as it allows for a more readily identifiable relationship between factors and physical concepts. We discuss this evolution in the context of approaching the characteristics of an expert with force concepts. Also, we find that certain test items do not significantly contribute to the pre- or post-test factor models and attempt explanations as to why this is so. This may suggest that such questions may not be effective in probing the conceptual understanding of our students.

Chemistry Students' Erroneous Conceptions of Limiting Reagent.

ERIC Educational Resources Information Center

Mammen, K. J.

1996-01-01

Describes a study of 32 University of Transkei (South Africa) freshmen's conceptualization of "limiting reagent," a basic concept in chemistry, based on student responses to two written test questions and clinical interviews. Results indicated that a high percentage of students had misconceptions and could not apply the concept…

Small scale noise and wind tunnel tests of upper surface blowing nozzle flap concepts. Volume 1. Aerodynamic test results

NASA Technical Reports Server (NTRS)

Renselaer, D. J.; Nishida, R. S.; Wilkin, C. A.

1975-01-01

The results and analyses of aerodynamic and acoustic studies conducted on the small scale noise and wind tunnel tests of upper surface blowing nozzle flap concepts are presented. Various types of nozzle flap concepts were tested. These are an upper surface blowing concept with a multiple slot arrangement with seven slots (seven slotted nozzle), an upper surface blowing type with a large nozzle exit at approximately mid-chord location in conjunction with a powered trailing edge flap with multiple slots (split flow or partially slotted nozzle). In addition, aerodynamic tests were continued on a similar multi-slotted nozzle flap, but with 14 slots. All three types of nozzle flap concepts tested appear to be about equal in overall aerodynamic performance but with the split flow nozzle somewhat better than the other two nozzle flaps in the landing approach mode. All nozzle flaps can be deflected to a large angle to increase drag without significant loss in lift. The nozzle flap concepts appear to be viable aerodynamic drag modulation devices for landing.

The Max Launch Abort System - Concept, Flight Test, and Evolution

NASA Technical Reports Server (NTRS)

Gilbert, Michael G.

2014-01-01

The NASA Engineering and Safety Center (NESC) is an independent engineering analysis and test organization providing support across the range of NASA programs. In 2007 NASA was developing the launch escape system for the Orion spacecraft that was evolved from the traditional tower-configuration escape systems used for the historic Mercury and Apollo spacecraft. The NESC was tasked, as a programmatic risk-reduction effort to develop and flight test an alternative to the Orion baseline escape system concept. This project became known as the Max Launch Abort System (MLAS), named in honor of Maxime Faget, the developer of the original Mercury escape system. Over the course of approximately two years the NESC performed conceptual and tradeoff analyses, designed and built full-scale flight test hardware, and conducted a flight test demonstration in July 2009. Since the flight test, the NESC has continued to further develop and refine the MLAS concept.

A concept in flux: questioning accountability in the context of global health cooperation.

PubMed

Bruen, Carlos; Brugha, Ruairí; Kageni, Angela; Wafula, Francis

2014-12-09

Accountability in global health is a commonly invoked though less commonly questioned concept. Critically reflecting on the concept and how it is put into practice, this paper focuses on the who, what, how, and where of accountability, mapping its defining features and considering them with respect to real-world circumstances. Changing dynamics in global health cooperation - such as the emergence of new health public-private partnerships and the formal inclusion of non-state actors in policy making processes - provides the backdrop to this discussion. Accountability is frequently reduced to one set of actors holding another to account. Changes in the global health landscape and in relations between actors have however made the practice of accountability more complex and contested. Currently undergoing a reframing process, participation and transparency have become core elements of a new accountability agenda alongside evaluation and redress or enforcement mechanisms. However, while accountability is about holding actors responsible for their actions, the mechanisms through which this might be done vary substantially and are far from politically neutral.Accountability in global health cooperation involves multipolar relationships between a large number of stakeholders with varying degrees of power and influence, where not all interests are realised in that relationship. Moreover, accountability differs across finance, programme and governance subfields, where each has its own set of policy processes, institutional structures, accountability relations and power asymmetries to contend with. With reference to the Global Fund to Fight HIV/AIDS, Tuberculosis and Malaria, this paper contributes to discussions on accountability by mapping out key elements of the concept and how it is put into practice, where different types of accountability battle for recognition and legitimacy. In mapping some defining features, accountability in global health cooperation is shown to be

Development of a Meiosis Concept Inventory

ERIC Educational Resources Information Center

Kalas, Pamela; O'Neill, Angie; Pollock, Carol; Birol, Gulnur

2013-01-01

We have designed, developed, and validated a 17-question Meiosis Concept Inventory (Meiosis CI) to diagnose student misconceptions on meiosis, which is a fundamental concept in genetics. We targeted large introductory biology and genetics courses and used published methodology for question development, which included the validation of questions by…

ART CONCEPTS - APOLLO-SOYUZ TEST PROJECT (ASTP)

NASA Image and Video Library

1975-04-01

S75-27288 (April 1975) --- An artist?s concept illustrating the mission profile of the Apollo-Soyuz Test Project. The phases of the mission depicted include launch, rendezvous, docking, separation and splashdown. During the joint U.S.-USSR ASTP flight, scheduled for July 1975, the American and Soviet crews will visit one another?s spacecraft while the Soyuz and Apollo are docked for a maximum period of two days. The mission is designed to test equipment and techniques that will establish international crew rescue capability in space, as well as permit future cooperative scientific missions. This artwork is by Davis Meltzer.

Laboratory MCAO Test-Bed for Developing Wavefront Sensing Concepts.

PubMed

Goncharov, A V; Dainty, J C; Esposito, S; Puglisi, A

2005-07-11

An experimental optical bench test-bed for developing new wavefront sensing concepts for Multi-Conjugate Adaptive Optics (MCAO) systems is described. The main objective is to resolve imaging problems associated with wavefront sensing of the atmospheric turbulence for future MCAO systems on Extremely Large Telescopes (ELTs). The test-bed incorporates five reference sources, two deformable mirrors (DMs) and atmospheric phase screens to simulate a scaled version of a 10-m adaptive telescope operating at the K band. A recently proposed compact tomographic wavefront sensor is employed for star-oriented DMs control in the MCAO system. The MCAO test-bed is used to verify the feasibility of the wavefront sensing concept utilizing a field lenslet array for multi-pupil imaging on a single detector. First experimental results of MCAO correction with the proposed tomographic wavefront sensor are presented and compared to the theoretical prediction based on the characteristics of the phase screens, actuator density of the DMs and the guide star configuration.

When pretesting fails to enhance learning concepts from reading texts.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-05-03

Prior research suggests that people can learn more from reading a text when they attempt to answer pretest questions first. Specifically, pretests on factual information explicitly stated in a text increases the likelihood that participants can answer identical questions after reading than if they had not answered pretest questions. Yet, a central goal of education is to develop deep conceptual understanding. The present experiments investigated whether conceptual pretests facilitate learning concepts from reading texts. In Experiment 1, participants were given factual or conceptual pretest questions; a control group was not given a pretest. Participants then read a passage and took a final test consisting of both factual and conceptual questions. Some of the final test questions were repeated from the pretest and some were new. Although factual pretesting improved learning for identical factual questions, conceptual pretesting did not enhance conceptual learning. Conceptual pretest errors were significantly more likely to be repeated on the final test than factual pretest errors. Providing correct answers (Experiment 2) or correct/incorrect feedback (Experiment 3) following pretest questions enhanced performance on repeated conceptual test items, although these benefits likely reflect memorization and not conceptual understanding. Thus, pretesting appears to provide little benefit for learning conceptual information. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

How Do Question Writers Compose External Examination Questions? Question Writing as a Socio-Cognitive Process

ERIC Educational Resources Information Center

Johnson, Martin; Constantinou, Filio; Crisp, Victoria

2017-01-01

The focus of this research is on the practice of education examination question writing. Educational examinations are tests that are taken by candidates in schools or colleges but that are externally developed, administered and marked by an assessment organisation. Whilst the practice of writing external examination questions is ubiquitous,…

[The willingness-to-pay concept in question].

PubMed

Mould Quevedo, Joaquín F; Contreras Hernández, Iris; Garduño Espinosa, Juan; Salinas Escudero, Guillermo

2009-04-01

The adequacy of the concept of willingness to pay within health economics evaluations is reviewed. A considerable number of researchers in the literature have pointed out multiple methodological issues involving willingness-to-pay estimates. On the other hand, the theoretical discussion about the aggregation of individual preferences within an aggregate demand remains open. However, over the last 20 years, willingness-to-pay estimates alongside health economics research significantly increased and in many cases they are one of the key factors for decision making on issues of health policies. The article describes some limitations of this approach as well as the potential distorting effect that it might have on health economics evaluations.

Backward Dependencies and in-Situ wh-Questions as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics Questions

PubMed Central

Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L.-S.

2018-01-01

The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self

Backward Dependencies and in-Situ wh-Questions as Test Cases on How to Approach Experimental Linguistics Research That Pursues Theoretical Linguistics Questions.

PubMed

Pablos, Leticia; Doetjes, Jenny; Cheng, Lisa L-S

2017-01-01

The empirical study of language is a young field in contemporary linguistics. This being the case, and following a natural development process, the field is currently at a stage where different research methods and experimental approaches are being put into question in terms of their validity. Without pretending to provide an answer with respect to the best way to conduct linguistics related experimental research, in this article we aim at examining the process that researchers follow in the design and implementation of experimental linguistics research with a goal to validate specific theoretical linguistic analyses. First, we discuss the general challenges that experimental work faces in finding a compromise between addressing theoretically relevant questions and being able to implement these questions in a specific controlled experimental paradigm. We discuss the Granularity Mismatch Problem (Poeppel and Embick, 2005) which addresses the challenges that research that is trying to bridge the representations and computations of language and their psycholinguistic/neurolinguistic evidence faces, and the basic assumptions that interdisciplinary research needs to consider due to the different conceptual granularity of the objects under study. To illustrate the practical implications of the points addressed, we compare two approaches to perform linguistic experimental research by reviewing a number of our own studies strongly grounded on theoretically informed questions. First, we show how linguistic phenomena similar at a conceptual level can be tested within the same language using measurement of event-related potentials (ERP) by discussing results from two ERP experiments on the processing of long-distance backward dependencies that involve coreference and negative polarity items respectively in Dutch. Second, we examine how the same linguistic phenomenon can be tested in different languages using reading time measures by discussing the outcome of four self

High School Students' Concepts of Acids and Bases.

ERIC Educational Resources Information Center

Ross, Bertram H. B.

An investigation of Ontario high school students' understanding of acids and bases with quantitative and qualitative methods revealed misconceptions. A concept map, based on the objectives of the Chemistry Curriculum Guideline, generated multiple-choice items and interview questions. The multiple-choice test was administered to 34 grade 12…

Using Manipulatives To Teach Quantitative Concepts in Ecology.

ERIC Educational Resources Information Center

Eyster, Linda S.; Tashiro, Jay Shiro

1997-01-01

Describes the use of manipulatives to teach the fundamental concept of limiting factors and presents a series of questions that can be used to test whether students are harboring some of the most common misconceptions about limiting factors. Includes applications to discussions of cultural eutrophication and vegetarianism. (JRH)

Toward automated consumer question answering: automatically separating consumer questions from professional questions in the healthcare domain.

PubMed

Liu, Feifan; Antieau, Lamont D; Yu, Hong

2011-12-01

Both healthcare professionals and healthcare consumers have information needs that can be met through the use of computers, specifically via medical question answering systems. However, the information needs of both groups are different in terms of literacy levels and technical expertise, and an effective question answering system must be able to account for these differences if it is to formulate the most relevant responses for users from each group. In this paper, we propose that a first step toward answering the queries of different users is automatically classifying questions according to whether they were asked by healthcare professionals or consumers. We obtained two sets of consumer questions (~10,000 questions in total) from Yahoo answers. The professional questions consist of two question collections: 4654 point-of-care questions (denoted as PointCare) obtained from interviews of a group of family doctors following patient visits and 5378 questions from physician practices through professional online services (denoted as OnlinePractice). With more than 20,000 questions combined, we developed supervised machine-learning models for automatic classification between consumer questions and professional questions. To evaluate the robustness of our models, we tested the model that was trained on the Consumer-PointCare dataset on the Consumer-OnlinePractice dataset. We evaluated both linguistic features and statistical features and examined how the characteristics in two different types of professional questions (PointCare vs. OnlinePractice) may affect the classification performance. We explored information gain for feature reduction and the back-off linguistic category features. The 10-fold cross-validation results showed the best F1-measure of 0.936 and 0.946 on Consumer-PointCare and Consumer-OnlinePractice respectively, and the best F1-measure of 0.891 when testing the Consumer-PointCare model on the Consumer-OnlinePractice dataset. Healthcare consumer

Plasma Wind Tunnel Testing of Electron Transpiration Cooling Concept

DTIC Science & Technology

2017-02-28

AFRL-AFOSR-UK-TR-2017-0012 Plasma Wind Tunnel Testing of Electron Transpiration Cooling Concept Olivier Chazot INSTITUT VON KARMAN DE DYNAMIQUE DES...28-02-2017 2. REPORT TYPE Final 3. DATES COVERED (From - To) 01 Dec 2015 to 30 Nov 2016 4. TITLE AND SUBTITLE Plasma Wind Tunnel Testing of Electron ...Aeronautics and Aerospace Department B-1640 Rhode Saint Genèse Belgium Internal Ref: ARR 1605 February 2017 Plasma Wind Tunnel Testing of Electron

Effects of questions' repetition and variation on the efficiency of the guilty knowledge test: a reexamination.

PubMed

Ben-Shakhar, Gershon; Elaad, Eitan

2002-10-01

The effect of question repetition and variation on the efficiency of the Guilty Knowledge Test (GKT), based on electrodermal and respiration measures, was examined in a between-subjects experiment with 3 conditions. Each participant was presented with a sequence of 12 biographical questions. In Condition 1, a single question was repeated 12 times; in Condition 4, each of 4 different questions was repeated 3 times; and in Condition 12, 12 different questions were used. A monotonic relationship between the number of different questions used and detection efficiency was observed only with the electrodermal measure (the areas under the receiver operating characteristic curves, obtained with this measure in Conditions 1, 4, and 12 were .68, .81, and .99, respectively). These results demonstrate that a GKT based on multiple questions is superior to the use of many repetitions of a single or a few questions, and it can reach an almost perfect detection efficiency.

Development and testing of new candidate psoriatic arthritis screening questionnaires combining optimal questions from existing tools.

PubMed

Coates, Laura C; Walsh, Jessica; Haroon, Muhammad; FitzGerald, Oliver; Aslam, Tariq; Al Balushi, Farida; Burden, A D; Burden-Teh, Esther; Caperon, Anna R; Cerio, Rino; Chattopadhyay, Chandrabhusan; Chinoy, Hector; Goodfield, Mark J D; Kay, Lesley; Kelly, Stephen; Kirkham, Bruce W; Lovell, Christopher R; Marzo-Ortega, Helena; McHugh, Neil; Murphy, Ruth; Reynolds, Nick J; Smith, Catherine H; Stewart, Elizabeth J C; Warren, Richard B; Waxman, Robin; Wilson, Hilary E; Helliwell, Philip S

2014-09-01

Several questionnaires have been developed to screen for psoriatic arthritis (PsA), but head-to-head studies have found limitations. This study aimed to develop new questionnaires encompassing the most discriminative questions from existing instruments. Data from the CONTEST study, a head-to-head comparison of 3 existing questionnaires, were used to identify items with a Youden index score of ≥0.1. These were combined using 4 approaches: CONTEST (simple additions of questions), CONTESTw (weighting using logistic regression), CONTESTjt (addition of a joint manikin), and CONTESTtree (additional questions identified by classification and regression tree [CART] analysis). These candidate questionnaires were tested in independent data sets. Twelve individual questions with a Youden index score of ≥0.1 were identified, but 4 of these were excluded due to duplication and redundancy. Weighting for 2 of these questions was included in CONTESTw. Receiver operating characteristic (ROC) curve analysis showed that involvement in 6 joint areas on the manikin was predictive of PsA for inclusion in CONTESTjt. CART analysis identified a further 5 questions for inclusion in CONTESTtree. CONTESTtree was not significant on ROC curve analysis and discarded. The other 3 questionnaires were significant in all data sets, although CONTESTw was slightly inferior to the others in the validation data sets. Potential cut points for referral were also discussed. Of 4 candidate questionnaires combining existing discriminatory items to identify PsA in people with psoriasis, 3 were found to be significant on ROC curve analysis. Testing in independent data sets identified 2 questionnaires (CONTEST and CONTESTjt) that should be pursued for further prospective testing. Copyright © 2014 by the American College of Rheumatology.

Pathology informatics questions and answers from the University of Pittsburgh pathology residency informatics rotation.

PubMed

Harrison, James H

2004-01-01

Effective pathology practice increasingly requires familiarity with concepts in medical informatics that may cover a broad range of topics, for example, traditional clinical information systems, desktop and Internet computer applications, and effective protocols for computer security. To address this need, the University of Pittsburgh (Pittsburgh, Pa) includes a full-time, 3-week rotation in pathology informatics as a required component of pathology residency training. To teach pathology residents general informatics concepts important in pathology practice. We assess the efficacy of the rotation in communicating these concepts using a short-answer examination administered at the end of the rotation. Because the increasing use of computers and the Internet in education and general communications prior to residency training has the potential to communicate key concepts that might not need additional coverage in the rotation, we have also evaluated incoming residents' informatics knowledge using a similar pretest. This article lists 128 questions that cover a range of topics in pathology informatics at a level appropriate for residency training. These questions were used for pretests and posttests in the pathology informatics rotation in the Pathology Residency Program at the University of Pittsburgh for the years 2000 through 2002. With slight modification, the questions are organized here into 15 topic categories within pathology informatics. The answers provided are brief and are meant to orient the reader to the question and suggest the level of detail appropriate in an answer from a pathology resident. A previously published evaluation of the test results revealed that pretest scores did not increase during the 3-year evaluation period, and self-assessed computer skill level correlated with pretest scores, but all pretest scores were low. Posttest scores increased substantially, and posttest scores did not correlate with the self-assessed computer skill level

Waters Rockets for Teaching Momentum and Energy Concepts

NASA Astrophysics Data System (ADS)

Sizemore, Jim; Parish, R. J.; Hooten, James T.

2012-10-01

Concepts regarding momentum and energy are especially difficult for students to grasp and concrete examples are valuable. We will discuss, and show video, of launching water rockets using standard plastic soda and water bottles and describe the launcher composed of PVC pipe and a bicycle pump. We pose the question to students of the ratio of water to air that achieves the greatest time-of-flight. Immediate feedback is obtained by immediately testing student's hypotheses. After several launches the students understanding of Newton's Third Law and momentum and energy concepts improves. This is an engaging activity, students enjoy watching their instructors become thoroughly drenched, and students are enthusiastic. This enthusiasm, fun, and immediate testing of hypotheses reinforce momentum and energy concepts as will be shown by questionnaire results.

Effects of Testing Conditions on Self-Concept Measurement

ERIC Educational Resources Information Center

Chandler, Theodore A.; And Others

1976-01-01

Many self-concept measures employ several different scales to which the subject responds in a set order at one sitting. This study examined effects of different testing conditions. The Index of Adjustment and Values (IAV) was administered to 191 graduate students under two different sequences and two time delay conditions. Results indicate…

Problem-solving by traumatically brain injured and neurologically intact subjects on an adaptation of the twenty questions test.

PubMed

Marshall, Robert C; Karow, Colleen M; Morelli, Claudia A; Iden, Kristin K; Dixon, Judith

2003-07-01

RAPS (Rapid Assessment of Problem-Solving) is a clinical measure for assessing verbal problem-solving in hard-to-test patients or those that may not be able to tolerate a longer, more detailed assessment. The design of the test is based on Mosher and Hornsby's Twenty Question test, but RAPS contains several modifications to facilitate its use with brain-injured individuals. This study used RAPS to compare the verbal problem-solving ability of subjects that were neurologically intact and subjects that had chronic traumatic brain injuries. Twenty-one adults that were neurologically intact (NI) and 21 adults that had incurred a traumatic brain injury (TBI) matched for age, gender and education took part in the study. Before being tested with RAPS, participants signed an IRB-approved consent form and completed a battery of neurocognitive measures. RAPS entailed the solving of three verbal problems. Each problem involved an array of 32 pictures of common objects (e.g. football) arranged in a 4x 8 grid. The subjects were instructed to ask yes/no questions to determine which picture the examiner was 'thinking of '. Three scores were computed for each problem solved: number of questions asked, percentage of constraint-seeking questions, and question-asking efficiency scores for the first four questions. No learning effects across the problems were found for any of the RAPS measures. Scores were averaged across the three problems to determine group effects. Groups of TBI and NI subjects did not differ significantly in the number of questions asked in solving RAPS problems. Members of the NI group asked significantly more constraint-seeking questions (e.g. Is it an animal?) than those in the TBI group, and the subjects that had incurred brain injuries did more guessing than the NI group. Over 70% of the time, guessing took place after the semantic category containing the target picture was known to the subject. Guesses took the form of pseudo-constraint questions (e.g. Is it

Testing with feedback improves recall of information in informed consent: A proof of concept study.

PubMed

Roberts, Katherine J; Revenson, Tracey A; Urken, Mark L; Fleszar, Sara; Cipollina, Rebecca; Rowe, Meghan E; Reis, Laura L Dos; Lepore, Stephen J

2016-08-01

This study investigates whether applying educational testing approaches to an informed consent video for a medical procedure can lead to greater recall of the information presented. Undergraduate students (n=120) were randomly assigned to watch a 20-min video on informed consent under one of three conditions: 1) tested using multiple-choice knowledge questions and provided with feedback on their answers after each 5-min segment; 2) tested with multiple choice knowledge questions but not provided feedback after each segment; or 3) watched the video without knowledge testing. Participants who were tested and provided feedback had significantly greater information recall compared to those who were tested but not provided feedback and to those not tested. The effect of condition was stronger for moderately difficult questions versus easy questions. Inserting knowledge tests and providing feedback about the responses at timed intervals in videos can be effective in improving recall of information. Providing informed consent information through a video not only standardizes the material, but using testing with feedback inserted within the video has the potential to increase recall and retention of this material. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Cryogenic Testing of Different Seam Concepts for Multilayer Insulation Systems

NASA Technical Reports Server (NTRS)

Johnson, Wesley L.; Fesmire, J. E.

2009-01-01

Recent testing in a cylindrical, comparative cryostat at the Cryogenics Test Laboratory has focused on various seam concepts for multilayer insulation systems. Three main types of seams were investigated: straight overlap, fold-over, and roll wrapped. Each blanket was comprised of 40 layer pairs of reflector and spacer materials. The total thickness was approximately 12.5-mm, giving an average layer density of 32 layers per centimeter. The blankets were tested at high vacuum, soft vacuum, and no vacuum using liquid nitrogen to maintain the cold boundary temperature at 77 K. Test results show that all three seam concepts are all close in thermal performance; however the fold-over method provides the lowest heat flux. For the first series of tests, seams were located 120 degrees around the circumference of the cryostat from the previous seam. This technique appears to have lessened the degradation of the blanket due to the seams. In a follow-on test, a 20 layer blanket was tested in a roll wrapped configuration and then cut down the side of the cylinder, taped together, and re-tested. This test result shows the thermal performance impact of having the seams all in one location versus having the seams clocked around the vessel. This experimental investigation indicates that the method of joining the seams in multilayer insulation systems is not as critical as the quality of the installation process.

Essential Questions

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D.

2012-01-01

The secret to teaching may be as simple as asking students good questions--and then giving them the opportunity to find the answers. The author shares how he uses essential questions that set the class off on an inquiry. Rather than consuming information that he distributes and then repeating it on a test, students carry out their own…

Evaluation of a pneumatic Martian soil sampler concept

NASA Technical Reports Server (NTRS)

Schaefer, John L.; Neathery, James K.; Stencel, John M.

1994-01-01

The pneumatic soil sampler concept was successfully demonstrated by penetrating a Martian simulant soil to a depth of 2 meters. Working gas pressure, composition, and pulsing were evaluated with the objective of minimizing gas usage. Also, the probe penetration force was investigated with the objective of minimizing probe weight. Gas and probe penetration force, while not yet optimized, are within the range which make the soil sampler concept feasible. While the tests described in this report did not answer all the questions and address all the variables associated with pneumatic soil sampling, valuable data experience and knowledge were gained which can be used to further develop the concept.

Quality Multiple-Choice Test Questions: Item-Writing Guidelines and an Analysis of Auditing Testbanks.

ERIC Educational Resources Information Center

Hansen, James D.; Dexter, Lee

1997-01-01

Analysis of test item banks in 10 auditing textbooks found that 75% of questions violated one or more guidelines for multiple-choice items. In comparison, 70% of a certified public accounting exam bank had no violations. (SK)

Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach

NASA Astrophysics Data System (ADS)

Zhang, Xiaofen; Clements, M. A. (Ken); Ellerton, Nerida F.

2015-06-01

This study investigated how fifth-grade children's concept images of the unit fractions represented by the symbols , , and changed as a result of their participation in an instructional intervention based on multiple embodiments of fraction concepts. The participants' concept images were examined through pre- and post-teaching written questions and pre- and post-teaching one-to-one verbal interview questions. Results showed that at the pre-teaching stage, the student concept images of unit fractions were very narrow and mainly linked to area models. However, after the instructional intervention, the fifth graders were able to select and apply a variety of models in response to unit fraction tasks, and their concept images of unit fractions were enriched and linked to capacity, perimeter, linear and discrete models, as well as to area models. Their performances on tests had improved, and their conceptual understandings of unit fractions had developed.

Students’ Conception on Heat and Temperature toward Science Process Skill

NASA Astrophysics Data System (ADS)

Ratnasari, D.; Sukarmin, S.; Suparmi, S.; Aminah, N. S.

2017-09-01

This research is aimed to analyze the effect of students’ conception toward science process skill. This is a descriptive research with subjects of the research were 10th-grade students in Surakarta from high, medium and low categorized school. The sample selection uses purposive sampling technique based on physics score in national examination four latest years. Data in this research collecting from essay test, two-tier multiple choice test, and interview. Two-tier multiple choice test consists of 30 question that contains an indicator of science process skill. Based on the result of the research and analysis, it shows that students’ conception of heat and temperature affect science process skill of students. The students’ conception that still contains the wrong concept can emerge misconception. For the future research, it is suggested to improve students’ conceptual understanding and students’ science process skill with appropriate learning method and assessment instrument because heat and temperature is one of physics material that closely related with students’ daily life.

Exploring alternative conceptions of teachers and informal educators about selected astronomy concepts

NASA Astrophysics Data System (ADS)

Rutherford, Lori B.

The purpose of this study was to (1) identify alternative conceptions concerning astronomy in groups of formal and informal educators, (2) discover the origins of some of these conceptions and (3) explore how practicing teachers planned to address the need for conceptual change in their students. In response to the first question, a number of alternative conceptions were identified in formal educators, with more for teachers of prekindergarten through third grade than fourth through twelfth grade teachers, and very few alternative conceptions in the informal educators group. In regards to the second research question, a number of origins were indicated: logic, books, elementary school, high school, astronomy classes, self-study and observation. In response to the third question, various practicing teachers used computer programs and modeling in order to address some of the alternative conceptions they noticed in their students. These findings were supported by the literature and theoretical frameworks on which the study was based. The study addressed gaps in the literature concerning alternative conceptions and how they related to Ohio's Academic Content Standards along with nineteen other states. This study also addressed the need for a closer examination of informal educators and how they compare to formal educators in terms of having alternative conceptions. And finally, implications and recommendations were made for practicing educators, materials for practicing educators, teacher education, informal and formal education partnerships, standards modification, research methodology and areas of future research.

How to pose the question matters: Behavioural Economics concepts in decision making on the basis of ensemble forecasts

NASA Astrophysics Data System (ADS)

Alfonso, Leonardo; van Andel, Schalk Jan

2014-05-01

Part of recent research in ensemble and probabilistic hydro-meteorological forecasting analyses which probabilistic information is required by decision makers and how it can be most effectively visualised. This work, in addition, analyses if decision making in flood early warning is also influenced by the way the decision question is posed. For this purpose, the decision-making game "Do probabilistic forecasts lead to better decisions?", which Ramos et al (2012) conducted at the EGU General Assembly 2012 in the city of Vienna, has been repeated with a small group and expanded. In that game decision makers had to decide whether or not to open a flood release gate, on the basis of flood forecasts, with and without uncertainty information. A conclusion of that game was that, in the absence of uncertainty information, decision makers are compelled towards a more risk-averse attitude. In order to explore to what extent the answers were driven by the way the questions were framed, in addition to the original experiment, a second variant was introduced where participants were asked to choose between a sure value (for either loosing or winning with a giving probability) and a gamble. This set-up is based on Kahneman and Tversky (1979). Results indicate that the way how the questions are posed may play an important role in decision making and that Prospect Theory provides promising concepts to further understand how this works.

College Text Test Validity.

ERIC Educational Resources Information Center

McAfee, Donald C.

1979-01-01

A team of faculty members and graduate students identified major concepts and developed validated test questions for two widely used textbooks in personal hygiene classes in order to standardize norms for classes and supplement inadequate instructor's manuals. (JMF)

Doing Science and Asking Questions II: An Exercise That Generates Questions

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

2005-08-01

Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

Donor's understanding of the definition of sex as applied to predonation screening questions.

PubMed

O'Brien, S F; Ram, S S; Yi, Q-L; Goldman, M

2008-05-01

Predonation screening questions about sexual risk factors should provide an extra layer of safety from recently acquired infections that may be too early to be detected by testing. Donors are required to read a definition of sex as it applies to predonation screening questions each time they come to donate, but how well donors apply such definitions has not been evaluated. We aimed to determine how donors define sex when answering screening questions. In total, 1297 whole blood donors were asked in a private interview to select from a list of sexual activities which ones they believed were being asked about in sexual background questions. Donors' definitions were coded as under-inclusive, correct or over-inclusive in relation to the blood services' definition. Qualitative interviews were carried out with 21 donors to understand reasoning behind definitions. Most donors had an over-inclusive definition (58.7%) or the correct definition (31.9%). Of the 9.4% of donors who had an under-inclusive definition, 95% included both vaginal and anal sex, but not oral sex. About 9% in each group were first-time donors (P > 0.05) who had never read the definition. The qualitative interviews indicated that donors reason their definition based on their own concept of transmissible disease risk. Donors apply a range of definitions of sex when answering questions about their sexual background. This may be due to different concepts of risk activities, and required reading of the definition has little impact.

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

PubMed Central

Elsner, Jamie; Haines, Stuart T.

2013-01-01

Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

Some Big Questions about Design in Educational Technology

ERIC Educational Resources Information Center

Gibbons, Andrew S.

2016-01-01

This article asks five questions that lead us to the foundations of design practice in educational technology. Design processes structure time, space, place, activity, role, goal, and resource. For educational technology to advance in its understanding of design practice, it must question whether we have clear conceptions of how abstract…

Testing Microgravity Flight Hardware Concepts on the NASA KC-135

NASA Technical Reports Server (NTRS)

Motil, Susan M.; Harrivel, Angela R.; Zimmerli, Gregory A.

2001-01-01

This paper provides an overview of utilizing the NASA KC-135 Reduced Gravity Aircraft for the Foam Optics and Mechanics (FOAM) microgravity flight project. The FOAM science requirements are summarized, and the KC-135 test-rig used to test hardware concepts designed to meet the requirements are described. Preliminary results regarding foam dispensing, foam/surface slip tests, and dynamic light scattering data are discussed in support of the flight hardware development for the FOAM experiment.

The AIChE "Concept Warehouse": A Web-Based Tool to Promote Concept-Based Instruction

ERIC Educational Resources Information Center

Koretsky, Milo D.; Falconer, John L.; Brooks, Bill J.; Gilbuena, Debra M.; Silverstein, David L.; Smith, Christina; Miletic, Marina

2014-01-01

This paper describes the "AIChE Concept Warehouse," a recently developed web-based instructional tool that enables faculty within the discipline of chemical engineering to better provide their students concept-based instruction. It currently houses over 2,000 concept questions and 10 concept inventories pertinent to courses throughout…

Piloting a Geoscience Literacy Exam for Assessing Students' Understanding of Earth, Climate, Atmospheric and Ocean Science Concepts

NASA Astrophysics Data System (ADS)

Steer, D. N.; Iverson, E. A.; Manduca, C. A.

2013-12-01

This research seeks to develop valid and reliable questions that faculty can use to assess geoscience literacy across the curriculum. We are particularly interested on effects of curricula developed to teach Earth, Climate, Atmospheric, and Ocean Science concepts in the context of societal issues across the disciplines. This effort is part of the InTeGrate project designed to create a population of college graduates who are poised to use geoscience knowledge in developing solutions to current and future environmental and resource challenges. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The Geoscience Literacy Exam (GLE) under development presently includes 90 questions. Each big idea from each literacy document can be probed using one or more of three independent questions: 1) a single answer, multiple choice question aimed at basic understanding or application of key concepts, 2) a multiple correct answer, multiple choice question targeting the analyzing to analysis levels and 3) a short essay question that tests analysis or evaluation cognitive levels. We anticipate multiple-choice scores and the detail and sophistication of essay responses will increase as students engage with the curriculum. As part of the field testing of InTeGrate curricula, faculty collected student responses from classes that involved over 700 students. These responses included eight pre- and post-test multiple-choice questions that covered various concepts across the four literacies. Discrimination indices calculated from the data suggest that the eight tested questions provide a valid measure of literacy within the scope of the concepts covered. Student normalized gains across an academic term with limited InTeGrate exposure (typically two or fewer weeks of InTeGrate curriculum out of 14 weeks) were found to average 16% gain. A small set of control data (250 students in classes from one institution where no InTeGrate curricula were used) was

Student concepts of Natural Selection from a resource-based perspective

NASA Astrophysics Data System (ADS)

Benjamin, Scott Shawn

The past two decades have produced a substantial amount of research about the teaching and learning of evolution; however, recent research often lacks a theoretical foundation. Application of a new theoretical framework could help fill the void and improve research about student concepts of evolution. This study seeks to show that a resource-based framework (Hammer et al., 2005) can improve research into student concepts of natural selection. Concepts of natural selection from urban community college students were assessed via qualitative (interviews, written open-response questions, and write/think aloud procedures) and quantitative methods (coded open response analysis, Concept Inventory for Natural Selection (CINS)(Anderson, Fisher, & Norman, 2002). Results showed that students demonstrate four important aspects of resource-based framework: the multi-faceted construction of concepts, context sensitivity/ concept flexibility, at-the-moment activation of resources, and perceptual frames. In open response assessment, evolutionary-gain responses produced significantly different responses than evolutionary-loss questions with: 1) significantly more correct answers for the gain than loss question (Wilcoxon signed rank test, z = -3.68, p=0.0002); 2) more Lamarckian responses to loss than the gain question (Fisher exact, p=0.0039); and significantly different distributions in expanded need vs basic need answers (Fishers exact, p = 0.02). Results from CINS scores showed significant differences in post activity scores between students that held different naive concepts associated with origin of variation, origin of species, differential reproduction, and limited survival suggesting that some naive ideas facilitate learning. Outcomes also suggest that an everyday or self-experience typological perceptual frame is an underlying source of many incorrect ideas about evolution. Interview and write/think aloud assessments propose four process resources applied by students as

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

ERIC Educational Resources Information Center

Özkan, Yesim Özer; Özaslan, Nesrin

2018-01-01

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were…

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool

ERIC Educational Resources Information Center

Newman, Dina L.; Snyder, Christopher W.; Fisk, J. Nick; Wright, L. Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select--format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all…

How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats

PubMed Central

Hubbard, Joanna K.; Potts, Macy A.; Couch, Brian A.

2017-01-01

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover experimental design to identify differences in how multiple-true-false (MTF) and free-response (FR) exam questions reveal student thinking regarding specific conceptions. We report that correct response rates correlate across the two formats but that a higher percentage of students provide correct responses for MTF questions. We find that MTF questions reveal a high prevalence of students with mixed (correct and incorrect) conceptions, while FR questions reveal a high prevalence of students with partial (correct and unclear) conceptions. These results suggest that MTF question prompts can direct students to address specific conceptions but obscure nuances in student thinking and may overestimate the frequency of particular conceptions. Conversely, FR questions provide a more authentic portrait of student thinking but may face limitations in their ability to diagnose specific, particularly incorrect, conceptions. We further discuss an intrinsic tension between question structure and diagnostic capacity and how instructors might use multiple formats or hybrid formats to overcome these obstacles. PMID:28450446

A Control Systems Concept Inventory Test Design and Assessment

ERIC Educational Resources Information Center

Bristow, M.; Erkorkmaz, K.; Huissoon, J. P.; Jeon, Soo; Owen, W. S.; Waslander, S. L.; Stubley, G. D.

2012-01-01

Any meaningful initiative to improve the teaching and learning in introductory control systems courses needs a clear test of student conceptual understanding to determine the effectiveness of proposed methods and activities. The authors propose a control systems concept inventory. Development of the inventory was collaborative and iterative. The…

Organization of Concepts Relevant to Emotions and Their Regulation during Test Taking.

ERIC Educational Resources Information Center

Schutz, Paul A.; Davis, Heather A.; Schwanenflugel, Paula J.

2002-01-01

Studied college students' organization of concepts related to emotions and their regulation during test taking and whether students with test anxiety have a different conceptual organization about test taking. Results with 78 and 76 students show that for students with low and moderate test anxiety, the organizational scheme for the selected…

Testing complex animal cognition: Concept learning, proactive interference, and list memory.

PubMed

Wright, Anthony A

2018-01-01

This article describes an approach for assessing and comparing complex cognition in rhesus monkeys and pigeons by training them in a sequence of synergistic tasks, each yielding a whole function for enhanced comparisons. These species were trained in similar same/different tasks with expanding training sets (8, 16, 32, 64, 128 … 1024 pictures) followed by novel-stimulus transfer eventually resulting in full abstract-concept learning. Concept-learning functions revealed better rhesus transfer throughout and full concept learning at the 128 set, versus pigeons at the 256 set. They were then tested in delayed same/different tasks for proactive interference by inserting occasional tests within trial-unique sessions where the test stimulus matched a previous sample stimulus (1, 2, 4, 8, 16 trials prior). Proactive-interference functions revealed time-based interference for pigeons (1, 10 s delays), but event-based interference for rhesus (no effect of 1, 10, 20 s delays). They were then tested in list-memory tasks by expanding the sample to four samples in trial-unique sessions (minimizing proactive interference). The four-item, list-memory functions revealed strong recency memory at short delays, gradually changing to strong primacy memory at long delays over 30 s for rhesus, and 10 s for pigeons. Other species comparisons and future directions are discussed. © 2018 Society for the Experimental Analysis of Behavior.

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students

ERIC Educational Resources Information Center

Tempel, Tobias; Neumann, Roland

2016-01-01

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In…

Alternative Frameworks of the Secondary School Students on the Concept of Condensation at Submicroscopic Level

ERIC Educational Resources Information Center

Abdullah, Nurdiana; Surif, Johari; Ismail, Syuhaida

2016-01-01

The study was carried out to identify the alternative frameworks on the concept of condensation at submicroscopic level among secondary school students (N = 324). Data was collected by using the qualitative method through the Understanding Test on the Concept of Matter at Submicroscopic Level which consisted of 10 open-ended questions. The…

Questions To Ask and Issues To Consider While Supervising Elementary Mathematics Student Teachers.

ERIC Educational Resources Information Center

Philip, Randolph A.

2000-01-01

Presents four questions to consider when supervising elementary mathematics teachers, who come with many preconceptions about teaching and learning mathematics: What mathematical concepts, procedures, or algorithms are you teaching? Are the concepts and procedures part of a unit? What types of questions do you pose? and What understanding of…

THEO concept mission: Testing the Habitability of Enceladus's Ocean

NASA Astrophysics Data System (ADS)

MacKenzie, Shannon M.; Caswell, Tess E.; Phillips-Lander, Charity M.; Stavros, E. Natasha; Hofgartner, Jason D.; Sun, Vivian Z.; Powell, Kathryn E.; Steuer, Casey J.; O'Rourke, Joseph G.; Dhaliwal, Jasmeet K.; Leung, Cecilia W. S.; Petro, Elaine M.; Wynne, J. Judson; Phan, Samson; Crismani, Matteo; Krishnamurthy, Akshata; John, Kristen K.; DeBruin, Kevin; Budney, Charles J.; Mitchell, Karl L.

2016-09-01

Saturn's moon Enceladus offers a unique opportunity in the search for life and habitable environments beyond Earth, a key theme of the National Research Council's 2013-2022 Decadal Survey. A plume of water vapor and ice spews from Enceladus's south polar region. Cassini data suggest that this plume, sourced by a liquid reservoir beneath the moon's icy crust, contain organics, salts, and water-rock interaction derivatives. Thus, the ingredients for life as we know it - liquid water, chemistry, and energy sources - are available in Enceladus's subsurface ocean. We have only to sample the plumes to investigate this hidden ocean environment. We present a New Frontiers class, solar-powered Enceladus orbiter that would take advantage of this opportunity, Testing the Habitability of Enceladus's Ocean (THEO). Developed by the 2015 Jet Propulsion Laboratory Planetary Science Summer School student participants under the guidance of TeamX, this mission concept includes remote sensing and in situ analyses with a mass spectrometer, a sub-mm radiometer-spectrometer, a camera, and two magnetometers. These instruments were selected to address four key questions for ascertaining the habitability of Enceladus's ocean within the context of the moon's geological activity: (1) how are the plumes and ocean connected? (2) are the abiotic conditions of the ocean suitable for habitability? (3) how stable is the ocean environment? (4) is there evidence of biological processes? By taking advantage of the opportunity Enceladus's plumes offer, THEO represents a viable, solar-powered option for exploring a potentially habitable ocean world of the outer solar system.

The analysis of the mathematics concept comprehension of senior high school student on dynamic fluid material

NASA Astrophysics Data System (ADS)

Kristian, P. L. Y.; Cari, C.; Sunarno, W.

2018-04-01

This study purposes to describe and analyse the students' concept understanding of dynamic fluid. The subjects of this research are 10 students of senior high school. The data collected finished the essay test that consists of 5 questions have been adapted to the indicators of learning. The data of this research is analysed using descriptive-qualitative approach by referring of the student's argumentations about their answer from the questions that given. The results showed that students still have incorrect understanding the concept of dynamic fluids, especially on the Bernoulli’s principle and its application. Based on the results of this research, the teachers should emphasize the concept understanding of the students therefore the students don not only understand the physics concept in mathematical form.

Investigations of Human Question Answering

DTIC Science & Technology

1990-02-01

information sources and search through the structures systematically. The formal,,ms and insights from these fields obviously must be tested in psychological ...experiments before we can incorporate them into psychological models of human question answering. One objective of this ONR contract was to test some... psychological model of human question answering. Tests of the QUEST Model QUEST was tested in four different informational contexts. These contexts

Development and flight test of a helicopter compact, portable, precision landing system concept

NASA Technical Reports Server (NTRS)

Clary, G. R.; Bull, J. S.; Davis, T. J.; Chisholm, J. P.

1984-01-01

An airborne, radar-based, precision approach concept is being developed and flight tested as a part of NASA's Rotorcraft All-Weather Operations Research Program. A transponder-based beacon landing system (BLS) applying state-of-the-art X-band radar technology and digital processing techniques, was built and is being flight tested to demonstrate the concept feasibility. The BLS airborne hardware consists of an add-on microprocessor, installed in conjunction with the aircraft weather/mapping radar, which analyzes the radar beacon receiver returns and determines range, localizer deviation, and glide-slope deviation. The ground station is an inexpensive, portable unit which can be quickly deployed at a landing site. Results from the flight test program show that the BLS concept has a significant potential for providing rotorcraft with low-cost, precision instrument approach capability in remote areas.

External Vision Systems (XVS) Proof-of-Concept Flight Test Evaluation

NASA Technical Reports Server (NTRS)

Shelton, Kevin J.; Williams, Steven P.; Kramer, Lynda J.; Arthur, Jarvis J.; Prinzel, Lawrence, III; Bailey, Randall E.

2014-01-01

NASA's Fundamental Aeronautics Program, High Speed Project is performing research, development, test and evaluation of flight deck and related technologies to support future low-boom, supersonic configurations (without forward-facing windows) by use of an eXternal Vision System (XVS). The challenge of XVS is to determine a combination of sensor and display technologies which can provide an equivalent level of safety and performance to that provided by forward-facing windows in today's aircraft. This flight test was conducted with the goal of obtaining performance data on see-and-avoid and see-to-follow traffic using a proof-of-concept XVS design in actual flight conditions. Six data collection flights were flown in four traffic scenarios against two different sized participating traffic aircraft. This test utilized a 3x1 array of High Definition (HD) cameras, with a fixed forward field-of-view, mounted on NASA Langley's UC-12 test aircraft. Test scenarios, with participating NASA aircraft serving as traffic, were presented to two evaluation pilots per flight - one using the proof-of-concept (POC) XVS and the other looking out the forward windows. The camera images were presented on the XVS display in the aft cabin with Head-Up Display (HUD)-like flight symbology overlaying the real-time imagery. The test generated XVS performance data, including comparisons to natural vision, and post-run subjective acceptability data were also collected. This paper discusses the flight test activities, its operational challenges, and summarizes the findings to date.

Investigating Evolutionary Questions Using Online Molecular Databases.

ERIC Educational Resources Information Center

Puterbaugh, Mary N.; Burleigh, J. Gordon

2001-01-01

Recommends using online molecular databases as teaching tools to illustrate evolutionary questions and concepts while introducing students to public molecular databases. Provides activities in which students make molecular comparisons between species. (YDS)

Wireless Roadside Inspection Proof of Concept Test Final Report

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

Capps, Gary J; Franzese, Oscar; Knee, Helmut E

2009-03-01

The U.S. Department of Transportation (DOT) FMCSA commissioned the Wireless Roadside Inspection (WRI) Program to validate technologies and methodologies that can improve safety through inspections using wireless technologies that convey real-time identification of commercial vehicles, drivers, and carriers, as well as information about the condition of the vehicles and their drivers. It is hypothesized that these inspections will: -- Increase safety -- Decrease the number of unsafe commercial vehicles on the road; -- Increase efficiency -- Speed up the inspection process, enabling more inspections to occur, at least on par with the number of weight inspections; -- Improve effectiveness --more » Reduce the probability of drivers bypassing CMV inspection stations and increase the likelihood that fleets will attempt to meet the safety regulations; and -- Benefit industry -- Reduce fleet costs, provide good return-on-investment, minimize wait times, and level the playing field. The WRI Program is defined in three phases which are: Phase 1: Proof of Concept Test (POC) Testing of commercially available off-the-shelf (COTS) or near-COTS technology to validate the wireless inspection concept. Phase 2: Pilot Test Safety technology maturation and back office system integration Phase 3: Field Operational Test Multi-vehicle testing over a multi-state instrumented corridor This report focuses on Phase 1 efforts that were initiated in March, 2006. Technical efforts dealt with the ability of a Universal Wireless Inspection System (UWIS) to collect driver, vehicle, and carrier information; format a Safety Data Message Set from this information; and wirelessly transmit a Safety Data Message Set to a roadside receiver unit or mobile enforcement vehicle.« less

Universal testing and treatment as an HIV prevention strategy: research questions and methods.

PubMed

Hayes, Richard; Sabapathy, Kalpana; Fidler, Sarah

2011-09-01

Achieving high coverage of antiretroviral treatment (ART) in resource-poor settings will become increasingly difficult unless HIV incidence can be reduced substantially. Universal voluntary counselling and testing followed by immediate initiation of ART for all those diagnosed HIV-positive (universal testing and treatment, UTT) has the potential to reduce HIV incidence dramatically but would be very challenging and costly to deliver in the short term. Early modelling work in this field has been criticised for making unduly optimistic assumptions about the uptake and coverage of interventions. In future work, it is important that model parameters are realistic and based where possible on empirical data. Rigorous research evidence is needed before the UTT approach could be considered for wide-scale implementation. This paper reviews the main areas that need to be explored. We consider in turn research questions related to the provision of services for universal testing, services for immediate treatment of HIV-positives and the population-level impact of UTT, and the research methods that could be used to address these questions. Ideally, initial feasibility studies should be carried out to investigate the acceptability, feasibility and uptake of UTT services. If these studies produce promising results, there would be a strong case for a cluster-randomised trial to measure the impact of a UTT intervention on HIV incidence, and we consider the main design features of such a trial.

Some Effects of Changes in Question Structure and Sequence on Performance in a Multiple Choice Chemistry Test.

ERIC Educational Resources Information Center

Hodson, D.

1984-01-01

Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)

Test Group Rethinks Questions

ERIC Educational Resources Information Center

Gewertz, Catherine

2012-01-01

A group that is developing tests for half the states in the nation has dramatically reduced the length of its assessment in a bid to balance the desire for a more meaningful and useful exam with concerns about the amount of time spent on testing. The decision by the Smarter Balanced Assessment Consortium reflects months of conversation among its…

Gender fairness within the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Traxler, Adrienne; Henderson, Rachel; Stewart, John; Stewart, Gay; Papak, Alexis; Lindell, Rebecca

2018-01-01

Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely crossed streams of research leave open the possibility that the FCI may not be structurally valid across genders, particularly since many reported results come from calculus-based courses where 75% or more of the students are men. We examine the FCI considering both psychometrics and gender disaggregation (while acknowledging this as a binary simplification), and find several problematic questions whose removal decreases the apparent gender gap. We analyze three samples (total Npre=5391 , Npost=5769 ) looking for gender asymmetries using classical test theory, item response theory, and differential item functioning. The combination of these methods highlights six items that appear substantially unfair to women and two items biased in favor of women. No single physical concept or prior experience unifies these questions, but they are broadly consistent with problematic items identified in previous research. Removing all significantly gender-unfair items halves the gender gap in the main sample in this study. We recommend that instructors using the FCI report the reduced-instrument score as well as the 30-item score, and that credit or other benefits to students not be assigned using the biased items.

Extended turn construction and test question sequences in the conversations of three speakers with agrammatic aphasia

PubMed Central

Beckley, Firle; Best, Wendy; Johnson, Fiona; Edwards, Susan; Maxim, Jane

2013-01-01

The application of Conversation Analysis (CA) to the investigation of agrammatic aphasia reveals that utterances produced by speakers with agrammatism engaged in everyday conversation differ significantly from utterances produced in response to decontextualised assessment and therapy tasks. Early studies have demonstrated that speakers with agrammatism construct turns from sequences of nouns, adjectives, discourse markers and conjunctions, packaged by a distinct pattern of prosody. This article presents examples of turn construction methods deployed by three people with agrammatism as they take an extended turn, in order to recount a past event, initiate a discussion or have a disagreement. This is followed by examples of sequences occurring in the talk of two of these speakers that result in different, and more limited, turn construction opportunities, namely “test” questions asked in order to initiate a new topic of talk, despite the conversation partner knowing the answer. The contrast between extended turns and test question sequences illustrates the effect of interactional context on aphasic turn construction practices, and the potential of less than optimal sequences to mask turn construction skills. It is suggested that the interactional motivation for test question sequences in these data are to invite people with aphasia to contribute to conversation, rather than to practise saying words in an attempt to improve language skills. The idea that test question sequences may have their origins in early attempts to deal with acute aphasia, and the potential for conversation partnerships to become “stuck” in such interactional patterns after they may have outlived their usefulness, are discussed with a view to clinical implications. PMID:23848370

Flight Test Evaluation of the Airborne Information for Lateral Spacing (AILS) Concept

NASA Technical Reports Server (NTRS)

Abbott, Terence S.

2002-01-01

The Airborne Information for Lateral Spacing (AILS) concept is designed to support independent parallel approach operations to runways spaced as close as 2,500 feet. This report briefly describes the AILS operational concept and the results of a flight test of one implementation of this concept. The focus of this flight test experiment was to validate a prior simulator study, evaluating pilot performance, pilot acceptability, and minimum miss-distances for the rare situation in which an aircraft on one approach intrudes into the path of an aircraft on the other approach. Although the flight data set was not meant to be a statistically valid sample, the trends acquired in flight followed those of the simulator and therefore met the intent of validating the findings from the simulator. Results from this study showed that the design-goal mean miss-distance of 1,200 feet to potential collision situations was surpassed with an actual mean miss-distance of 1,859 feet. Pilot reaction times to the alerting system, which was an operational concern, averaged 0.65 seconds, were well below the design goal reaction time of 2.0 seconds. From the results of both of these tests, it can be concluded that this operational concept, with supporting technology and procedures, may provide an operationally viable means for conducting simultaneous, independent instrument approaches to runways spaced as close as 2500 ft.

Theme-Based Tests: Teaching in Context

ERIC Educational Resources Information Center

Anderson, Gretchen L.; Heck, Marsha L.

2005-01-01

Theme-based tests provide an assessment tool that instructs as well as provides a single general context for a broad set of biochemical concepts. A single story line connects the questions on the tests and models applications of scientific principles and biochemical knowledge in an extended scenario. Theme-based tests are based on a set of…

Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 2. Students' Common Errors, Misconceptions and Difficulties in Understanding

ERIC Educational Resources Information Center

Papaphotis, Georgios; Tsaparlis, Georgios

2008-01-01

Part 2 of the findings are presented of a quantitative study (n = 125) on basic quantum chemical concepts taught at twelfth grade (age 17-18 years) in Greece. A paper-and-pencil test of fourteen questions was used that were of two kinds: five questions that tested recall of knowledge or application of algorithmic procedures (type-A questions);…

Question format shifts bias away from the emphasised response in tests of recognition memory.

PubMed

Mill, Ravi D; O'Connor, Akira R

2014-11-01

The question asked to interrogate memory has potential to influence response bias at retrieval, yet has not been systematically investigated. According to framing effects in the field of eyewitness testimony, retrieval cueing effects in cognitive psychology and the acquiescence bias in questionnaire responding, the question should establish a confirmatory bias. Conversely, according to findings from the rewarded decision-making literature involving mixed incentives, the question should establish a disconfirmatory bias. Across three experiments (ns=90 [online], 29 [laboratory] and 29 [laboratory]) we demonstrate a disconfirmatory bias - "old?" decreased old responding. This bias is underpinned by a goal-driven mechanism wherein participants seek to maximise emphasised response accuracy at the expense of frequency. Moreover, we demonstrate that disconfirmatory biases can be generated without explicit reference to the goal state. We conclude that subtle aspects of the test environment influence retrieval to a greater extent than has been previously considered. Copyright © 2014 Elsevier Inc. All rights reserved.

The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance

ERIC Educational Resources Information Center

Yonker, Julie E.

2011-01-01

With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined…

Stereotype threat and group differences in test performance: a question of measurement invariance.

PubMed

Wicherts, Jelte M; Dolan, Conor V; Hessen, David J

2005-11-01

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multi-group confirmatory factor analysis. This enables research into the generalizability of ST effects to real-life or high-stakes testing. The modeling approach is described in detail and applied to 3 experiments in which the amount of ST for minorities and women was manipulated. Results indicate that ST results in measurement bias of intelligence and mathematics tests. ((c) 2005 APA, all rights reserved).

Low Pressure Greenhouse Concepts for Mars

NASA Technical Reports Server (NTRS)

Fowler, Philip A.; Wheeler, Raymond M.; Bucklin, Ray A.; Corey, Kenneth A.

2000-01-01

A project was initiated to begin testing some environmental limits for managing plant growth systems. These limits will help determine some of the concepts for building plant enclosures for use on Mars. In particular, this study focuses on the effects of reduced atmospheric pressures. Structural design is considered as it relates to the biological processes that would occur within that structure. The design must be closely tied to the functionality of the biological system and has a few primary concerns that need to be tested to resolve the question as to the path of the design. Early tests indicate that plants can survive and grow at low (greater than 76 mb) pressure.

Enhancing learning using questions, adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions - test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment.

Enhancing learning using questions adjunct to science charts

NASA Astrophysics Data System (ADS)

Holliday, William G.; Benson, Garth

This study supported two hypotheses. First, adjunct questions interacted with a science chart so powerfully that content established as difficult to learn in the pilot and in this study's control groups became easier to learn when charted. Second, students familiar with the chart test before instruction (test exposure) were better prepared to take this test after instruction. This adjunct-question study examined the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. About 300 high school students were randomly assigned to four conditions each including a vitamin chart (chart only, test exposure, importance of questions emphasized to students by teachers, and combinational conditions--test exposure and question importance) across 16 biology classrooms. Then these same students were again randomly assigned within each classroom to a control and to four question treatments (no questions, questions focusing on easy-to-learn charted content, questions focusing on difficult-to-learn charted content, and a combinational treatment).

Students' Thinking and Alternative Conceptions of Transport Systems in Plants: A Follow-Up Study

ERIC Educational Resources Information Center

Wang, Jing-Ru

2007-01-01

The purpose of the study was to explore students' alternative conceptions and their associative thinking regarding internal transport in plants through administration of a refined diagnostic test. Questions of associative thinking and explanation were added to form a third tier of the previous two-tier test. The study found three terms related to…

Testing a Conception of How School Leadership Influences Student Learning

ERIC Educational Resources Information Center

Leithwood, Kenneth; Patten, Sarah; Jantzi, Doris

2010-01-01

Purpose: This article describes and reports the results of testing a new conception of how leadership influences student learning ("The Four Paths"). Framework: Leadership influence is conceptualized as flowing along four paths (Rational, Emotions, Organizational, and Family) toward student learning. Each path is populated by multiple…

Can We Feel Physics Concepts?

ERIC Educational Resources Information Center

Su, Yucheng

2010-01-01

There are many ways to improve students' understanding of physics concepts. This article focused on drawing students' attention with picture-embedded questions. Pictures give students a direct impression or feeling about the corresponding concepts, which really makes a difference. However, the effects are limited. Some physics concepts are…

Values Concepts of Younger Children.

ERIC Educational Resources Information Center

Schuncke, George M.; Krogh, Suzanne L.

1982-01-01

The concepts of friendship, rules, property, obedience to authority, truth, promises, and sharing are appropriate for inclusion in values education materials for elementary students. Interviewers questioned 180 children in grades K-5 about their level of understanding of each concept and their perceptions of each concept's importance to their…

Students' Initial Knowledge of Electric and Magnetic Fields--More Profound Explanations and Reasoning Models for Undesired Conceptions

ERIC Educational Resources Information Center

Saarelainen, M.; Laaksonen, A.; Hirvonen, P. E.

2007-01-01

This study explores undergraduate students' understanding and reasoning models of electric and magnetic fields. The results indicate that the tested students had various alternative concepts in applying their reasoning to certain CSEM test questions. The total number of physics students tested at the beginning of the first course on…

Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests.

PubMed

Hay, I; Ashman, A; van Kraayenoord, C E

1997-09-01

The formation and measurement of self-concept were the foci of this research. The study aimed to investigate the influence of achievement on academic self-concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self-Description Questionnaire-1 (SDQ-1, Marsh, 1988). The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools. An intra-class research design was used to investigate the influence of frame-of-reference on self-concept development. As students' academic scores rose above their class mean their self-concepts increased and as students' academic scores fell below their class mean their self-concepts decreased. Students' difference from class mean predicted their self-concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ-1 demonstrated concurrent validity across self-concept domains. The findings support the notions that the social environment is a significant agent that influences self-concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ-1 are valid measures for self-concept research.

Improving large class performance and engagement through student-generated question banks.

PubMed

Hancock, Dale; Hare, Nicole; Denny, Paul; Denyer, Gareth

2018-03-12

Disciplines such as Biochemistry and Molecular Biology, which involve concepts not included in the high-school curriculum, are very challenging for many first year university students. These subjects are particularly difficult for students accustomed to surface learning strategies involving memorization and recall of facts, as a deeper understanding of the relationship between concepts is needed for successful transfer to related areas and subsequent study. In this article, we explore an activity in a very large first year Molecular Biology course, in which students create multiple-choice questions related to targeted learning outcomes, and then answer and evaluate one another's questions. This activity encompasses elements of both self- and peer-assessment and the generative tasks of creating questions and producing written feedback may contribute to a deeper understanding of the material. We make use of a free online platform to facilitate all aspects of the process and analyze the effect of student engagement with the task on overall course performance. When compared to previous semester's cohorts, we observe a pronounced improvement in class performance on exam questions targeting similar concepts to the student-generated questions. In addition, those students that engage to a greater extent with the activity perform significantly better on the targeted exam questions than those who are less active, yet all students perform similarly on a set of isolated control questions appearing on the same exam. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

Development, Validation, and Application of the Microbiology Concept Inventory †

PubMed Central

Paustian, Timothy D.; Briggs, Amy G.; Brennan, Robert E.; Boury, Nancy; Buchner, John; Harris, Shannon; Horak, Rachel E. A.; Hughes, Lee E.; Katz-Amburn, D. Sue; Massimelli, Maria J.; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.

2017-01-01

If we are to teach effectively, tools are needed to measure student learning. A widely used method for quickly measuring student understanding of core concepts in a discipline is the concept inventory (CI). Using the American Society for Microbiology Curriculum Guidelines (ASMCG) for microbiology, faculty from 11 academic institutions created and validated a new microbiology concept inventory (MCI). The MCI was developed in three phases. In phase one, learning outcomes and fundamental statements from the ASMCG were used to create T/F questions coupled with open responses. In phase two, the 743 responses to MCI 1.0 were examined to find the most common misconceptions, which were used to create distractors for multiple-choice questions. MCI 2.0 was then administered to 1,043 students. The responses of these students were used to create MCI 3.0, a 23-question CI that measures students’ understanding of all 27 fundamental statements. MCI 3.0 was found to be reliable, with a Cronbach’s alpha score of 0.705 and Ferguson’s delta of 0.97. Test item analysis demonstrated good validity and discriminatory power as judged by item difficulty, item discrimination, and point-biserial correlation coefficient. Comparison of pre- and posttest scores showed that microbiology students at 10 institutions showed an increase in understanding of concepts after instruction, except for questions probing metabolism (average normalized learning gain was 0.15). The MCI will enable quantitative analysis of student learning gains in understanding microbiology, help to identify misconceptions, and point toward areas where efforts should be made to develop teaching approaches to overcome them. PMID:29854042

Effectiveness of higher order thinking skills (HOTS) based i-Think map concept towards primary students

NASA Astrophysics Data System (ADS)

Ping, Owi Wei; Ahmad, Azhar; Adnan, Mazlini; Hua, Ang Kean

2017-05-01

Higher Order Thinking Skills (HOTS) is a new concept of education reform based on the Taxonomies Bloom. The concept concentrate on student understanding in learning process based on their own methods. Through the HOTS questions are able to train students to think creatively, critic and innovative. The aim of this study was to identify the student's proficiency in solving HOTS Mathematics question by using i-Think map. This research takes place in Sabak Bernam, Selangor. The method applied is quantitative approach that involves approximately all of the standard five students. Pra-posttest was conduct before and after the intervention using i-Think map in solving the HOTS questions. The result indicates significant improvement for post-test, which prove that applying i-Think map enhance the students ability to solve HOTS question. Survey's analysis showed 90% of the students agree having i-Thinking map in analysis the question carefully and using keywords in the map to solve the questions. As conclusion, this process benefits students to minimize in making the mistake when solving the questions. Therefore, teachers are necessarily to guide students in applying the eligible i-Think map and methods in analyzing the question through finding the keywords.

Spacecraft and Navy Materials Flammability: Review of Some Concepts and Test Methods

NASA Technical Reports Server (NTRS)

Hirsch, David

2004-01-01

The agenda covered by this viewgraph presentation includes: 1) Concepts of Spacecraft Fire Safety; 2) Spacecraft materials flammability test methods; 3) Evaluation of flight hardware flammability; 4) Review of flammability data in conditions of interest to the Navy; 5) Overview of some flammability test methods recommended for the Navy.

Test evaluation of a laminated wood wind turbine blade concept

NASA Technical Reports Server (NTRS)

Faddoul, J. R.

1981-01-01

A series of tests conducted on a root end section of a laminated wood wind turbine blade are reported. The blade to hub transition of the wood blade uses steel studs cast into the wood D spar with a filled epoxy. Both individual studs and a full scale, short length, root section were tested. Results indicate that the bonded stud concept is more than adequate for both the 30 year life fatigue loads and for the high wind or hurricane gust loads.

Transferring Knowledge from the Classroom to the Real World: Redox Concepts.

ERIC Educational Resources Information Center

Soudani, Mohamed; Sivade, Andre; Cros, Daniele; Medimagh, Mohamed Salah

2000-01-01

Describes a study of the ability of fourth-year university student-teachers to use their theoretical knowledge of redox concepts to interpret natural phenomena of everyday life. Uses word-association tests, multiple-choice and open questions and reports that the students have difficulties in recognizing the scientific nature of well-known everyday…

Test-Enhanced Learning of Natural Concepts: Effects on Recognition Memory, Classification, and Metacognition

ERIC Educational Resources Information Center

Jacoby, Larry L.; Wahlheim, Christopher N.; Coane, Jennifer H.

2010-01-01

Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test…

Taking a Concept to Commercialization: Designing Relevant Tests to Address Safety.

PubMed

Ferrara, Lisa A

2016-04-01

Taking a product from concept to commercialization requires careful navigation of the regulatory pathway through a series of steps: (A) moving the idea through proof of concept and beyond; (B) evaluating new technologies that may provide added value to the idea; (C) designing appropriate test strategies and protocols; and (D) evaluating and mitigating risks. Moving an idea from the napkin stage of development to the final product requires a team effort. When finished, the product rarely resembles the original design, but careful steps throughout the product life cycle ensure that the product meets the vision.

Differential Effects of Science Study Questions.

ERIC Educational Resources Information Center

Holliday, William G.; And Others

The purpose of this study was to investigate the differential effects on low and high verbal students of verbatim study questions adjunct to a text describing science concepts. The sample consisted of 217 eighth grade students enrolled in twelve Calgary (Alberta, Canada) schools. Materials developed for the study included an introduction to the…

Wisconsin statutes regarding HIV testing in primary care: frequent questions and answers.

PubMed

Vergeront, J M; Reiser, W J; Druckenmiller, J K; Krchnavek, K A; Davis, J P

1998-12-01

The authors review Wisconsin statutes related to human immunodeficiency virus (HIV) testing in primary care, including the areas of written informed consent, documentation of consent, testing without consent, testing of minors, disclosure of test results without the consent of the test subject, reporting requirements, discrimination, access by insurance companies and third-party payors to HIV test results, and civil liabilities and criminal penalties associated with violation of HIV-related state statutes. During the course of the HIV epidemic in Wisconsin, many individuals (service providers, legislators, consumers and advocates) supported the enactment of HIV-related legislation. Today, Wisconsin has some of the nation's most comprehensive HIV legislation. These laws have set a legal framework that balances the rights of individuals with protection of public's health. The relatively low seroprevalence of HIV infection in Wisconsin can be attributed, in part, to the state's HIV-related legislation. While Wisconsin HIV legislation is broadly focused, much of it is concerned with HIV testing. This article examines common questions as they pertain to HIV testing in primary care and to the following areas addressed by state statutes: counseling and referral for health and support services [Wisconsin statute s. 252 14(3)] informed consent for testing or disclosure [Wisconsin statute s. 252.15(2)] written consent to disclose [Wisconsin statute s. 252.15(3) & (4)] testing without consent of the test subject [Wisconsin statute s. 252.15(2)] confidentiality of an HIV test [Wisconsin statute s. 252.15(5)] reporting of positive test results [Wisconsin statute s. 252.15(7)] discrimination [Wisconsin statute s. 252.14(2)] civil and criminal liabilities [Wisconsin statute s. 252.14(4); 252.15(8) & (9)].

How Question Types Reveal Student Thinking: An Experimental Comparison of Multiple-True-False and Free-Response Formats.

PubMed

Hubbard, Joanna K; Potts, Macy A; Couch, Brian A

2017-01-01

Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover experimental design to identify differences in how multiple-true-false (MTF) and free-response (FR) exam questions reveal student thinking regarding specific conceptions. We report that correct response rates correlate across the two formats but that a higher percentage of students provide correct responses for MTF questions. We find that MTF questions reveal a high prevalence of students with mixed (correct and incorrect) conceptions, while FR questions reveal a high prevalence of students with partial (correct and unclear) conceptions. These results suggest that MTF question prompts can direct students to address specific conceptions but obscure nuances in student thinking and may overestimate the frequency of particular conceptions. Conversely, FR questions provide a more authentic portrait of student thinking but may face limitations in their ability to diagnose specific, particularly incorrect, conceptions. We further discuss an intrinsic tension between question structure and diagnostic capacity and how instructors might use multiple formats or hybrid formats to overcome these obstacles. © 2017 J. K. Hubbard et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The use of self-report questions to examine the prevalence of musculoskeletal problems: a test-retest study.

PubMed

Gill, Tiffany K; Tucker, Graeme R; Avery, Jodie C; Shanahan, E Michael; Menz, Hylton B; Taylor, Anne W; Adams, Robert J; Hill, Catherine L

2016-02-24

Case definition has long been an issue for comparability of results obtained for musculoskeletal pain prevalence, however the test-retest reliability of questions used to determine joint pain prevalence has not been examined. The objective of this study was to determine question reliability and the impact of question wording, ordering and the time between questions on responses. A Computer Assisted Telephone Interviewing (CATI) survey was used to re-administer questions collected as part of a population-based longitudinal cohort study. On two different occasions questions were asked of the same sample of 203 community dwelling respondents (which were initially randomly selected) aged 18 years and over at two time points 14 to 27 days apart (average 15 days). Reliability of the questions was assessed using Cohen's kappa (κ) and intraclass correlation coefficient (ICC) and whether question wording and period effects existed was assessed using a crossover design. The self-reported prevalence of doctor diagnosed arthritis demonstrated excellent reliability (κ = 0.84 and κ = 0.79 for questionnaires 1 and 2 respectively). The reliability of questions relating to musculoskeletal pain and/or stiffness ranged from moderate to excellent for both types of questions, that is, those related to ever having joint pain on most days for at least a month (κ = 0.52 to κ = 0.95) and having pain and/or stiffness on most days for the last month (κ = 0.52 to κ = 0.90). However there was an effect of question wording on the results obtained for hand, foot and back pain and/or stiffness indicating that the area of pain may influence prevalence estimates. Joint pain and stiffness questions are reliable and can be used to determine prevalence. However, question wording and pain area may impact on estimates with issues such as pain perception and effect on activities playing a possible role in the recall of musculoskeletal pain.

Conceptual versus Algorithmic Learning in High School Chemistry: The Case of Basic Quantum Chemical Concepts--Part 1. Statistical Analysis of a Quantitative Study

ERIC Educational Resources Information Center

Papaphotis, Georgios; Tsaparlis, Georgios

2008-01-01

Part 1 of the findings are presented of a quantitative study (n = 125) on basic quantum chemical concepts taught in the twelfth grade (age 17-18 years) in Greece. A paper-and-pencil test of fourteen questions was used. The study compared performance in five questions that tested recall of knowledge or application of algorithmic procedures (type-A…

Effect of two types of control questions and two question formats on the outcomes of polygraph examinations.

PubMed

Horvath, Frank; Palmatier, John J

2008-07-01

Two major variations of polygraph "Control Question" testing, the Zone Comparison (ZoC) and the Modified General Question Test (MGQT) were evaluated. Within each, the type of control question, Exclusive or "time bar" (e.g., "Before you were 21, did you ever...") and Nonexclusive or "no time bar" (e.g., "Did you ever....?") was manipulated in a mock theft scenario, with 80 male and 40 female subjects randomly assigned to be either innocent or guilty. Polygraphic data collected by experienced field examiners were numerically scored by an evaluator blind to all aspects of the study. Decision accuracy was not related to the type of procedure (ZoC/MGQT) used or the subject's sex. Accuracy was significantly related to the type of control question [chi(2) (2) = 11.46, p = 0.003; tau c = 0.29]. Nonexclusive control questions produced greater accuracy than Exclusive control questions on both innocent and guilty subjects. These results and subjects' self-reports support the general "theory" on which control question (CQ) testing is based. The need for better empirical support of accepted dogma and current field practices is strongly indicated by these findings.

Testing Seam Concepts for Advanced Multilayer Insulation

NASA Technical Reports Server (NTRS)

Chato, D. J.; Johnson, W. L.; Alberts, Samantha J.

2017-01-01

Multilayer insulation (MLI) is considered the state of the art insulation for cryogenic propellant tanks in the space environment. MLI traditionally consists of multiple layers of metalized films separated by low conductivity spacers. In order to better understand some of the details within MLI design and construction, GRC has been investigating the heat loads caused by multiple types of seams. To date testing has been completed with 20 layer and 50 layer blankets. Although a truly seamless blanket is not practical, a blanket lay-up where each individual layer was overlapped and tapped together was used as a baseline for the other seams tests. Other seams concepts tested included: an overlap where the complete blanket was overlapped on top of itself; a butt joint were the blankets were just trimmed and butted up against each other, and a staggered butt joint where the seam in the out layers is offset from the seam in the inner layers. Measured performance is based on a preliminary analysis of rod calibration tests conducted prior to the start of seams testing. Baseline performance for the 50 layer blanket showed a measured heat load of 0.46 Watts with a degradation to about 0.47 Watts in the seamed blankets. Baseline performance for the 20 layer blanket showed a measured heat load of 0.57 Watts. Heat loads for the seamed tests are still begin analyzed. So far analysis work has suggested the need for corrections due to heat loads from both the heater leads and the instrumentation wires. A careful re-examination of the calibration test results with these factors accounted for is also underway. This presentation will discuss the theory of seams in MLI, our test results to date, and the uncertainties in our measurements.

Conceptual question response times in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Lasry, Nathaniel; Lukoff, Brian; Schell, Julie; Mazur, Eric

2014-12-01

Classroom response systems are widely used in interactive teaching environments as a way to engage students by asking them questions. Previous research on the time taken by students to respond to conceptual questions has yielded insights on how students think and change conceptions. We measure the amount of time students take to respond to in-class, conceptual questions [ConcepTests (CTs)] in two introductory physics courses taught using Peer Instruction and use item response theory to determine the difficulty of the CTs. We examine response time differences between correct and incorrect answers both before and after the peer discussion for CTs of varying difficulty. We also determine the relationship between response time and student performance on a standardized test of incoming physics knowledge, precourse self-efficacy, and gender. Our data reveal three results of interest. First, response time for correct answers is significantly faster than for incorrect answers, both before and after peer discussion, especially for easy CTs. Second, students with greater incoming physics knowledge and higher self-efficacy respond faster in both rounds. Third, there is no gender difference in response rate after controlling for incoming physics knowledge scores, although males register significantly more attempts before committing to a final answer than do female students. These results provide insight into effective CT pacing during Peer Instruction. In particular, in order to maintain a pace that keeps everyone engaged, students should not be given too much time to respond. When around 80% of the answers are in, the ratio of correct to incorrect responses rapidly approaches levels indicating random guessing and instructors should close the poll.

The concept of post-racial: how its easy dismissal obscures important questions.

PubMed

Hollinger, David A

2011-01-01

Nearly all of today's confident dismissals of the notion of a "post-racial" America address the simple question, "Are we beyond racism or not?" But most of the writers who have used the terms post-racial or post-ethnic sympathetically have explored other questions: What is the significance of the blurring of ethnoracial lines through cross-group marriage and reproduction? How should we interpret the relatively greater ability of immigrant blacks as compared to standard "African Americans" to overcome racist barriers? What do we make of increasing evidence that economic and educational conditions prior to immigration are more powerful determinants than "race" in affecting the destiny of population groups that have immigrated to the United States in recent decades? Rather than calling constant attention to the undoubted reality of racism, this essay asks scholars and anti-racist intellectuals more generally to think beyond "the problem of the color line" in order to focus on "the problem of solidarity." The essay argues that the most easily answered questions are not those that most demand our attention.

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

PubMed

Mattera, Shira K; Morris, Pamela A; Jacob, Robin; Maier, Michelle; Rojas, Natalia

2017-01-01

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics. © 2017 Elsevier Inc. All rights reserved.

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

PubMed

Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

2018-02-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool

PubMed Central

Newman, Dina L.; Snyder, Christopher W.; Fisk, J. Nick; Wright, L. Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select–format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N = 54), and large-scale beta testing (N = 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use. PMID:27055775

Questions of Brain Hemispheric Specialization and Gender Difference in Spatial Tests.

ERIC Educational Resources Information Center

McWhinnie, Harold J.

This paper presents a review of selected literature relevant to a general question of hemispheric specialization (right or left brain) and questions of gender differences in spatial abilities among a group of art students. Three basic questions for discussion are proposed: (1) is there a relationship between hemispheric dominance and spatial…

Cyclic Cryogenic Thermal-Mechanical Testing of an X-33/RLV Liquid Oxygen Tank Concept

NASA Technical Reports Server (NTRS)

Rivers, H. Kevin

1999-01-01

An important step in developing a cost-effective, reusable, launch vehicle is the development of durable, lightweight, insulated, cryogenic propellant tanks. Current cryogenic tanks are expendable so most of the existing technology is not directly applicable to future launch vehicles. As part of the X-33/Reusable Launch Vehicle (RLV) Program, an experimental apparatus developed at the NASA Langley Research Center for evaluating the effects of combined, cyclic, thermal and mechanical loading on cryogenic tank concepts was used to evaluate cryogenic propellant tank concepts for Lockheed-Martin Michoud Space Systems. An aluminum-lithium (Al 2195) liquid oxygen tank concept, insulated with SS-1171 and PDL-1034 cryogenic insulation, is tested under simulated mission conditions, and the results of those tests are reported. The tests consists of twenty-five simulated Launch/Abort missions and twenty-five simulated flight missions with temperatures ranging from -320 F to 350 F and a maximum mechanical load of 71,300 lb. in tension.

Testing Audiovisual Comprehension Tasks with Questions Embedded in Videos as Subtitles: A Pilot Multimethod Study

ERIC Educational Resources Information Center

Núñez, Juan Carlos Casañ

2017-01-01

Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing.…

The memorial consequences of multiple-choice testing.

PubMed

Marsh, Elizabeth J; Roediger, Henry L; Bjork, Robert A; Bjork, Elizabeth L

2007-04-01

The present article addresses whether multiple-choice tests may change knowledge even as they attempt to measure it. Overall, taking a multiple-choice test boosts performance on later tests, as compared with non-tested control conditions. This benefit is not limited to simple definitional questions, but holds true for SAT II questions and for items designed to tap concepts at a higher level in Bloom's (1956) taxonomy of educational objectives. Students, however, can also learn false facts from multiple-choice tests; testing leads to persistence of some multiple-choice lures on later general knowledge tests. Such persistence appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false facts from multiple-choice tests, the positive effects of testing outweigh this cost.

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

PubMed

Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

High altitude aerodynamic platform concept evaluation and prototype engine testing

NASA Technical Reports Server (NTRS)

Akkerman, J. W.

1984-01-01

A design concept has been developed for maintaining a 150-pound payload at 60,000 feet altitude for about 50 hours. A 600-pound liftoff weight aerodynamic vehicle is used which operates at sufficient speeds to withstand prevailing winds. It is powered by a turbocharged four-stoke cycle gasoline fueled engine. Endurance time of 100 hours or more appears to be feasible with hydrogen fuel and a lighter payload. A prototype engine has been tested to 40,000 feet simulated altitude. Mismatch of the engine and the turbocharger system flow and problems with fuel/air mixture ratio control characteristics prohibited operation beyond 40,000 feet. But there seems to be no reason why the concept cannot be developed to function as analytically predicted.

Design and Testing of a Low Noise Flight Guidance Concept

NASA Technical Reports Server (NTRS)

Williams, David H.; Oseguera-Lohr, Rosa M.; Lewis, Elliot T.

2004-01-01

A flight guidance concept was developed to assist in flying continuous descent approach (CDA) procedures designed to lower the noise under the flight path of jet transport aircraft during arrival operations at an airport. The guidance consists of a trajectory prediction algorithm that was tuned to produce a high-efficiency, low noise flight profile with accompanying autopilot and flight display elements needed by the flight control system and pilot to fly the approach. A key component of the flight guidance was a real-time display of energy error relative to the predicted flight path. The guidance was integrated with the conventional Flight Management System (FMS) guidance of a modern jet transport airplane and tested in a high fidelity flight simulation. A charted arrival procedure, which allowed flying conventional arrivals, CDA arrivals with standard guidance, and CDA arrivals with the new low noise guidance, was developed to assist in the testing and evaluation of the low noise guidance concept. Results of the simulation testing showed the low noise guidance was easy to use by airline pilot test subjects and effective in achieving the desired noise reduction. Noise under the flight path was reduced by at least 2 decibels in Sound Exposure Level (SEL) at distances from about 3 nautical miles out to about 17.5 nautical miles from the runway, with a peak reduction of 8.5 decibels at about 10.5 nautical miles. Fuel consumption was also reduced by about 17% for the LNG conditions compared to baseline runs for the same flight distance. Pilot acceptance and understanding of the guidance was quite high with favorable comments and ratings received from all test subjects.

Instructor perspectives of multiple-choice questions in summative assessment for novice programmers

NASA Astrophysics Data System (ADS)

Shuhidan, Shuhaida; Hamilton, Margaret; D'Souza, Daryl

2010-09-01

Learning to program is known to be difficult for novices. High attrition and high failure rates in foundation-level programming courses undertaken at tertiary level in Computer Science programs, are commonly reported. A common approach to evaluating novice programming ability is through a combination of formative and summative assessments, with the latter typically represented by a final examination. Preparation of such assessment is driven by instructor perceptions of student learning of programming concepts. This in turn may yield instructor perspectives of summative assessment that do not necessarily correlate with student expectations or abilities. In this article, we present results of our study around instructor perspectives of summative assessment for novice programmers. Both quantitative and qualitative data have been obtained via survey responses from programming instructors with varying teaching experience, and from novice student responses to targeted examination questions. Our findings highlight that most of the instructors believed that summative assessment is, and is meant to be, a valid measure of a student's ability to program. Most instructors further believed that Multiple-choice Questions (MCQs) provide a means of testing a low level of understanding, and a few added qualitative comments to suggest that MCQs are easy questions, and others refused to use them at all. There was no agreement around the proposition that if a question was designed to test a low level of skill, or a low level in a hierarchy of a body of knowledge, that such a question should or would be found to be easy by the student. To aid our analysis of assessment questions, we introduced four measures: Syntax Knowledge; Semantic Knowledge; Problem Solving Skill and the Level of Difficulty of the Problem. We applied these measures to selected examination questions, and have identified gaps between the instructor perspectives of what is considered to be an easy question and also in

The Development of the Planet Formation Concept Inventory: A Preliminary Analysis of Version 1

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2018-01-01

The topic of planet formation is poorly represented in the educational literature, especially at the college level. As recently as 2014, when developing the Test of Astronomy Standards (TOAST), Slater (2014) noted that for two topics (formation of the Solar System and cosmology), “high quality test items that reflect our current understanding of students’ conceptions were not available [in the literature]” (Slater,2014, p. 8). Furthermore, nearly half of ASTR 101 enrollments are at 2 year/community colleges where both instructors and students have little access to current research and models of planet formation. In response, we administered six student replied response (SSR) short answer questions on the topic of planet formation to n = 1,050 students enrolled in introductory astronomy and planetary science courses at The University of Arizona in the Fall 2016 and Spring 2017 semesters. After analyzing and coding the data from the SSR questions, we developed a preliminary version of the Planet Formation Concept Inventory (PFCI). The PFCI is a multiple-choice instrument with 20 planet formation-related questions, and 4 demographic-related questions. We administered version 1 of the PFCI to six introductory astronomy and planetary science courses (n ~ 700 students) during the Fall 2017 semester. We provided students with 7-8 multiple-choice with explanation of reasoning (MCER) questions from the PFCI. Students selected an answer (similar to a traditional multiple-choice test), and then briefly explained why they chose the answer they did. We also conducted interviews with ~15 students to receive feedback on the quality of the questions and clarity of the instrument. We will present an analysis of the MCER responses and student interviews, and discuss any modifications that will be made to the instrument as a result.

Integrating non-animal test information into an adaptive testing strategy - skin sensitization proof of concept case.

PubMed

Jaworska, Joanna; Harol, Artsiom; Kern, Petra S; Gerberick, G Frank

2011-01-01

There is an urgent need to develop data integration and testing strategy frameworks allowing interpretation of results from animal alternative test batteries. To this end, we developed a Bayesian Network Integrated Testing Strategy (BN ITS) with the goal to estimate skin sensitization hazard as a test case of previously developed concepts (Jaworska et al., 2010). The BN ITS combines in silico, in chemico, and in vitro data related to skin penetration, peptide reactivity, and dendritic cell activation, and guides testing strategy by Value of Information (VoI). The approach offers novel insights into testing strategies: there is no one best testing strategy, but the optimal sequence of tests depends on information at hand, and is chemical-specific. Thus, a single generic set of tests as a replacement strategy is unlikely to be most effective. BN ITS offers the possibility of evaluating the impact of generating additional data on the target information uncertainty reduction before testing is commenced.

A Comparison of Study Strategies for Passages: Rereading, Answering Questions, and Generating Questions

ERIC Educational Resources Information Center

Weinstein, Yana; McDermott, Kathleen B.; Roediger, Henry L., III

2010-01-01

Students are often encouraged to generate and answer their own questions on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered questions, and took a test to get accustomed to the materials in a…

Concept Test of a Smoking Cessation Smart Case.

PubMed

Comello, Maria Leonora G; Porter, Jeannette H

2018-04-05

Wearable/portable devices that unobtrusively detect smoking and contextual data offer the potential to provide Just-In-Time Adaptive Intervention (JITAI) support for mobile cessation programs. Little has been reported on the development of these technologies. To address this gap, we offer a case report of users' experiences with a prototype "smart" cigarette case that automatically tracks time and location of smoking. Small-scale user-experience studies are typical of iterative product design and are especially helpful when proposing novel ideas. The purpose of the study was to assess concept acceptability and potential for further development. We tested the prototype case with a small sample of potential users (n = 7). Participants used the hardware/software for 2 weeks and reconvened for a 90-min focus group to discuss experiences and provide feedback. Participants liked the smart case in principle but found the prototype too bulky for easy portability. The potential for the case to convey positive messages about self also emerged as a finding. Participants indicated willingness to pay for improved technology (USD $15-$60 on a one-time basis). The smart case is a viable concept, but design detail is critical to user acceptance. Future research should examine designs that maximize convenience and that explore the device's ability to cue intentions and other cognitions that would support cessation. This study is the first to our knowledge to report formative research on the smart case concept. This initial exploration provides insights that may be helpful to other developers of JITAI-support technology.

Effects of Computer-Based Instruction on Student Learning of Psychophysiological Detection of Deception Test Question Formulation.

ERIC Educational Resources Information Center

Janniro, Michael J.

1993-01-01

Describes a study conducted by the Department of Defense Polygraph Institute for their forensic science curriculum that investigated the effects of computer-based instruction on student learning of psychophysiological detection of deception test question formulation. Treatment of the experimental and control group is explained and posttest scores…

Pre-test of questions on health-related resource use and expenditure, using behaviour coding and cognitive interviewing techniques.

PubMed

Chernyak, Nadja; Ernsting, Corinna; Icks, Andrea

2012-09-06

Validated instruments collecting data on health-related resource use are lacking, but required, for example, to investigate predictors of healthcare use or for health economic evaluation.The objective of the study was to develop, test and refine a questionnaire collecting data on health-related resource use and expenditure in patients with diabetes. The questionnaire was tested in 43 patients with diabetes mellitus types 1 and 2 in Germany. Response behaviour suggestive of problems with questions (item non-response, request for clarification, comments, inadequate answer, "don't know") was systematically registered. Cognitive interviews focusing on information retrieval and comprehension problems were carried out. Many participants had difficulties answering questions pertaining to frequency of visits to the general practitioner (26%), time spent receiving healthcare services (39%), regular medication currently taken (35%) and out of pocket expenditure on medication (42%). These difficulties seem to result mainly from poor memory. A number of comprehension problems were established and relevant questions were revised accordingly. The questionnaire on health-related resource use and expenditure for use in diabetes research in Germany was developed and refined after careful testing. Ideally, the questionnaire should be externally validated for different modes of administration and recall periods within a variety of populations.

Development of the Flame Test Concept Inventory: Measuring Student Thinking about Atomic Emission

ERIC Educational Resources Information Center

Bretz, Stacey Lowery; Murata Mayo, Ana Vasquez

2018-01-01

This study reports the development of a 19-item Flame Test Concept Inventory, an assessment tool to measure students' understanding of atomic emission. Fifty-two students enrolled in secondary and postsecondary chemistry courses were interviewed about atomic emission and explicitly asked to explain flame test demonstrations and energy level…

Force Concept Inventory-based multiple-choice test for investigating students' representational consistency

NASA Astrophysics Data System (ADS)

Nieminen, Pasi; Savinainen, Antti; Viiri, Jouni

2010-07-01

This study investigates students’ ability to interpret multiple representations consistently (i.e., representational consistency) in the context of the force concept. For this purpose we developed the Representational Variant of the Force Concept Inventory (R-FCI), which makes use of nine items from the 1995 version of the Force Concept Inventory (FCI). These original FCI items were redesigned using various representations (such as motion map, vectorial and graphical), yielding 27 multiple-choice items concerning four central concepts underpinning the force concept: Newton’s first, second, and third laws, and gravitation. We provide some evidence for the validity and reliability of the R-FCI; this analysis is limited to the student population of one Finnish high school. The students took the R-FCI at the beginning and at the end of their first high school physics course. We found that students’ (n=168) representational consistency (whether scientifically correct or not) varied considerably depending on the concept. On average, representational consistency and scientifically correct understanding increased during the instruction, although in the post-test only a few students performed consistently both in terms of representations and scientifically correct understanding. We also compared students’ (n=87) results of the R-FCI and the FCI, and found that they correlated quite well.

Composite transport wing technology development: Design development tests and advanced structural concepts

NASA Technical Reports Server (NTRS)

Griffin, Charles F.; Harvill, William E.

1988-01-01

Numerous design concepts, materials, and manufacturing methods were investigated for the covers and spars of a transport box wing. Cover panels and spar segments were fabricated and tested to verify the structural integrity of design concepts and fabrication techniques. Compression tests on stiffened panels demonstrated the ability of graphite/epoxy wing upper cover designs to achieve a 35 percent weight savings compared to the aluminum baseline. The impact damage tolerance of the designs and materials used for these panels limits the allowable compression strain and therefore the maximum achievable weight savings. Bending and shear tests on various spar designs verified an average weight savings of 37 percent compared to the aluminum baseline. Impact damage to spar webs did not significantly degrade structural performance. Predictions of spar web shear instability correlated well with measured performance. The structural integrity of spars manufactured by filament winding equalled or exceeded those fabricated by hand lay-up. The information obtained will be applied to the design, fabrication, and test of a full-scale section of a wing box. When completed, the tests on the technology integration box beam will demonstrate the structural integrity of an advanced composite wing design which is 25 percent lighter than the metal baseline.

Flight Test Evaluation of Synthetic Vision Concepts at a Terrain Challenged Airport

NASA Technical Reports Server (NTRS)

Kramer, Lynda J.; Prince, Lawrence J., III; Bailey, Randell E.; Arthur, Jarvis J., III; Parrish, Russell V.

2004-01-01

NASA's Synthetic Vision Systems (SVS) Project is striving to eliminate poor visibility as a causal factor in aircraft accidents as well as enhance operational capabilities of all aircraft through the display of computer generated imagery derived from an onboard database of terrain, obstacle, and airport information. To achieve these objectives, NASA 757 flight test research was conducted at the Eagle-Vail, Colorado airport to evaluate three SVS display types (Head-up Display, Head-Down Size A, Head-Down Size X) and two terrain texture methods (photo-realistic, generic) in comparison to the simulated Baseline Boeing-757 Electronic Attitude Direction Indicator and Navigation/Terrain Awareness and Warning System displays. The results of the experiment showed significantly improved situation awareness, performance, and workload for SVS concepts compared to the Baseline displays and confirmed the retrofit capability of the Head-Up Display and Size A SVS concepts. The research also demonstrated that the tunnel guidance display concept used within the SVS concepts achieved required navigation performance (RNP) criteria.

Automation Hooks Architecture for Flexible Test Orchestration - Concept Development and Validation

NASA Technical Reports Server (NTRS)

Lansdowne, C. A.; Maclean, John R.; Winton, Chris; McCartney, Pat

2011-01-01

The Automation Hooks Architecture Trade Study for Flexible Test Orchestration sought a standardized data-driven alternative to conventional automated test programming interfaces. The study recommended composing the interface using multicast DNS (mDNS/SD) service discovery, Representational State Transfer (Restful) Web Services, and Automatic Test Markup Language (ATML). We describe additional efforts to rapidly mature the Automation Hooks Architecture candidate interface definition by validating it in a broad spectrum of applications. These activities have allowed us to further refine our concepts and provide observations directed toward objectives of economy, scalability, versatility, performance, severability, maintainability, scriptability and others.

Lost in translation: assessing effectiveness of focus group questioning techniques to develop improved translation of terminology used in HIV prevention clinical trials.

PubMed

Mack, Natasha; Ramirez, Catalina B; Friedland, Barbara; Nnko, Soori

2013-01-01

Achieving participant comprehension has proven to be one of the most difficult, practical, and ethical challenges of HIV prevention clinical trials. It becomes even more challenging when local languages do not have equivalent scientific and technical vocabularies, rendering communication of scientific concepts in translated documents extremely difficult. Even when bilingual lexicons are developed, there is no guarantee that participants understand the terminology as translated. We conducted twelve focus groups with women of reproductive age in Mwanza, Tanzania to explore the effectiveness of four questioning techniques for: (1) assessing participants' familiarity with existing technical terms and concepts, (2) generating a list of acceptable technical and non-technical terms, (3) testing our definitions of technical terms, and (4) verifying participants' preferences for terms. Focus groups were transcribed, translated, and qualitatively analyzed. A translation process that uses all four questioning techniques in a step-wise approach is an effective way to establish a baseline understanding of participants' familiarity with research terms, to develop and test translatable definitions, and to identify participants' preferred terminology for international HIV clinical research. This may help to ensure that important concepts are not "lost in translation." The results emphasize the importance of using a variety of techniques depending on the level of participant familiarity with research concepts, the existence of colloquial or technical terms in the target language, and the inherent complexity of the terms.

Probing the Question Order Effect While Developing a Chemistry Concept Inventory

ERIC Educational Resources Information Center

Undersander, Molly A.; Lund, Travis J.; Langdon, Laurie S.; Stains, Marilyne

2017-01-01

The design of assessment tools is critical to accurately evaluate students' understanding of chemistry. Although extensive research has been conducted on various aspects of assessment tool design, few studies in chemistry have focused on the impact of the order in which questions are presented to students on the measurement of students'…

On the placement of practice questions during study.

PubMed

Weinstein, Yana; Nunes, Ludmila D; Karpicke, Jeffrey D

2016-03-01

Retrieval practice improves retention of information on later tests. A question remains: When should retrieval occur during learning-interspersed throughout study or at the end of each study period? In a lab experiment, an online experiment, and a classroom study, we aimed to determine the ideal placement (interspersed vs. at-the-end) of retrieval practice questions. In the lab experiment, 64 subjects viewed slides about APA style and answered short-answer practice questions about the content or restudied the slides (restudy condition). The practice questions either appeared 1 every 1-2 slides (interspersed condition), or all at the end of the presentation (at-the-end condition). One week later, subjects returned and answered the same questions on a final test. In the online experiment, 175 subjects completed the same procedure. In the classroom study, 62 undergraduate students took quizzes as part of class lectures. Short-answer practice questions appeared either throughout the lectures (interspersed condition) or at the end of the lectures (at-the-end condition). Nineteen days after the last quiz, students were given a surprise final test. Results from the 3 experiments converge in demonstrating an advantage for interspersing practice questions on the initial tests, but an absence of this advantage on the final test. (c) 2016 APA, all rights reserved).

Effects of Mayfield's Four Questions (M4Q) on Nursing Students' Self-Efficacy and Multiple-Choice Test Scores

ERIC Educational Resources Information Center

Mayfield, Linda Riggs

2010-01-01

This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement…

Recall and dating of psychiatric symptoms. Test-retest reliability of time-related symptom questions in a standardized psychiatric interview.

PubMed

Wittchen, H U; Burke, J D; Semler, G; Pfister, H; Von Cranach, M; Zaudig, M

1989-05-01

The advent of more explicit diagnostic criteria and the growing interest in "lifetime" rates of mental disorders has made imperative an accurate determination of time-related diagnostic criteria. We used data from two independent test-retest studies of the Diagnostic Interview Schedule (DIS) and the Composite International Diagnostic Interview (CIDI) to study the reliability of different time-related questions in these fully standardized diagnostic interviews. With two exceptions (anxiety disorders and alcohol-related questions), the test-retest reliability of most time-related questions in both interviews was judged to be satisfactorily high. Furthermore, the validity of time-related questions in the DIS (age at symptom onset, duration and frequency of illness episodes) was examined by comparing them with detailed "consensus" ratings done independently by different clinicians for 207 former psychiatric inpatients. A surprisingly high concordance was found for former psychotic patients except for those still severely disturbed at the follow-up investigation. Some severe restrictions were also found for nonpsychotic disorders with regard to judgment of the age at onset of phobias, panic attacks, and depression. For a more valid assessment of time-related symptom information, the use of specific memory aids is suggested.

Roles of Terminology, Experience, and Energy Concepts in Student Conceptions of "Freezing" and "Boiling"

ERIC Educational Resources Information Center

Jasien, Paul G.

2013-01-01

A discussion of some student conceptions of the solid-liquid and liquid-vapor phase transitions is presented. Data from open-ended, short-answer questions were collected from first-semester general chemistry students and then discussed in the context of previous studies. The responses gave insight into the various student conceptions about these…

Deep Question Answering for protein annotation

PubMed Central

Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

2015-01-01

Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/ PMID:26384372

Deep Question Answering for protein annotation.

PubMed

Gobeill, Julien; Gaudinat, Arnaud; Pasche, Emilie; Vishnyakova, Dina; Gaudet, Pascale; Bairoch, Amos; Ruch, Patrick

2015-01-01

Biomedical professionals have access to a huge amount of literature, but when they use a search engine, they often have to deal with too many documents to efficiently find the appropriate information in a reasonable time. In this perspective, question-answering (QA) engines are designed to display answers, which were automatically extracted from the retrieved documents. Standard QA engines in literature process a user question, then retrieve relevant documents and finally extract some possible answers out of these documents using various named-entity recognition processes. In our study, we try to answer complex genomics questions, which can be adequately answered only using Gene Ontology (GO) concepts. Such complex answers cannot be found using state-of-the-art dictionary- and redundancy-based QA engines. We compare the effectiveness of two dictionary-based classifiers for extracting correct GO answers from a large set of 100 retrieved abstracts per question. In the same way, we also investigate the power of GOCat, a GO supervised classifier. GOCat exploits the GOA database to propose GO concepts that were annotated by curators for similar abstracts. This approach is called deep QA, as it adds an original classification step, and exploits curated biological data to infer answers, which are not explicitly mentioned in the retrieved documents. We show that for complex answers such as protein functional descriptions, the redundancy phenomenon has a limited effect. Similarly usual dictionary-based approaches are relatively ineffective. In contrast, we demonstrate how existing curated data, beyond information extraction, can be exploited by a supervised classifier, such as GOCat, to massively improve both the quantity and the quality of the answers with a +100% improvement for both recall and precision. Database URL: http://eagl.unige.ch/DeepQA4PA/. © The Author(s) 2015. Published by Oxford University Press.

Impact Test and Simulation of Energy Absorbing Concepts for Earth Entry Vehicles

NASA Technical Reports Server (NTRS)

Billings, Marcus D.; Fasanella, Edwin L.; Kellas, Sotiris

2001-01-01

Nonlinear dynamic finite element simulations have been performed to aid in the design of an energy absorbing concept for a highly reliable passive Earth Entry Vehicle (EEV) that will directly impact the Earth without a parachute. EEV's are designed to return materials from asteroids, comets, or planets for laboratory analysis on Earth. The EEV concept uses an energy absorbing cellular structure designed to contain and limit the acceleration of space exploration samples during Earth impact. The spherical shaped cellular structure is composed of solid hexagonal and pentagonal foam-filled cells with hybrid graphite- epoxy/Kevlar cell walls. Space samples fit inside a smaller sphere at the center of the EEV's cellular structure. Comparisons of analytical predictions using MSC,Dytran with test results obtained from impact tests performed at NASA Langley Research Center were made for three impact velocities ranging from 32 to 40 m/s. Acceleration and deformation results compared well with the test results. These finite element models will be useful for parametric studies of off-nominal impact conditions.

Preliminary Feasibility Testing of the BRIC Brine Water Recovery Concept

NASA Technical Reports Server (NTRS)

Callahan, Michael R.; Pensinger, Stuart J.; Pickering, Karen D.

2012-01-01

The Brine Residual In-Containment (BRIC) concept is being developed as a new technology to recover water from spacecraft wastewater brines. Such capability is considered critical to closing the water loop and achieving a sustained human presence in space. The intention of the BRIC concept is to increase the robustness and efficiency of the dewatering process by performing drying inside the container used for the final disposal of the residual brine solid. Recent efforts in the development of BRIC have focused on preliminary feasibility testing using a laboratory- assembled pre-prototype unit. Observations of the drying behavior of actual brine solutions processed under BRIC-like conditions has been of particular interest. To date, experiments conducted with three types of analogue spacecraft wastewater brines have confirmed the basic premise behind the proposed application of in-place drying. Specifically, the dried residual mass from these solutions have tended to exhibit characteristics of adhesion and flow that are expected to continue to challenge process stream management designs typically used in spacecraft systems. Yet, these same characteristics may favor the development of capillary- and surface-tension-based approaches currently envisioned as part of an ultimate microgravity-compatible BRIC design. In addition, preliminary feasibility testing of the BRIC pre-prototype confirmed that high rates of water recovery, up to 98% of the available brine water, may be possible while still removing the majority of the brine contaminants from the influent brine stream. These and other early observations from testing are reported.

Preliminary Feasibility Testing of the BRIC Brine Water Recovery Concept

NASA Technical Reports Server (NTRS)

Callahan, Michael R.; Pensinger, Stuart; Pickering, Karen D.

2011-01-01

The Brine Residual In-Containment (BRIC) concept was developed as a new technology to recover water from spacecraft wastewater brines. Such capability is considered critical to closing the water loop and achieving a sustained human presence in space. The intention of the BRIC concept is to increase the robustness and efficiency of the dewatering process by performing drying inside the container used for the final disposal of the residual brine solid. Recent efforts in the development of BRIC have focused on preliminary feasibility testing using a laboratory- assembled pre-prototype unit. Observations of the drying behavior of actual brine solutions processed under BRIC-like conditions has been of particular interest. To date, experiments conducted with three types of analogue spacecraft wastewater brines have confirmed the basic premise behind the proposed application of in-place drying for these solutions. Specifically, the dried residual mass from these solutions have tended to exhibit characteristics of adhesion and flow that are expected to continue to challenge process stream management in spacecraft brine dewatering system designs. Yet, these same characteristics may favor the development of capillary- and surface-tension-based approaches envisioned as part of an ultimate microgravity-compatible BRIC design. In addition, preliminary feasibility testing of the BRIC pre-prototype confirmed that high rates of water recovery, up to 98% of the available brine water, may be possible while still removing the majority of the brine contaminants from the influent brine stream. These and other observations from testing are reported.

Ethical Issues and Questions about Testing for Test Publishers.

ERIC Educational Resources Information Center

Fitzgibbon, Thomas J.

The test publisher's responsibility is discussed. "Right and good conduct" of the publisher in relation to the desires of the test user is related to the actual age of the test--old versus new materials. Other issues confronting the test publisher are the conflict between the needs for personal privacy and the claims of the community in relation…

Young children's impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena

NASA Astrophysics Data System (ADS)

Halls, Jonathan Grant; Ainsworth, Shaaron Elizabeth; Oliver, Mary Collette

2018-05-01

There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or tigers' stripes are for camouflage. It has been argued that this teleological tendency hampers children's ability to learn about causality in the natural world. This paper investigates two factors (question wording and topic) which it is argued have led to a misestimation of children's teleological tendencies within the area natural phenomena: i.e. those that are time-constrained, natural events or process such as snow, clouds or night. Sixty-six (5-8 years old) children took part in a repeated-measures experiment, answering both open and leading questions across 10 topics of natural phenomena. The findings indicate that children's teleological reasoning may have been overestimated as open-question forms significantly reduced their tendency to answer teleologically. Moreover, the concept of teleology is more nuanced than often suggested. Consequently, young children may be more able to learn about causal explanations for the existence of natural phenomena than the literature implies.

Diagnosing alternative conceptions of Fermi energy among undergraduate students

NASA Astrophysics Data System (ADS)

Sharma, Sapna; Ahluwalia, Pardeep Kumar

2012-07-01

Physics education researchers have scientifically established the fact that the understanding of new concepts and interpretation of incoming information are strongly influenced by the preexisting knowledge and beliefs of students, called epistemological beliefs. This can lead to a gap between what students actually learn and what the teacher expects them to learn. In a classroom, as a teacher, it is desirable that one tries to bridge this gap at least on the key concepts of a particular field which is being taught. One such key concept which crops up in statistical physics/solid-state physics courses, and around which the behaviour of materials is described, is Fermi energy (εF). In this paper, we present the results which emerged about misconceptions on Fermi energy in the process of administering a diagnostic tool called the Statistical Physics Concept Survey developed by the authors. It deals with eight themes of basic importance in learning undergraduate solid-state physics and statistical physics. The question items of the tool were put through well-established sequential processes: definition of themes, Delphi study, interview with students, drafting questions, administration, validity and reliability of the tool. The tool was administered to a group of undergraduate students and postgraduate students, in a pre-test and post-test design. In this paper, we have taken one of the themes i.e. Fermi energy of the diagnostic tool for our analysis and discussion. Students’ responses and reasoning comments given during interview were analysed. This analysis helped us to identify prevailing misconceptions/learning gaps among students on this topic. How spreadsheets can be effectively used to remove the identified misconceptions and help appreciate the finer nuances while visualizing the behaviour of the system around Fermi energy, normally sidestepped both by the teachers and learners, is also presented in this paper.

Training Design Conception and Reflexive Practice: How to Answer Teachers' Questions?

ERIC Educational Resources Information Center

Clottu, Régine

2017-01-01

This research studies the practices related to the conception of training "on demand" in the field of continuous training of teachers. Training "on demand" adapts itself to the problems of professionals. The analysis of the demand faces the complexity of the different contexts as well as the diversity of professionals'…

The Concept of Curriculum Design.

ERIC Educational Resources Information Center

Barrow, Robin

This paper approaches the concept of curriculum design from a philosophical perspective, arguing that the concept of "design" in curriculum is fundamentally misleading. The paper begins with a series of comments questioning the assumption that curriculum design involves a set of discrete skills or procedures in which one may attain expertise, like…

Questioning for Controversial and Critical Thinking Dialogues in the Social Studies Classroom

ERIC Educational Resources Information Center

Lennon, Sean

2017-01-01

The design and implementation of questioning, specifically in regards towards a higher level of thinking, is a common practice in many secondary social science classrooms (Bickmore & Parker, 2012). Questioning can help the teacher develop critical thinking concepts, scaffold discussions, and prod students towards an elevated level of cognition…

Emerging Concepts in Innate Immunity.

PubMed

Pelka, Karin; De Nardo, Dominic

2018-01-01

This review introduces recent concepts in innate immunity highlighting some of the latest exciting findings. These include: the discovery of the initiator of pyroptosis, Gasdermin D, and mechanisms of inflammatory caspases in innate immune signaling; the formation of oligomeric signalosomes downstream of innate immune receptors; mechanisms that shape innate immune responses, such as cellular homeostasis, cell metabolism, and pathogen viability; rapid methods of cell-to-cell communication; the interplay between the host and its microbiome and the concept of innate immunological memory. Furthermore, we discuss open questions and illustrate how technological advances, such as CRISPR/Cas9, may provide important answers for outstanding questions in the field of innate immunity.

A basic recursion concept inventory

NASA Astrophysics Data System (ADS)

Hamouda, Sally; Edwards, Stephen H.; Elmongui, Hicham G.; Ernst, Jeremy V.; Shaffer, Clifford A.

2017-04-01

Recursion is both an important and a difficult topic for introductory Computer Science students. Students often develop misconceptions about the topic that need to be diagnosed and corrected. In this paper, we report on our initial attempts to develop a concept inventory that measures student misconceptions on basic recursion topics. We present a collection of misconceptions and difficulties encountered by students when learning introductory recursion as presented in a typical CS2 course. Based on this collection, a draft concept inventory in the form of a series of questions was developed and evaluated, with the question rubric tagged to the list of misconceptions and difficulties.

Design and realization of the compound text-based test questions library management system

NASA Astrophysics Data System (ADS)

Shi, Lei; Feng, Lin; Zhao, Xin

2011-12-01

The test questions library management system is the essential part of the on-line examination system. The basic demand for which is to deal with compound text including information like images, formulae and create the corresponding Word documents. Having compared with the two current solutions of creating documents, this paper presents a design proposal of Word Automation mechanism based on OLE/COM technology, and discusses the way of Word Automation application in detail and at last provides the operating results of the system which have high reference value in improving the generated efficiency of project documents and report forms.

Editors' Introduction: Abstract Concepts: Structure, Processing, and Modeling.

PubMed

Bolognesi, Marianna; Steen, Gerard

2018-06-22

Our ability to deal with abstract concepts is one of the most intriguing faculties of human cognition. Still, we know little about how such concepts are formed, processed, and represented in mind. For example, because abstract concepts do not designate referents that can be experienced through our body, the role of perceptual experiences in shaping their content remains controversial. Current theories suggest a variety of alternative explanations to the question of "how abstract concepts are represented in the human mind." These views pinpoint specific streams of semantic information that would play a prominent role in shaping the content of abstract concepts, such as situation-based information (e.g., Barsalou & Wiemer-Hastings, ), affective information (Kousta, Vigliocco, Vinson, Andrews, & Del Campo, ), and linguistic information (Louwerse, ). Rarely, these theoretical views are directly compared. In this special issue, current views are presented in their most recent and advanced form, and directly compared and discussed in a debate, which is reported at the end of each article. As a result, new exciting questions and challenges arise. These questions and challenges, reported in this introductory article, can arguably pave the way to new empirical studies and theoretical developments on the nature of abstract concepts. © 2018 Cognitive Science Society, Inc.

Reducing the Mismatch of Geometry Concept Definitions and Concept Images Held by Pre-Service Teachers

ERIC Educational Resources Information Center

Cunningham, Robert F.; Roberts, Allison

2010-01-01

Twenty-three female elementary pre-service teachers were assessed on their ability to answer questions involving geometry concepts. Despite being given the definitions of the altitude of a triangle and the diagonal of a polygon on the pretest, limited understanding of these concepts was evident. A treatment using both graphic organizer and concept…

Development and Validation of the Homeostasis Concept Inventory

PubMed Central

McFarland, Jenny L.; Price, Rebecca M.; Wenderoth, Mary Pat; Martinková, Patrícia; Cliff, William; Michael, Joel; Modell, Harold; Wright, Ann

2017-01-01

We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate students from associate’s colleges, primarily undergraduate institutions, regional and research-intensive universities, and professional schools. Statistical results provided strong evidence for the validity and reliability of the HCI. We found that graduate students performed better than undergraduates, biology majors performed better than nonmajors, and students performed better after receiving instruction about homeostasis. We used differential item analysis to assess whether students from different genders, races/ethnicities, and English language status performed differently on individual items of the HCI. We found no evidence of differential item functioning, suggesting that the items do not incorporate cultural or gender biases that would impact students’ performance on the test. Instructors can use the HCI to guide their teaching and student learning of homeostasis, a core concept of physiology. PMID:28572177

Avoiding stimulus confounds in Implicit Association Tests by using the concepts as stimuli.

PubMed

Steffens, Melanie C; Kirschbaum, Michael; Glados, Petra

2008-06-01

Implicit Association Tests (IATs) are supposed to measure associations between concepts. In order to achieve that aim, participants are required to assign individual stimuli to those concepts under time pressure in two different tasks. Previous research has shown that not only the associations of the concepts with each other, but also the stimuli's cross-category associations influence the observed reaction time difference between these tasks (i.e. the IAT effect). Little is known about adequate stimulus selection. In this article, we introduce a variant of the IAT, the Concept Association Task (CAT) in which the concepts themselves or synonyms of them are used as stimuli. Three experiments on Germans' attitudes towards foreigners yielded evidence for the convergent validity of the CAT: (1) it correlated well with other IAT versions; (2) it correlated higher with spontaneous attitude-related judgements than other IAT versions; and (3) it correlated with response-window priming, another implicit measure based on reaction times. Furthermore, we showed that the CAT yielded reasonable findings when other IAT versions appear to yield distorted ones.

Improving the identification accuracy of senior witnesses: do prelineup questions and sequential testing help?

PubMed

Memon, Amina; Gabbert, Fiona

2003-04-01

Eyewitness research has identified sequential lineup testing as a way of reducing false lineup choices while maintaining accurate identifications. The authors examined the usefulness of this procedure for reducing false choices in older adults. Young and senior witnesses viewed a crime video and were later presented with target present orabsent lineups in a simultaneous or sequential format. In addition, some participants received prelineup questions about their memory for a perpetrator's face and about their confidence in their ability to identify the culprit or to correctly reject the lineup. The sequential lineup reduced false choosing rates among young and older adults in target-absent conditions. In target-present conditions, sequential testing significantly reduced the correct identification rate in both age groups.

The Development of an Assessment Tool: Student Knowledge of the Concept of Place Value

ERIC Educational Resources Information Center

Major, Karen

2012-01-01

The importance of student understanding of the concept of place value cannot be underestimated. Place value is a "gate keeper" in developing mathematical understanding. The purpose of this study was to examine and develop a teacher-made test of place value knowledge. The questions were developed using the progressions from the Number…

Delivery of QTIiv2 Question Types

ERIC Educational Resources Information Center

Wills, Gary B.; Davis, Hugh C.; Gilbert, Lester; Hare, Jonathon; Howard, Yvonne; Jeyes, Steve; Millard, David; Sherratt, Robert

2009-01-01

The IMS Question and Test Interoperability (QTI) standard identifies 16 different question types which may be used in online assessment. While some partial implementations exist, the R2Q2 project has developed a complete solution that renders and responds to all 16 question types as specified. In addition, care has been taken in the R2Q2 project…

Resonant AC power system proof-of-concept test program

NASA Technical Reports Server (NTRS)

Wappes, Loran J.

1986-01-01

Proof-of-concept testing was performed on a 20-kHz, resonant power system breadboard from 1981 through 1985. The testing began with the evaluation of a single, 1.0-kW resonant inverter and progressed to the testing of breadboard systems with higher power levels and more capability. The final breadboard configuration tested was a 25.0-kW breadboard with six inverters providing power to three user-interface modules over a 50-meter, 20-kHz bus. The breadboard demonstrated the ability to synchronize multiple resonant inverters to power a common bus. Single-phase and three-phase 20-kHz power distribution was demonstrated. Simple conversion of 20-kHz to dc and variable-frequency ac was demonstrated as was bidirectional power flow between 20-kHz and dc. Steady state measurements of efficiency, power-factor tolerance, and conducted emissions and conducted susceptibility were made. In addition, transient responses were recorded for such conditions as start up, shut down, load changes. The results showed the 20-kHz resonant system to be a desirable technology for a spacecraft power management and distribution system with multiple users and a utility-type bus.

Development of Two-Tier Diagnostic Test Pictorial-Based for Identifying High School Students Misconceptions on the Mole Concept

NASA Astrophysics Data System (ADS)

Siswaningsih, W.; Firman, H.; Zackiyah; Khoirunnisa, A.

2017-02-01

The aim of this study was to develop the two-tier pictorial-based diagnostic test for identifying student misconceptions on mole concept. The method of this study is used development and validation. The development of the test Obtained through four phases, development of any items, validation, determination key, and application test. Test was developed in the form of pictorial consisting of two tier, the first tier Consist of four possible answers and the second tier Consist of four possible reasons. Based on the results of content validity of 20 items using the CVR (Content Validity Ratio), a number of 18 items declared valid. Based on the results of the reliability test using SPSS, Obtained 17 items with Cronbach’s Alpha value of 0703, the which means that items have accepted. A total of 10 items was conducted to 35 students of senior high school students who have studied the mole concept on one of the high schools in Cimahi. Based on the results of the application test, student misconceptions were identified in each label concept in mole concept with the percentage of misconceptions on the label concept of mole (60.15%), Avogadro’s number (34.28%), relative atomic mass (62, 84%), relative molecule mass (77.08%), molar mass (68.53%), molar volume of gas (57.11%), molarity (71.32%), chemical equation (82.77%), limiting reactants (91.40%), and molecular formula (77.13%).

Lost in Translation: Assessing Effectiveness of Focus Group Questioning Techniques to Develop Improved Translation of Terminology Used in HIV Prevention Clinical Trials

PubMed Central

Mack, Natasha; Ramirez, Catalina B.; Friedland, Barbara; Nnko, Soori

2013-01-01

Introduction Achieving participant comprehension has proven to be one of the most difficult, practical, and ethical challenges of HIV prevention clinical trials. It becomes even more challenging when local languages do not have equivalent scientific and technical vocabularies, rendering communication of scientific concepts in translated documents extremely difficult. Even when bilingual lexicons are developed, there is no guarantee that participants understand the terminology as translated. Methods We conducted twelve focus groups with women of reproductive age in Mwanza, Tanzania to explore the effectiveness of four questioning techniques for: (1) assessing participants' familiarity with existing technical terms and concepts, (2) generating a list of acceptable technical and non-technical terms, (3) testing our definitions of technical terms, and (4) verifying participants' preferences for terms. Focus groups were transcribed, translated, and qualitatively analyzed. Results and Discussion A translation process that uses all four questioning techniques in a step-wise approach is an effective way to establish a baseline understanding of participants' familiarity with research terms, to develop and test translatable definitions, and to identify participants' preferred terminology for international HIV clinical research. This may help to ensure that important concepts are not “lost in translation.” The results emphasize the importance of using a variety of techniques depending on the level of participant familiarity with research concepts, the existence of colloquial or technical terms in the target language, and the inherent complexity of the terms. PMID:24040075

Toward a New Conception of Educated Person

ERIC Educational Resources Information Center

Mehrmohammadi, Mahmoud

2004-01-01

Many conceptions of the educated person have been suggested by philosophers and thinkers on education. A brief overview of a selection of these conceptions appears in the first section of this article, and sets the analytical stage for the presentation of the conception of the educated person embodied in the Theory of Question Oriented Education…

Evaluation of the concept of pressure proof testing fuselage structures

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Orringer, Oscar

1991-01-01

The FAA and NASA have recently completed independent technical evaluations of the concept of pressure proof testing the fuselage of commercial transport airplanes. The results of these evaluations are summarized. The objectives of the evaluations were to establish the potential benefit of the pressure proof test, to quantify the most desirable proof test pressure, and to quantify the required proof test interval. The focus of the evaluations was on multiple-site cracks extending from adjacent rivet holes of a typical fuselage longitudinal lap splice joint. The FAA and NASA do not support pressure proof testing the fuselage of aging commercial transport aircraft. The argument against proof testing is as follows: (1) a single proof test does not insure an indefinite life; therefore, the proof test must be repeated at regular intervals; (2) for a proof factor of 1.33, the required proof test interval must be below 300 flights to account for uncertainties in the evaluation; (3) conducting the proof test at a proof factor of 1.5 would considerably exceed the fuselage design limit load; therefore, it is not consistent with accepted safe practices; and (4) better safety can be assured by implementing enhanced nondestructive inspection requirements, and adequate reliability can be achieved by an inspection interval several times longer than the proof test interval.

Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

ERIC Educational Resources Information Center

Bas, Gökhan

2016-01-01

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…

Plasma Deflection Test Setup for E-Sail Propulsion Concept

NASA Technical Reports Server (NTRS)

Andersen, Allen; Vaughn, Jason; Schneider, Todd; Wright, Ken

2016-01-01

The Electronic Sail or E-Sail is a novel propulsion concept based on momentum exchange between fast solar wind protons and the plasma sheath of long positively charged conductors comprising the E-Sail. The effective sail area increases with decreasing plasma density allowing an E-Sail craft to continue to accelerate at predicted ranges well beyond the capabilities of existing electronic or chemical propulsion spacecraft. While negatively charged conductors in plasmas have been extensively studied and flown, the interaction between plasma and a positively charged conductor is not well studied. We present a plasma deflection test method using a differential ion flux probe (DIFP). The DIFP measures the angle and energy of incident ions. The plasma sheath around a charged body can measured by comparing the angular distribution of ions with and without a positively charged test body. These test results will be used to evaluate numerical calculations of expected thrust per unit length of conductor in the solar wind plasma. This work was supported by a NASA Space Technology Research Fellowship.

Exploring physics concepts among novice teachers through CMAP tools

NASA Astrophysics Data System (ADS)

Suprapto, N.; Suliyanah; Prahani, B. K.; Jauhariyah, M. N. R.; Admoko, S.

2018-03-01

Concept maps are graphical tools for organising, elaborating and representing knowledge. Through Cmap tools software, it can be explored the understanding and the hierarchical structuring of physics concepts among novice teachers. The software helps physics teachers indicated a physics context, focus questions, parking lots, cross-links, branching, hierarchy, and propositions. By using an exploratory quantitative study, a total 13-concept maps with different physics topics created by novice physics teachers were analysed. The main differences of scoring between lecturer and peer-teachers’ scoring were also illustrated. The study offered some implications, especially for physics educators to determine the hierarchical structure of the physics concepts, to construct a physics focus question, and to see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map.

Project Physics Tests 4, Light and Electromagnetism.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 4 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of light and electromagnetism are examined on charges, reflection, electrostatic forces, electric potential, speed of light, electromagnetic waves and radiations, Oersted's and Faraday's work,…

Crash Test of an MD-500 Helicopter with a Deployable Energy Absorber Concept

NASA Technical Reports Server (NTRS)

Littell, Justin D.; Jackson, Karen E.; Kellas, Sotiris

2010-01-01

On December 2, 2009, a full scale crash test was successfully conducted of a MD-500 helicopter at the NASA Langley Research Center Landing and Impact Research Facility . The purpose of this test was to evaluate a novel composite honeycomb deployable energy absorbing (DEA) concept for attenuation of structural and crew loads during helicopter crashes under realistic crash conditions. The DEA concept is an alternative to external airbags, and absorbs impact energy through crushing. In the test, the helicopter impacted the concrete surface with 11.83 m/s (38.8 ft/s) horizontal, 7.80 m/s (25.6 ft/s) vertical and 0.15 m/s (0.5 ft/s) lateral velocities; corresponding to a resultant velocity of 14.2 m/s (46.5 ft/s). The airframe and skid gear were instrumented with accelerometers and strain gages to determine structural integrity and load attenuation, while the skin of the airframe was covered with targets for use by photogrammetry to record gross vehicle motion before, during, and after the impact. Along with the collection of airframe data, one Hybrid III 50th percentile anthropomorphic test device (ATD), two Hybrid II 50th percentile ATDs and a specialized human surrogate torso model (HSTM) occupant were seated in the airframe and instrumented for the collection of occupant loads. Resultant occupant data showed that by using the DEA, the loads on the Hybrid II and Hybrid III ATDs were in the Low Risk regime for the injury criteria, while structural data showed the airframe retained its structural integrity post crash. Preliminary results show that the DEA is a viable concept for the attenuation of impact loads.

Performance of two load-limiting subfloor concepts in full-scale general aviation airplane crash tests

NASA Technical Reports Server (NTRS)

Carden, H. D.

1984-01-01

Three six-place, low wing, twin-engine general aviation airplane test specimens were crash tested at the langley Impact Dynamics research Facility under controlled free-flight conditions. One structurally unmodified airplane was the baseline airplane specimen for the test series. The other airplanes were structurally modified to incorporate load-limiting (energy-absorbing) subfloor concepts into the structure for full scale crash test evaluation and comparison to the unmodified airplane test results. Typically, the lowest floor accelerations and anthropomorphic dummy occupant responses, and the least seat crushing of standard and load-limiting seats, occurred in the modified load-limiting subfloor airplanes wherein the greatest structural crushing of the subfloor took place. The better performing of the two load-limiting subfloor concepts reduced the peak airplane floor accelerations at the pilot and four seat/occupant locations to -25 to -30 g's as compared to approximately -50 to -55 g's acceleration magnitude for the unmodified airplane structure.

Development and Validation of the Homeostasis Concept Inventory

ERIC Educational Resources Information Center

McFarland, Jenny L.; Price, Rebecca M.; Wenderoth, Mary Pat; Martinková, Patrícia; Cliff, William; Michael, Joel; Modell, Harold; Wright, Ann

2017-01-01

We present the Homeostasis Concept Inventory (HCI), a 20-item multiple-choice instrument that assesses how well undergraduates understand this critical physiological concept. We used an iterative process to develop a set of questions based on elements in the Homeostasis Concept Framework. This process involved faculty experts and undergraduate…

Concepts and Relations in Neurally Inspired In Situ Concept-Based Computing

PubMed Central

van der Velde, Frank

2016-01-01

In situ concept-based computing is based on the notion that conceptual representations in the human brain are “in situ.” In this way, they are grounded in perception and action. Examples are neuronal assemblies, whose connection structures develop over time and are distributed over different brain areas. In situ concepts representations cannot be copied or duplicated because that will disrupt their connection structure, and thus the meaning of these concepts. Higher-level cognitive processes, as found in language and reasoning, can be performed with in situ concepts by embedding them in specialized neurally inspired “blackboards.” The interactions between the in situ concepts and the blackboards form the basis for in situ concept computing architectures. In these architectures, memory (concepts) and processing are interwoven, in contrast with the separation between memory and processing found in Von Neumann architectures. Because the further development of Von Neumann computing (more, faster, yet power limited) is questionable, in situ concept computing might be an alternative for concept-based computing. In situ concept computing will be illustrated with a recently developed BABI reasoning task. Neurorobotics can play an important role in the development of in situ concept computing because of the development of in situ concept representations derived in scenarios as needed for reasoning tasks. Neurorobotics would also benefit from power limited and in situ concept computing. PMID:27242504

Concepts and Relations in Neurally Inspired In Situ Concept-Based Computing.

PubMed

van der Velde, Frank

2016-01-01

In situ concept-based computing is based on the notion that conceptual representations in the human brain are "in situ." In this way, they are grounded in perception and action. Examples are neuronal assemblies, whose connection structures develop over time and are distributed over different brain areas. In situ concepts representations cannot be copied or duplicated because that will disrupt their connection structure, and thus the meaning of these concepts. Higher-level cognitive processes, as found in language and reasoning, can be performed with in situ concepts by embedding them in specialized neurally inspired "blackboards." The interactions between the in situ concepts and the blackboards form the basis for in situ concept computing architectures. In these architectures, memory (concepts) and processing are interwoven, in contrast with the separation between memory and processing found in Von Neumann architectures. Because the further development of Von Neumann computing (more, faster, yet power limited) is questionable, in situ concept computing might be an alternative for concept-based computing. In situ concept computing will be illustrated with a recently developed BABI reasoning task. Neurorobotics can play an important role in the development of in situ concept computing because of the development of in situ concept representations derived in scenarios as needed for reasoning tasks. Neurorobotics would also benefit from power limited and in situ concept computing.

Determination of Secondary School Students' Cognitive Structure, and Misconception in Ecological Concepts through Word Association Test

ERIC Educational Resources Information Center

Yücel, Elif Özata; Özkan, Mulis

2015-01-01

In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science…

Fostering Effective Studying and Study Planning with Study Questions

ERIC Educational Resources Information Center

Wilhelm, Pascal; Pieters, Jules M.

2007-01-01

In a course on biological psychology and neuropsychology, study questions were provided that also appeared as test questions in the course exam. This method was introduced to support students in active processing and reproduction of the study texts, and study planning. Data were gathered to test the hypothesis that study question use would be…

Academic Self-Concept, Gender and Single-Sex Schooling

ERIC Educational Resources Information Center

Sullivan, Alice

2009-01-01

This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found…

Students' Conceptions of the "Reality Status" of Electrons.

ERIC Educational Resources Information Center

Mashhadi, Azam; Woolnough, Brian

Science has many explanatory concepts that have been proposed to account for the observable features of things. Such explanatory concepts often have associated with them hidden or unseen "theoretical entities." The electron is a key concept in understanding phenomena described by science. The question arises, however, as to how students…

Testing the concept of drift shadow at Yucca Mountain, Nevada

USGS Publications Warehouse

Paces, J.B.; Neymark, L.A.; Ghezzehei, T.; Dobson, P.F.

2006-01-01

If proven, the concept of drift shadow, a zone of reduced water content and slower ground-water travel time beneath openings in fractured rock of the unsaturated zone, may increase performance of a proposed geologic repository for high-level radioactive waste at Yucca Mountain, To test this concept under natural-flow conditions present in the proposed repository horizon, isotopes within the uranium-series decay chain (uranium-238, uranium-234, and thorium-230, or 238U-234U-230Th) have been analyzed in samples of rock from beneath four naturally occurring lithophysal cavities. All rock samples show 234U depletion relative to parent 238U indicating varying degrees of water-rock interaction over the past million years. Variations in 234U/238U activity ratios indicate that depletion of 234U relative to 238U can be either smaller or greater in rock beneath cavity floors relative to rock near cavity margins. These results are consistent with the concept of drift shadow and with numerical simulations of meter-scale spherical cavities in fractured tuff. Differences in distribution patterns of 234U/ 238U activity ratios in rock beneath the cavity floors are interpreted to reflect differences in the amount of past seepage into lithophysal cavities, as indicated by the abundance of secondary mineral deposits present on the cavity floors.

Time Advice and Learning Questions in Computer Simulations

ERIC Educational Resources Information Center

Rey, Gunter Daniel

2011-01-01

Students (N = 101) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without time advice) x 3 (with learning questions and corrective feedback, with…

Direct-Drive Gas-Cooled Reactor Power System: Concept and Preliminary Testing

NASA Technical Reports Server (NTRS)

Wright, S. A.; Lipinski, R. J.; Godfroy, T. J.; Bragg-Sitton, S. M.; VanDyke, M. K.

2002-01-01

This paper describes the concept and preliminary component testing of a gas-cooled, UN-fueled, pin-type reactor which uses He/Xe gas that goes directly into a recuperated Brayton system to produce electricity for nuclear electric propulsion. This Direct-Drive Gas-Cooled Reactor (DDG) is designed to be subcritical under water or wet- sand immersion in case of a launch accident. Because the gas-cooled reactor can directly drive the Brayton turbomachinery, it is possible to configure the system such that there are no external surfaces or pressure boundaries that are refractory metal, even though the gas delivered to the turbine is 1144 K. The He/Xe gas mixture is a good heat transport medium when flowing, and a good insulator when stagnant. Judicious use of stagnant cavities as insulating regions allows transport of the 1144-K gas while keeping all external surfaces below 900 K. At this temperature super-alloys (Hastelloy or Inconel) can be used instead of refractory metals. Super-alloys reduce the technology risk because they are easier to fabricate than refractory metals, we have a much more extensive knowledge base on their characteristics, and, because they have a greater resistance to oxidation, system testing is eased. The system is also relatively simple in its design: no additional coolant pumps, heat exchanger, or freeze-thaw systems are required. Key to success of this concept is a good knowledge of the heat transfer between the fuel pins and the gas, as well as the pressure drop through the system. This paper describes preliminary testing to obtain this key information, as well as experience in demonstrating electrically heated testing of simulated reactor components.

Is case-based learning an effective teaching strategy to challenge students' alternative conceptions regarding chemical kinetics?

NASA Astrophysics Data System (ADS)

Yalçınkaya, Eylem; Taştan-Kırık, Özgecan; Boz, Yezdan; Yıldıran, Demet

2012-07-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students have generally low levels of conceptual understanding and many alternative conceptions regarding it. Purpose: This study aimed to explore the effect of CBL on dealing with students' alternative conceptions about chemical kinetics. Sample: The sample consists of 53 high school students from one public high school in Turkey. Design and methods : Nonequivalent pre-test and post-test control group design was used. Reaction Rate Concept Test and semi-structured interviews were used for data collection. Convenience sampling technique was followed. For data analysis, the independent samples t-test and ANOVA was performed. Results : Both concept test and interview results showed that students instructed with cases had better understanding of core concepts of chemical kinetics and had less alternative conceptions related to the subject matter compared to the control group students, despite the fact that it was impossible to challenge all the alternative conceptions in the experimental group. Conclusions: CBL is an effective teaching method for challenging students' alternative conceptions in the context of chemical kinetics. Since using cases in small groups and whole class discussions has been found to be an effective way to cope with the alternative conceptions, it can be applied to other subjects and grade levels in high schools with a higher sample size. Furthermore, the effect of this method on academic achievement, motivation and critical thinking skills are other variables that can be investigated for future studies in the subject area of chemistry.

Fifty important research questions in microbial ecology.

PubMed

Antwis, Rachael E; Griffiths, Sarah M; Harrison, Xavier A; Aranega-Bou, Paz; Arce, Andres; Bettridge, Aimee S; Brailsford, Francesca L; de Menezes, Alexandre; Devaynes, Andrew; Forbes, Kristian M; Fry, Ellen L; Goodhead, Ian; Haskell, Erin; Heys, Chloe; James, Chloe; Johnston, Sarah R; Lewis, Gillian R; Lewis, Zenobia; Macey, Michael C; McCarthy, Alan; McDonald, James E; Mejia-Florez, Nasmille L; O'Brien, David; Orland, Chloé; Pautasso, Marco; Reid, William D K; Robinson, Heather A; Wilson, Kenneth; Sutherland, William J

2017-05-01

Microbial ecology provides insights into the ecological and evolutionary dynamics of microbial communities underpinning every ecosystem on Earth. Microbial communities can now be investigated in unprecedented detail, although there is still a wealth of open questions to be tackled. Here we identify 50 research questions of fundamental importance to the science or application of microbial ecology, with the intention of summarising the field and bringing focus to new research avenues. Questions are categorised into seven themes: host-microbiome interactions; health and infectious diseases; human health and food security; microbial ecology in a changing world; environmental processes; functional diversity; and evolutionary processes. Many questions recognise that microbes provide an extraordinary array of functional diversity that can be harnessed to solve real-world problems. Our limited knowledge of spatial and temporal variation in microbial diversity and function is also reflected, as is the need to integrate micro- and macro-ecological concepts, and knowledge derived from studies with humans and other diverse organisms. Although not exhaustive, the questions presented are intended to stimulate discussion and provide focus for researchers, funders and policy makers, informing the future research agenda in microbial ecology. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

The Impact of Contextual Factors on the Use of Students' Conceptions

ERIC Educational Resources Information Center

Saglam, Yilmaz; Karaaslan, Emre Harun; Ayas, Alipasa

2011-01-01

This study aimed to investigate the impacts of contextual factors on the use of students' conceptions. A total of 106 students received a questionnaire involving open-ended questions on acid-base and equilibrium concepts. Of these students, 16 students who provided complete and accurate responses to the questions participated in an interview. In…

A Cognitive Approach to Threshold Concepts

ERIC Educational Resources Information Center

Walker, Guy

2013-01-01

This paper asks a fundamental question: what is happening inside the mind of the undergraduate during teaching and learning experiences, and how should curricula be designed to support it? A number of concepts lend themselves to providing an answer, principle among which is the relatively recent idea of Threshold Concepts. In this paper we attempt…

Development of the Biological Experimental Design Concept Inventory (BEDCI)

PubMed Central

Deane, Thomas; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines. PMID:25185236

30 CFR 250.1200 - Question index table.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 2 2010-07-01 2010-07-01 false Question index table. 250.1200 Section 250.1200... Security § 250.1200 Question index table. The table in this section lists questions concerning Oil and Gas... requirements for a periodic well test used for allocation? § 250.1204(b) 21. What are the requirements for site...

Diagnostic Tests for Entering and Departing Undergraduate Students

NASA Astrophysics Data System (ADS)

Waltham, Chris; Kotlicki, A.

2006-12-01

A diagnostic test administered at the start of a class should test basic concepts which are recognized as course prerequisites. The questions should not be over-packaged: e.g. students should be required to create models, rather than this being done for them each time. Students should be allowed great latitude in their answers, so we can discover what they are thinking. When administered at the end of a class the goals should be similar: testing concepts taught in the class itself and the retention of necessary concepts from previous classes. Great care has to be taken to avoid teaching to the test. In assessing an entire program, for example an undergraduate majors degree in physics, then one looks for very general skills and knowledge not specific to any one course. The purpose of an undergraduate degree in physics (or indeed any science) is to equip the students with a set of problem-solving skills and basic knowledge which can be applied in a large variety of workplace settings and to allow that student to contribute to civic society as a science-literate person. The creator of any diagnostic test should always have these big goals in mind. We have developed a set of questions which we think fulfill these criteria, yet are not specific to any particular level of science education. They have been administered to students in secondary schools across Canada, incoming first-year science students and final-year physics students at the University of British Columbia. The results will be presented.

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions Across the Inquiry Continuum

NASA Astrophysics Data System (ADS)

Biggers, Mandy

2018-02-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons' investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice.

Analysis and Test Correlation of Proof of Concept Box for Blended Wing Body-Low Speed Vehicle

NASA Technical Reports Server (NTRS)

Spellman, Regina L.

2003-01-01

The Low Speed Vehicle (LSV) is a 14.2% scale remotely piloted vehicle of the revolutionary Blended Wing Body concept. The design of the LSV includes an all composite airframe. Due to internal manufacturing capability restrictions, room temperature layups were necessary. An extensive materials testing and manufacturing process development effort was underwent to establish a process that would achieve the high modulus/low weight properties required to meet the design requirements. The analysis process involved a loads development effort that incorporated aero loads to determine internal forces that could be applied to a traditional FEM of the vehicle and to conduct detailed component analyses. A new tool, Hypersizer, was added to the design process to address various composite failure modes and to optimize the skin panel thickness of the upper and lower skins for the vehicle. The analysis required an iterative approach as material properties were continually changing. As a part of the material characterization effort, test articles, including a proof of concept wing box and a full-scale wing, were fabricated. The proof of concept box was fabricated based on very preliminary material studies and tested in bending, torsion, and shear. The box was then tested to failure under shear. The proof of concept box was also analyzed using Nastran and Hypersizer. The results of both analyses were scaled to determine the predicted failure load. The test results were compared to both the Nastran and Hypersizer analytical predictions. The actual failure occurred at 899 lbs. The failure was predicted at 1167 lbs based on the Nastran analysis. The Hypersizer analysis predicted a lower failure load of 960 lbs. The Nastran analysis alone was not sufficient to predict the failure load because it does not identify local composite failure modes. This analysis has traditionally been done using closed form solutions. Although Hypersizer is typically used as an optimizer for the design

Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

ERIC Educational Resources Information Center

Parker, Joyce M.; Anderson, Charles W.; Heidemann, Merle; Merrill, John; Merritt, Brett; Richmond, Gail; Urban-Lurain, Mark

2012-01-01

We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific…

Project Physics Tests 5, Models of the Atom.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 5 are presented in this booklet. Included are 70 multiple-choice and 23 problem-and-essay questions. Concepts of atomic model are examined on aspects of relativistic corrections, electron emission, photoelectric effects, Compton effect, quantum theories, electrolysis experiments, atomic number and mass,…

Project Physics Tests 3, The Triumph of Mechanics.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 3 are presented in this booklet. Included are 70 multiple-choice and 20 problem-and-essay questions. Concepts of mechanics are examined on energy, momentum, kinetic theory of gases, pulse analyses, "heat death," water waves, power, conservation laws, normal distribution, thermodynamic laws, and…

Engagement with Online Self-Tests as a Predictor of Student Success

ERIC Educational Resources Information Center

Thomas, Judith A.; Wadsworth, Dan; Jin, Ying; Clarke, Jim; Page, Rachel; Thunders, Michelle

2017-01-01

Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback--in a "no-risk" environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The…

Video-Based Test Questions: A Novel Means of Evaluation

ERIC Educational Resources Information Center

Hertenstein, Matthew J.; Wayand, Joseph F.

2008-01-01

Many psychology instructors present videotaped examples of behavior at least occasionally during their courses. However, few include video clips during examinations. We provide examples of video-based questions, offer guidelines for their use, and discuss their benefits and drawbacks. In addition, we provide empirical evidence to support the use…

Measuring an artificial intelligence system's performance on a Verbal IQ test for young children

NASA Astrophysics Data System (ADS)

Ohlsson, Stellan; Sloan, Robert H.; Turán, György; Urasky, Aaron

2017-07-01

We administered the Verbal IQ (VIQ) part of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) to the ConceptNet 4 artificial intelligence (AI) system. The test questions (e.g. "Why do we shake hands?") were translated into ConceptNet 4 inputs using a combination of the simple natural language processing tools that come with ConceptNet together with short Python programs that we wrote. The question answering used a version of ConceptNet based on spectral methods. The ConceptNet system scored a WPPSI-III VIQ that is average for a four-year-old child, but below average for 5-7 year olds. Large variations among subtests indicate potential areas of improvement. In particular, results were strongest for the Vocabulary and Similarities subtests, intermediate for the Information subtest and lowest for the Comprehension and Word Reasoning subtests. Comprehension is the subtest most strongly associated with common sense. The large variations among subtests and ordinary common sense strongly suggest that the WPPSI-III VIQ results do not show that "ConceptNet has the verbal abilities of a four-year-old". Rather, children's IQ tests offer one objective metric for the evaluation and comparison of AI systems. Also, this work continues previous research on psychometric AI.

When Listening Is Better Than Reading: Performance Gains on Cardiac Auscultation Test Questions.

PubMed

Short, Kathleen; Bucak, S Deniz; Rosenthal, Francine; Raymond, Mark R

2018-05-01

In 2007, the United States Medical Licensing Examination embedded multimedia simulations of heart sounds into multiple-choice questions. This study investigated changes in item difficulty as determined by examinee performance over time. The data reflect outcomes obtained following initial use of multimedia items from 2007 through 2012, after which an interface change occurred. A total of 233,157 examinees responded to 1,306 cardiology test items over the six-year period; 138 items included multimedia simulations of heart sounds, while 1,168 text-based items without multimedia served as controls. The authors compared changes in difficulty of multimedia items over time with changes in difficulty of text-based cardiology items over time. Further, they compared changes in item difficulty for both groups of items between graduates of Liaison Committee on Medical Education (LCME)-accredited and non-LCME-accredited (i.e., international) medical schools. Examinee performance on cardiology test items with multimedia heart sounds improved by 12.4% over the six-year period, while performance on text-based cardiology items improved by approximately 1.4%. These results were similar for graduates of LCME-accredited and non-LCME-accredited medical schools. Examinees' ability to interpret auscultation findings in test items that include multimedia presentations increased from 2007 to 2012.

The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

PubMed

Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.

Comparison of Analysis with Test for Static Loading of Two Hypersonic Inflatable Aerodynamic Decelerator Concepts

NASA Technical Reports Server (NTRS)

Lyle, Karen H.

2015-01-01

Acceptance of new spacecraft structural architectures and concepts requires validated design methods to minimize the expense involved with technology demonstration via flight-testing. Hypersonic Inflatable Aerodynamic Decelerator (HIAD) architectures are attractive for spacecraft deceleration because they are lightweight, store compactly, and utilize the atmosphere to decelerate a spacecraft during entry. However, designers are hesitant to include these inflatable approaches for large payloads or spacecraft because of the lack of flight validation. This publication summarizes results comparing analytical results with test data for two concepts subjected to representative entry, static loading. The level of agreement and ability to predict the load distribution is considered sufficient to enable analytical predictions to be used in the design process.

Suitport Feasibility - Human Pressurized Space Suit Donning Tests with the Marman Clamp and Pneumatic Flipper Suitport Concepts

NASA Technical Reports Server (NTRS)

Boyle, Robert M.; Rodriggs, Liana; Allton, Charles; Jennings, Mallory; Aitchision, Lindsay

2013-01-01

The suitport concept has been recently implemented as part of the small pressurized lunar rover (Currently the Space Exploration vehicle, or SEV) and the Multi-Mission Space Exploration Vehicle (MMSEV) concept demonstrator vehicle. Suitport replaces or augments the traditional airlock function of a spacecraft by providing a bulkhead opening, capture mechanism, and sealing system to allow ingress and egress of a space suit while the space suit remains outside of the pressurized volume of the spacecraft. This presents significant new opportunities to EVA exploration in both microgravity and surface environments. The suitport concept will enable three main improvements in EVA by providing reductions in: pre-EVA time from hours to less than thirty minutes; airlock consumables; contamination returned to the cabin with the EVA crewmember. Two second generation suitports were designed and tested. The previously reported second generation Marman Clamp suitport and a newer concept, the Pneumatic Flipper Suitport. These second generation suitports demonstrated human donning and doffing of the Z1 spacesuit with an 8.3 psi pressure differential across the spacesuit. Testing was performed using the JSC B32 Chamber B, a human rated vacuum chamber. The test included human rated suitports, the suitport compatible prototype suit, and chamber modifications. This test brought these three elements together in the first ever pressurized donning of a rear entry suit through a suitport. This paper presents the results of the testing, including unexpected difficulties with doffing, and engineering solutions implemented to ease the difficulties. A review of suitport functions, including a discussion of the need to doff a pressurized suit in earth gravity, is included. Recommendations for future design and testing are documented.

Suitport Feasibility - Human Pressurized Space Suit Donning Tests with the Marmon Clamp and Pneumatic Flipper Suitport Concepts

NASA Technical Reports Server (NTRS)

Boyle, Robert M.; Rodriggs, Liana; Alton, Charles; Jennings, Mallory; Aitchison, Lindsay

2012-01-01

The suitport concept has been recently implemented as part of the small pressurized lunar rover (Currently the Space Exploration vehicle, or SEV) and the Multi-Mission Space Exploration Vehicle (MMSEV) concept demonstrator vehicle. Suitport replaces or augments the traditional airlock function of a spacecraft by providing a bulkhead opening, capture mechanism, and sealing system to allow ingress and egress of a space suit while the space suit remains outside of the pressurized volume of the spacecraft. This presents significant new opportunities to EVA exploration in both microgravity and surface environments. The suitport concept will enable three main improvements in EVA by providing reductions in: pre-EVA time from hours to less than thirty minutes; airlock consumables; contamination returned to the cabin with the EVA crewmember. Two second generation suitports were designed and tested. The previously reported second generation Marman Clamp suitport and a newer concept, the Pneumatic Flipper Suitport. These second generation suitports demonstrated human donning and doffing of the Z1 spacesuit with an 8.3 psi pressure differential across the spacesuit. Testing was performed using the JSC B32 Chamber B, a human rated vacuum chamber. The test included human rated suitports, the suitport compatible prototype suit, and chamber modifications. This test brought these three elements together in the first ever pressurized donning of a rear entry suit through a suitport. This paper presents the results of the testing, including unexpected difficulties with doffing, and engineering solutions implemented to ease the difficulties. A review of suitport functions, including a discussion of the need to doff a pressurized suit in earth gravity, is included. Recommendations for future design and testing are documented.

The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children.

PubMed

Zeidner; Schleyer

1999-10-01

This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades. Copyright 1999 Academic Press.

How to Reason with Economic Concepts: Cognitive Process of Japanese Undergraduate Students Solving Test Items

ERIC Educational Resources Information Center

Asano, Tadayoshi; Yamaoka, Michio

2015-01-01

The authors administered a Japanese version of the Test of Understanding in College Economics, the fourth edition (TUCE-4) to assess the economic literacy of Japanese undergraduate students in 2006 and 2009. These two test results were combined to investigate students' cognitive process or reasoning with specific economic concepts and principles…

Project Physics Tests 2, Motion in the Heavens.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Test items relating to Project Physics Unit 2 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of motion in the heavens are examined for planetary motions, heliocentric theory, forces exerted on the planets, Kepler's laws, gravitational force, Galileo's work, satellite orbits, Jupiter's…

Screening for depression with a brief questionnaire in a primary care setting: validation of the two questions with help question (Malay version).

PubMed

Mohd-Sidik, Sherina; Arroll, Bruce; Goodyear-Smith, Felicity; Zain, Azhar M D

2011-01-01

To determine the diagnostic accuracy of the two questions with help question (TQWHQ) in the Malay language. The two questions are case-finding questions on depression, and a question on whether help is needed was added to increase the specificity of the two questions. This cross sectional validation study was conducted in a government funded primary care clinic in Malaysia. The participants included 146 consecutive women patients receiving no psychotropic drugs and who were Malay speakers. The main outcome measures were sensitivity, specificity, and likelihood ratios of the two questions and help question. The two questions showed a sensitivity of 99% (95% confidence interval 88% to 99.9%) and a specificity of 70% (62% to 78%), respectively. The likelihood ratio for a positive test was 3.3 (2.5 to 4.5) and the likelihood ratio for a negative test was 0.01 (0.00 to 0.57). The addition of the help question to the two questions increased the specificity to 95% (89% to 98%). The two qeustions on depression detected most cases of depression in this study. The questions have the advantage of brevity. The addition of the help question increased the specificity of the two questions. Based on these findings, the TQWHQ can be strongly recommended for detection of depression in government primary care clnics in Malaysia. Translation did not apear to affect the validity of the TQWHQ.

Testing communication strategies to convey genomic concepts using virtual reality technology.

PubMed

Kaphingst, Kimberly A; Persky, Susan; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

2009-06-01

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs. bridge) and tested them using a 2 x 2 between-subjects, repeated measures design. The study used an innovative virtual reality technology experimental platform; four virtual worlds were designed to convey the concept that genetic and behavioral factors interact to affect common disease risk. The primary outcome was comprehension (recall, transfer). Study participants were 42 undergraduates aged 19-23. The results indicated that the elevator metaphor better supported learning of the concept than the bridge metaphor. Mean transfer score was significantly higher for the elevator metaphor (p < 0.05). Mean change in recall was significantly higher for didactic learning than active learning (p < 0.05). Mean ratings for variables posited to be associated with better learning (e.g., motivation), however, were generally higher for the active learning worlds. The results suggested that active learning might not always be more effective than didactic learning in increasing comprehension of health information. The findings also indicated that less complex metaphors might convey abstract concepts more effectively.

Testing Communication Strategies to Convey Genomic Concepts Using Virtual Reality Technology

PubMed Central

Kaphingst, Kimberly A.; Persky, Susan; McCall, Cade; Lachance, Christina; Beall, Andrew C.; Blascovich, Jim

2009-01-01

Health professionals need to be able to communicate information about genomic susceptibility in understandable and usable ways, but substantial challenges are involved. We developed four learning modules that varied along two factors: (1) learning mode (active learning vs. didactic learning) and (2) metaphor (risk elevator vs. bridge) and tested them using a 2×2 between-subjects, repeated measures design. The study used an innovative virtual reality technology experimental platform; four virtual worlds were designed to convey the concept that genetic and behavioral factors interact to affect common disease risk. The primary outcome was comprehension (recall, transfer). Study participants were 42 undergraduates aged 19–23. The results indicated that the elevator metaphor better supported learning of the concept than the bridge metaphor. Mean transfer score was significantly higher for the elevator metaphor (p<0.05). Mean change in recall was significantly higher for didactic learning than active learning (p<0.05). However, mean ratings for variables posited to be associated with better learning (e.g., motivation) were generally higher for the active learning worlds. The results suggested that active learning might not always be more effective than didactic learning in increasing comprehension of health information. The findings also indicated that less complex metaphors might convey abstract concepts more effectively. PMID:19466649

Testing of Hypothesis in Equivalence and Non Inferiority Trials-A Concept.

PubMed

Juneja, Atul; Aggarwal, Abha R; Adhikari, Tulsi; Pandey, Arvind

2016-04-01

Establishing the appropriate hypothesis is one of the important steps for carrying out the statistical tests/analysis. Its understanding is important for interpreting the results of statistical analysis. The current communication attempts to provide the concept of testing of hypothesis in non inferiority and equivalence trials, where the null hypothesis is just reverse of what is set up for conventional superiority trials. It is similarly looked for rejection for establishing the fact the researcher is intending to prove. It is important to mention that equivalence or non inferiority cannot be proved by accepting the null hypothesis of no difference. Hence, establishing the appropriate statistical hypothesis is extremely important to arrive at meaningful conclusion for the set objectives in research.

A Dissipative Connector for CLT Buildings: Concept, Design and Testing.

PubMed

Scotta, Roberto; Marchi, Luca; Trutalli, Davide; Pozza, Luca

2016-02-26

This paper deals with the conception and characterization of an innovative connection for cross-laminated timber (CLT) panels. The connection is designed to provide an adequate level of dissipative capacity to CLT structures also when realized with large horizontal panels and therefore prone to fragile shear sliding failure. The connector, named X-bracket, has been theorized and designed by means of numerical parametric analyses. Furthermore, its cyclic behavior has been verified with experimental tests and compared to that of traditional connectors. Numerical simulations of cyclic tests of different CLT walls anchored to the foundation with X-brackets were also performed to assess their improved seismic performances. Finally, the analysis of the response of a 6 m × 3 m squat wall demonstrates that the developed connection provides good ductility and dissipation capacities also to shear walls realized with a single CLT panel.

Concept Model on Topological Learning

NASA Astrophysics Data System (ADS)

Ae, Tadashi; Kioi, Kazumasa

2010-11-01

We discuss a new model for concept based on topological learning, where the learning process on the neural network is represented by mathematical topology. The topological learning of neural networks is summarized by a quotient of input space and the hierarchical step induces a tree where each node corresponds to a quotient. In general, the concept acquisition is a difficult problem, but the emotion for a subject is represented by providing the questions to a person. Therefore, a kind of concept is captured by such data and the answer sheet can be mapped into a topology consisting of trees. In this paper, we will discuss a way of mapping the emotional concept to a topological learning model.

Effects of Test Format, Self Concept and Anxiety on Item Response Changing Behaviour

ERIC Educational Resources Information Center

Afolabi, E. R. I.

2007-01-01

The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

Emergency Nursing Review Questions: July 2017.

PubMed

Shaw, Tracy

2017-07-01

The review questions that are featured in each of issue of JEN are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice, pediatric and adult. These questions offer emergency nurses an opportunity to test their knowledge about their practice. Copyright © 2017 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.

Using Self-Organizing Neural Network Map Combined with Ward's Clustering Algorithm for Visualization of Students' Cognitive Structural Models about Aliveness Concept

PubMed Central

Ugulu, Ilker; Aydin, Halil

2016-01-01

We propose an approach to clustering and visualization of students' cognitive structural models. We use the self-organizing map (SOM) combined with Ward's clustering to conduct cluster analysis. In the study carried out on 100 subjects, a conceptual understanding test consisting of open-ended questions was used as a data collection tool. The results of analyses indicated that students constructed the aliveness concept by associating it predominantly with human. Motion appeared as the most frequently associated term with the aliveness concept. The results suggest that the aliveness concept has been constructed using anthropocentric and animistic cognitive structures. In the next step, we used the data obtained from the conceptual understanding test for training the SOM. Consequently, we propose a visualization method about cognitive structure of the aliveness concept. PMID:26819579

Development of two tier test to assess conceptual understanding in heat and temperature

NASA Astrophysics Data System (ADS)

Winarti; Cari; Suparmi; Sunarno, Widha; Istiyono, Edi

2017-01-01

Heat and temperature is a concept that has been learnt from primary school to undergraduate levels. One problem about heat and temperature is that they are presented abstractly, theoretical concept. A student conceptual frameworks develop from their daily experiences. The purpose of this research was to develop a two-tier test of heat and temperature concept and measure conceptual understanding of heat and temperature of the student. This study consist of two method is qualitative and quantitative method. The two-tier test was developed using procedures defined by Borg and Gall. The two-tier test consisted of 20 question and was tested for 137 students for collecting data. The result of the study showed that the two-tier test was effective in determining the students’ conceptual understanding and also it might be used as an alternative for assessment and evaluation of students’ achievement

A Study on Contingency Learning in Introductory Physics Concepts

ERIC Educational Resources Information Center

Scaife, Thomas M.

2010-01-01

Instructors of physics often use examples to illustrate new or complex physical concepts to students. For any particular concept, there are an infinite number of examples, thus presenting instructors with a difficult question whenever they wish to use one in their teaching: which example will most effectively illustrate the concept so that student…

Concept-Development of a Structure Supported Membrane for Deployable Space Applications - From Nature to Manufacture and Testing

NASA Technical Reports Server (NTRS)

Zander, Martin; Belvin, W. K.

2012-01-01

Current space applications of membrane structures include large area solar power arrays, solar sails, antennas, and numerous other large aperture devices like the solar shades of the new James Webb Space Telescope. These expandable structural systems, deployed in-orbit to achieve the desired geometry, are used to collect, reflect and/or transmit electromagnetic radiation. This work, a feasibility study supporting a diploma thesis, describes the systematic process for developing a biologically inspired concept for a structure supported (integrated) membrane, that features a rip stop principle, makes self-deployment possible and is part of an ultra-light weight space application. Novel manufacturing of membrane prototypes and test results are presented for the rip-stop concepts. Test data showed that the new membrane concept has a higher tear resistance than neat film of equivalent mass.

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and

Question analysis for Indonesian comparative question

NASA Astrophysics Data System (ADS)

Saelan, A.; Purwarianti, A.; Widyantoro, D. H.

2017-01-01

Information seeking is one of human needs today. Comparing things using search engine surely take more times than search only one thing. In this paper, we analyzed comparative questions for comparative question answering system. Comparative question is a question that comparing two or more entities. We grouped comparative questions into 5 types: selection between mentioned entities, selection between unmentioned entities, selection between any entity, comparison, and yes or no question. Then we extracted 4 types of information from comparative questions: entity, aspect, comparison, and constraint. We built classifiers for classification task and information extraction task. Features used for classification task are bag of words, whether for information extraction, we used lexical, 2 previous and following words lexical, and previous label as features. We tried 2 scenarios: classification first and extraction first. For classification first, we used classification result as a feature for extraction. Otherwise, for extraction first, we used extraction result as features for classification. We found that the result would be better if we do extraction first before classification. For the extraction task, classification using SMO gave the best result (88.78%), while for classification, it is better to use naïve bayes (82.35%).

Effectiveness of Guided Multiple Choice Objective Questions Test on Students' Academic Achievement in Senior School Mathematics by School Location

ERIC Educational Resources Information Center

Igbojinwaekwu, Patrick Chukwuemeka

2015-01-01

This study investigated, using pretest-posttest quasi-experimental research design, the effectiveness of guided multiple choice objective questions test on students' academic achievement in Senior School Mathematics, by school location, in Delta State Capital Territory, Nigeria. The sample comprised 640 Students from four coeducation secondary…

CFD evaluation of an advanced thrust vector control concept

NASA Technical Reports Server (NTRS)

Tiarn, Weihnurng; Cavalleri, Robert

1990-01-01

A potential concept that can offer an alternate method for thrust vector control of the Space Shuttle Solid Rocket Booster is the use of a cylindrical probe that is inserted (on demand) through the wall of the rocket nozzle. This Probe Thrust Vector Control (PTVC) concept is an alternate to that of a gimbaled nozzle or a Liquid Injection Thrust Vector (LITVC) system. The viability of the PTVC concept can be assessed either experimentally and/or with the use of CFD. A purely experimental assessment can be time consuming and expensive, whereas a CFD assessment can be very time- and cost-effective. Two key requirements of the proposed concept are PTVC vectoring performance and the active cooling requirements for the probe to maintain its thermal and structural integrity. An active thermal cooling method is the injection of coolant around the pheriphery of the probe. How much coolant is required and how this coolant distributes itself in the flow field is of major concern. The objective of the work reported here is the use of CFD to answer these question and in the design of test hardware to substantiate the results of the CFD predictions.

Memorial Consequences of Answering SAT II Questions

ERIC Educational Resources Information Center

Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III

2009-01-01

Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting…

Test evaluation of shock buffering concept for hydrodynamic ram induced by yawing projectile impacting a simulated integral fuel tank

NASA Technical Reports Server (NTRS)

Zabel, P. H.

1979-01-01

A concept for containing the shock inputs due to hydrodynamic ram caused by an impacting projectile within a fuel cell is discussed. This is to provide a buffering layer of foam, flexible, rigid or a combination thereof, which is sealed from the liquid. A program is described in which this buffering concept was tested. The effectiveness of a novel muzzle-mounted, 'tumble', test device is shown.

Test-enhanced web-based learning: optimizing the number of questions (a randomized crossover trial).

PubMed

Cook, David A; Thompson, Warren G; Thomas, Kris G

2014-01-01

Questions enhance learning in Web-based courses, but preliminary evidence suggests that too many questions may interfere with learning. The authors sought to determine how varying the number of self-assessment questions affects knowledge outcomes in a Web-based course. The authors conducted a randomized crossover trial in one internal medicine and one family medicine residency program between January 2009 and July 2010. Eight Web-based modules on ambulatory medicine topics were developed, with varying numbers of self-assessment questions (0, 1, 5, 10, or 15). Participants completed modules in four different formats each year, with sequence randomly assigned. Participants completed a pretest for half their modules. Outcomes included knowledge, completion time, and module ratings. One hundred eighty residents provided data. The mean (standard error) percent correct knowledge score was 53.2 (0.8) for pretests and 73.7 (0.5) for posttests. In repeated-measures analysis pooling all data, mean posttest knowledge scores were highest for the 10- and 15-question formats (75.7 [1.1] and 74.4 [1.0], respectively) and lower for 0-, 1-, and 5-question formats (73.1 [1.3], 72.9 [1.0], and 72.8 [1.5], respectively); P = .04 for differences across all modules. Modules with more questions generally took longer to complete and were rated higher, although differences were small. Residents most often identified 10 questions as ideal. Posttest knowledge scores were higher for modules that included a pretest (75.4 [0.9] versus 72.2 [0.9]; P = .0002). Increasing the number of self-assessment questions improves learning until a plateau beyond which additional questions do not add value.

Tales of the Expected: The Influence of Students' Expectations on Question Validity and Implications for Writing Exam Questions

ERIC Educational Resources Information Center

Crisp, Victoria; Sweiry, Ezekiel; Ahmed, Ayesha; Pollitt, Alastair

2008-01-01

Background: Through classroom preparation and exposure to past papers, textbooks and practice tests students develop expectations about examinations: what will be asked, how it will be asked and how they will be judged. Expectations are also involved in the automatic process of understanding questions. Where a question and a student's expectations…

Shift of Meaning and Students' Alternative Concepts

ERIC Educational Resources Information Center

Schmidt, Hans-Jurgen; Volke, Dagmar

2003-01-01

The purpose of the study was to establish a relationship between the shift of meaning of the concept oxidation that has taken place during the historical development, and students' alternative concepts. First Examination Board papers were examined. The result enabled us to specify the research question. In the main part of the study,…

Deep Understanding of Electromagnetism Using Crosscutting Concepts

ERIC Educational Resources Information Center

De Poorter, John; De Lange, Jan; Devoldere, Lies; Van Landeghem, Jouri; Strubbe, Katrien

2017-01-01

Crosscutting concepts like patterns and models are fundamental parts in both the American framework of science education (from the AAAS) and our proposals for a new science education framework in Flanders. These concepts deepen the insight of both students and teachers. They help students to ask relevant questions during an inquiry and they give…

Questioning Questions: Elementary Teachers' Adaptations of Investigation Questions across the Inquiry Continuum

ERIC Educational Resources Information Center

Biggers, Mandy

2018-01-01

Questioning is a central practice in science classrooms. However, not every question translates into a "good" science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in…

Automated point-of-care testing for ABO agglutination test: proof of concept and validation.

PubMed

El Kenz, H; Corazza, F

2015-07-01

ABO-incompatible red blood cell transfusions still represent an important hazard in transfusion medicine. Therefore, some countries have introduced a systematic bedside ABO agglutination test checking that the right blood is given to the right patient. However, this strategy requires an extremely time-consuming learning programme and relies on a subjective interpretation of ABO test cards agglutination. We developed a prototype of a fully automated device performing the bedside agglutination test that could be completed by reading of a barcoded wristband. This POCT checks the ABO compatibility between the patient and the blood bag. Proof of concept and analytical validation of the prototype has been completed on 451 blood samples: 238 donor packed red blood cells, 137 consecutive unselected patients for whom a blood group determination had been ordered and on 76 patient samples selected with pathology that could possibly interfere with or impair performances of the assay. We observed 100% concordance for ABO blood groups between the POCT and the laboratory instrument. These preliminary results demonstrate the feasibility of ABO determination with a simple POCT device eliminating manipulation and subjective interpretation responsible for transfusion errors. This device should be linked to the blood bank system allowing all cross-check of the results. © 2015 International Society of Blood Transfusion.

A Dissipative Connector for CLT Buildings: Concept, Design and Testing

PubMed Central

Scotta, Roberto; Marchi, Luca; Trutalli, Davide; Pozza, Luca

2016-01-01

This paper deals with the conception and characterization of an innovative connection for cross-laminated timber (CLT) panels. The connection is designed to provide an adequate level of dissipative capacity to CLT structures also when realized with large horizontal panels and therefore prone to fragile shear sliding failure. The connector, named X-bracket, has been theorized and designed by means of numerical parametric analyses. Furthermore, its cyclic behavior has been verified with experimental tests and compared to that of traditional connectors. Numerical simulations of cyclic tests of different CLT walls anchored to the foundation with X-brackets were also performed to assess their improved seismic performances. Finally, the analysis of the response of a 6 m × 3 m squat wall demonstrates that the developed connection provides good ductility and dissipation capacities also to shear walls realized with a single CLT panel. PMID:28773265

A Study on Contingency Learning in Introductory Physics Concepts

NASA Astrophysics Data System (ADS)

Scaife, Thomas M.

Instructors of physics often use examples to illustrate new or complex physical concepts to students. For any particular concept, there are an infinite number of examples, thus presenting instructors with a difficult question whenever they wish to use one in their teaching: which example will most effectively illustrate the concept so that student learning is maximized? The choice is typically made by an intuitive assumption about which exact example will result in the most lucid illustration and the greatest student improvement. By questioning 583 students in four experiments, I examined a more principled approach to example selection. By controlling the manner in which physical dimensions vary, the parameter space of each concept can be divided into a discrete number of example categories. The effects of training with members of each of category was explored in two different physical contexts: projectile motion and torque. In the first context, students were shown two trajectories and asked to determine which represented the longer time of flight. Height, range, and time of flight were the physical dimensions that were used to categorize the examples. In the second context, students were shown a balance-scale with loads of differing masses placed at differing positions along either side of the balance-arm. Mass, lever-arm length, and torque were the physical dimensions used to categorize these examples. For both contexts, examples were chosen so that one or two independent dimensions were varied. After receiving training with examples from specific categories, students were tested with questions from all question categories. Successful training or instruction can be measured either as producing correct, expert-like behavior (as observed through answers to the questions) or as explicitly instilling an understanding of the underlying rule that governs a physical phenomenon. A student's behavior might not be consistent with their explicit rule, so following the

Questions, Questioning Techniques, and Effective Teaching.

ERIC Educational Resources Information Center

Wilen, William W., Ed.

This book focuses on questioning techniques and strategies teachers may employ to make the difference between active and passive learning in the classroom. There are nine chapters: (1) Why Questions? (Ambrose A. Clegg, Jr.); (2) Review of Research on Questioning Techniques (Meredith D. Gall and Tom Rhody); (3) The Multidisciplinary World of…

Kant's answer to the question 'what is man?' and its implications for anthropology.

PubMed

Cohen, Alix A

2008-12-01

This paper examines Kant's anthropological project and its relationship to his conception of 'man' in order to show that Kant's answer to the question 'what is man?' entails a decisive re-evaluation of traditional conceptions of human nature. I argue that Kant redirects the question 'what is man?' away from defining man in terms of what he is, and towards defining him in terms of what he does, in particular through the distinction between three levels of what I will call 'man's praxis': the levels of technicality, prudence, and morality. As soon as man is understood in terms of what he makes of himself rather than in terms of what he is, two crucial issues arise: what is the purpose of his making? And how can he reach this destination? My claim is that whilst the first question is answered by ethics and a doctrine of prudence, the second question is answered by anthropology. In this sense, anthropology plays the crucial role of identifying the worldly helps and hindrances to the realisation of man's purposes--and this is the reason why it should be understood as a 'pragmatic' discipline.

Consensus statement: Supporting Safer Conception and Pregnancy For Men And Women Living with and Affected by HIV.

PubMed

Matthews, Lynn T; Beyeza-Kashesya, Jolly; Cooke, Ian; Davies, Natasha; Heffron, Renee; Kaida, Angela; Kinuthia, John; Mmeje, Okeoma; Semprini, Augusto E; Weber, Shannon

2018-06-01

Safer conception interventions reduce HIV incidence while supporting the reproductive goals of people living with or affected by HIV. We developed a consensus statement to address demand, summarize science, identify information gaps, outline research and policy priorities, and advocate for safer conception services. This statement emerged from a process incorporating consultation from meetings, literature, and key stakeholders. Three co-authors developed an outline which was discussed and modified with co-authors, working group members, and additional clinical, policy, and community experts in safer conception, HIV, and fertility. Co-authors and working group members developed and approved the final manuscript. Consensus across themes of demand, safer conception strategies, and implementation were identified. There is demand for safer conception services. Access is limited by stigma towards PLWH having children and limits to provider knowledge. Efficacy, effectiveness, safety, and acceptability data support a range of safer conception strategies including ART, PrEP, limiting condomless sex to peak fertility, home insemination, male circumcision, STI treatment, couples-based HIV testing, semen processing, and fertility care. Lack of guidelines and training limit implementation. Key outstanding questions within each theme are identified. Consumer demand, scientific data, and global goals to reduce HIV incidence support safer conception service implementation. We recommend that providers offer services to HIV-affected men and women, and program administrators integrate safer conception care into HIV and reproductive health programs. Answers to outstanding questions will refine services but should not hinder steps to empower people to adopt safer conception strategies to meet reproductive goals.

Deep understanding of electromagnetism using crosscutting concepts

NASA Astrophysics Data System (ADS)

De Poorter, John; De Lange, Jan; Devoldere, Lies; Van Landeghem, Jouri; Strubbe, Katrien

2017-01-01

Crosscutting concepts like patterns and models are fundamental parts in both the American framework of science education (from the AAAS) and our proposals for a new science education framework in Flanders. These concepts deepen the insight of both students and teachers. They help students to ask relevant questions during an inquiry and they give an understanding in how scientists built up their scientific theories. We illustrate the didactical possibilities of crosscutting concepts within the field of electromagnetism.

Student Performance on Conceptual Questions: Does Instruction Matter?

NASA Astrophysics Data System (ADS)

Heron, Paula

2012-10-01

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction could, in principle, affect student performance. Nonetheless, the results are often found to be ``essentially the same'' in all classes. Selected questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. A preliminary analysis suggests that the variation in performance across all classes is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

Psychological Correlates of School Bullying Victimization: Academic Self-Concept, Learning Motivation and Test Anxiety

ERIC Educational Resources Information Center

Caputo, Andrea

2014-01-01

The paper aims at detecting the association between students' bullying victimization at school and some psychological dimensions, referred to academic self-concept (for both Mathematics and Reading), learning motivation (intrinsic motivation, extrinsic motivation, commitment to study) and test anxiety. A questionnaire including these measures was…

Selection and Analysis of Social Studies Concepts for Inclusion in Tests of Concept Attainment.

ERIC Educational Resources Information Center

Tabachnick, B. Robert; And Others

Major social studies concepts taught to fourth graders in Madison, Wisconsin, were identified by examining the school district course of study and social studies textbooks and by consulting central office supervisors and teachers. The concepts identified in this manner fell into three major categories: Geographic Region, Man and Society, and Map…

Female and Male Teachers' Pro-Environmental Behaviour, Conceptions and Attitudes Towards Nature and the Environment Do Not Differ: Ecofeminism Put to the Test

ERIC Educational Resources Information Center

Mc Ewen, B.; Clément, P.; Gericke, N. M.; Nyberg, E.; Hagman, M.; Landström, J.

2015-01-01

Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one…

Investigation of a bearingless helicopter rotor concept having a composite primary structure

NASA Technical Reports Server (NTRS)

Bielawa, R. L.; Cheney, M. C., Jr.; Novak, R. C.

1976-01-01

Experimental and analytical investigations were conducted to evaluate a bearingless helicopter rotor concept (CBR) made possible through the use of the specialized nonisotropic properties of composite materials. The investigation was focused on four principal areas which were expected to answer important questions regarding the feasibility of this concept. First, an examination of material properties was made to establish moduli, ultimate strength, and fatigue characteristics of unidirectional graphite/epoxy, the composite material selected for this application. The results confirmed the high bending modulus and strengths and low shear modulus expected of this material, and demonstrated fatigue properties in torsion which make this material ideally suited for the CBR application. Second, a dynamically scaled model was fabricated and tested in the low speed wind tunnel to explore the aeroelastic characteristics of the CBR and to explore various concepts relative to the method of blade pitch control. Two basic control configurations were tested, one in which pitch flap coupling could occur and another which eliminated all coupling. It was found that both systems could be operated successfully at simulated speeds of 180 knots; however, the configuration with coupling present revealed a potential for undesirable aeroelastic response. The uncoupled configuration behaved generally as a conventional hingeless rotor and was stable for all conditions tested.

The molecular biology capstone assessment: a concept assessment for upper-division molecular biology students.

PubMed

Couch, Brian A; Wood, William B; Knight, Jennifer K

2015-03-02

Measuring students' conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α=0.80) and test-retest stability (r=0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs. © 2015 B. A. Couch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say

ERIC Educational Resources Information Center

Boelé, Amy L.

2017-01-01

Using sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers' questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for…

Components of Answers to Multiple-Choice Questions on a Published Reading Comprehension Test: An Application of the Hanna-Oaster Approach.

ERIC Educational Resources Information Center

Entin, Eileen B.; Klare, George B.

1980-01-01

An approach to assessing context dependence was applied to data from the Nelson-Denny Reading Test. The results suggest that scores on the difficult passages are inflated because the examinees can answer the questions without having to comprehend the passage. (MKM)

How Do Parenting Concepts Vary within and between the Families?

ERIC Educational Resources Information Center

Roskam, Isabelle; Meunier, Jean Christophe

2009-01-01

How do parenting concepts vary within and between the families? The present study regards parenting as a complex family process by considering three concepts of parenting: styles, differential treatment and coparenting consistency. A main question was addressed: whether and how these parenting concepts vary within the families towards siblings or…

Flight Test Comparison of Synthetic Vision Display Concepts at Dallas/Fort Worth International Airport

NASA Technical Reports Server (NTRS)

Glaab, Louis J.; Kramer, Lynda J.; Arthur, Trey; Parrish, Russell V.; Barry, John S.

2003-01-01

Limited visibility is the single most critical factor affecting the safety and capacity of worldwide aviation operations. Synthetic Vision Systems (SVS) technology can solve this visibility problem with a visibility solution. These displays employ computer-generated terrain imagery to present 3D, perspective out-the-window scenes with sufficient information and realism to enable operations equivalent to those of a bright, clear day, regardless of weather conditions. To introduce SVS display technology into as many existing aircraft as possible, a retrofit approach was defined that employs existing HDD display capabilities for glass cockpits and HUD capabilities for the other aircraft. This retrofit approach was evaluated for typical nighttime airline operations at a major international airport. Overall, 6 evaluation pilots performed 75 research approaches, accumulating 18 hours flight time evaluating SVS display concepts that used the NASA LaRC's Boeing B-757-200 aircraft at Dallas/Fort Worth International Airport. Results from this flight test establish the SVS retrofit concept, regardless of display size, as viable for tested conditions. Future assessments need to extend evaluation of the approach to operations in an appropriate, terrain-challenged environment with daytime test conditions.

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.

PubMed

Newman, Dina L; Snyder, Christopher W; Fisk, J Nick; Wright, L Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use. © 2016 D. L. Newman et al. 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).

Answering Student Questions During Examinations: A Descriptive Study of Faculty Beliefs.

PubMed

Stillwell, Susan B; Krautscheid, Lorretta C

2016-01-01

Examinations are used to evaluate individual student learning. Therefore, fair and consistent administration practices are essential. One issue associated with testing administration practices includes whether or not students should be allowed to ask questions during exams and how faculty should respond. Findings from this descriptive study indicate that faculty believe answering questions disrupts the testing environment, inhibits effective monitoring of the testing environment, and could provide unfair hints to students who ask questions. Yet, faculty permit students to ask questions to clarify unclear wording, to provide definitions, and to appear receptive to student needs. Recommendations for nursing education and research are provided.

Mobile work station concept for assembly of large space structures (zero gravity simulation tests)

NASA Astrophysics Data System (ADS)

Heard, W. L., Jr.; Bush, H. G.; Wallsom, R. E.; Jensen, J. K.

1982-03-01

The concept presented is intended to enhance astronaut assembly of truss structure that is either too large or complex to fold for efficient Shuttle delivery to orbit. The potential of augmented astronaut assembly is illustrated by applying the result of the tests to a barebones assembly of a truss structure. If this structure were assembled from the same nestable struts that were used in the Mobile Work Station assembly tests, the spacecraft would be 55 meters in diameter and consist of about 500 struts. The struts could be packaged in less than 1/2% of the Shuttle cargo bay volume and would take up approximately 3% of the mass lift capability. They could be assembled in approximately four hours. This assembly concept for erectable structures is not only feasible, but could be used to significant economic advantage by permitting the superior packaging feature of erectable structures to be exploited and thereby reduce expensive Shuttle delivery flights.

Mobile work station concept for assembly of large space structures (zero gravity simulation tests)

NASA Technical Reports Server (NTRS)

Heard, W. L., Jr.; Bush, H. G.; Wallsom, R. E.; Jensen, J. K.

1982-01-01

The concept presented is intended to enhance astronaut assembly of truss structure that is either too large or complex to fold for efficient Shuttle delivery to orbit. The potential of augmented astronaut assembly is illustrated by applying the result of the tests to a barebones assembly of a truss structure. If this structure were assembled from the same nestable struts that were used in the Mobile Work Station assembly tests, the spacecraft would be 55 meters in diameter and consist of about 500 struts. The struts could be packaged in less than 1/2% of the Shuttle cargo bay volume and would take up approximately 3% of the mass lift capability. They could be assembled in approximately four hours. This assembly concept for erectable structures is not only feasible, but could be used to significant economic advantage by permitting the superior packaging feature of erectable structures to be exploited and thereby reduce expensive Shuttle delivery flights.

How Should We Question Young Children's Understanding of Aspectuality?

ERIC Educational Resources Information Center

Waters, Gillian M.; Beck, Sarah R.

2012-01-01

In two experiments, we investigated whether 4- to 5-year-old children's ability to demonstrate their understanding of aspectuality was influenced by how the test question was phrased. In Experiment 1, 60 children chose whether to look or feel to gain information about a hidden object (identifiable by sight or touch). Test questions referred either…

Development of a Web-based question database for students' self-assessment.

PubMed

Hammoud, Maya M; Barclay, Mel L

2002-09-01

Computer-based testing (CBT) for the purpose of the national licensure examination has increased interest among medical students in this modality of testing. The advent of Web-based question-delivery systems for self-assessment and learning has made it possible for students to practice this technology and participate in self-directed learning. Test Pilot(TM) is a Web-based program that provides a fast and easy tool for the development and deployment of online testing. Our objectives for introducing the program were to (1) develop a large database of questions for students' practice and self-assessment; (2) include multimedia tools such as illustrations and short videos to enhance learning; (3) provide a feedback tool for clerkship and site directors regarding student performance; and (4) evaluate this tool in terms of students' frequency of use, students' satisfaction, and its potential effectiveness in enhancing learning. The Obstetrics and Gynecology clerkship at the University of Michigan is held at four different sites. In the past, students have been provided with access to floppy disks that contain about 500 self-assessment questions. These questions have been reformatted, updated, and transferred to Test Pilot. Visual illustrations have been added to the questions along with more varied formats, including extended matching, fill-in, and essay questions. The questions are divided into ten-question quizzes. The students get immediate feedback after answering each question and a summary of performance at the end of each quiz. Security, access, and analysis are facilitated because the questions and responses are stored centrally. In addition, Test Pilot captures information regarding individual and collective students' performances. At the end of the rotation, students fill out a form evaluating the Test Pilot program and comparing it with the quiz disks. In addition, we are collecting data regarding the actual use of Test Pilot, which will be compared with the

The class inclusion question: a case study in applying pragmatics to the experimental study of cognition.

PubMed

Politzer, Guy

2016-01-01

For more than 70 years, Piaget's class-inclusion task (given, e.g., five asters and three tulips, the child is asked whether "there are more asters or more flowers") has been the object of experimental investigation. Inclusion is of considerable importance for cognitive science as it is a key concept for logical operations and knowledge representation. It is shown that the question can be characterised by a kind of privative ambiguity which is at the source of the younger children's answer, "more asters". A relevance-theoretic explanation of children's interpretation of the question and of the subsequent responses is expounded. This account can explain the effect of all the factors that are known to influence performance (e.g., role of collections, counting, typicality, qualification, syntax, etc.), a review of which is presented. It is further tested experimentally. The development of performance is explained on the basis of the way children disambiguate the question. This study exemplifies the two ways in which pragmatic analysis is pertinent to the study of children's (as well as adults') reasoning and judgement, namely in explaining and predicting participants' comprehension of the statements and questions, and in taking into account attribution processes that occur in the experimental setting.

The National Stream Quality Accounting Network (NASQAN) - Some questions and answers

USGS Publications Warehouse

Ficke, John F.; Hawkinson, Richard O.

1975-01-01

One of the major new efforts of the U.S. Geological Survey is the National Stream Quality Accounting Network (NASQAN). This circular is intended to answer some of the frequently asked questions concerning concepts used in establishing NASQAN, its purposes, design, value, and future plans.

Questioning in Tongan Science Classrooms: A Pilot Study to Identify Current Practice, Barriers and Facilitators

ERIC Educational Resources Information Center

Bay, Jacquie L.; Fohoko, Fehi; La'Akulu, Mumui; Leota, Ofa; Pulotu, Lesieli; Tu'Ipuloto, Sina; Tutoe, Salesi; Tovo, Oliveti; Vekoso, Ana; Pouvalu, Emeli H.

2016-01-01

Questioning is central to the development of scientific and health literacies. In exploring this concept, Tongan science teachers hypothesized that their ability to use and encourage questioning presented challenges in the context of Tongan social and cultural norms. This study set out to develop a peer-to-peer protocol to enable teachers to…

Progress in the Phase 0 Model Development of a STAR Concept for Dynamics and Control Testing

NASA Technical Reports Server (NTRS)

Woods-Vedeler, Jessica A.; Armand, Sasan C.

2003-01-01

The paper describes progress in the development of a lightweight, deployable passive Synthetic Thinned Aperture Radiometer (STAR). The spacecraft concept presented will enable the realization of 10 km resolution global soil moisture and ocean salinity measurements at 1.41 GHz. The focus of this work was on definition of an approximately 1/3-scaled, 5-meter Phase 0 test article for concept demonstration and dynamics and control testing. Design requirements, parameters and a multi-parameter, hybrid scaling approach for the dynamically scaled test model were established. The El Scaling Approach that was established allows designers freedom to define the cross section of scaled, lightweight structural components that is most convenient for manufacturing when the mass of the component is small compared to the overall system mass. Static and dynamic response analysis was conducted on analytical models to evaluate system level performance and to optimize panel geometry for optimal tension load distribution.

Testing the Twofold Multidimensionality of Academic Self-Concept: A Study with Chinese Vocational Students

ERIC Educational Resources Information Center

Yang, Lan; Arens, A. Katrin; Watkins, David A.

2016-01-01

In order to extend previous research on the twofold multidimensionality of academic self-concept (i.e. its domain-specific structure and separation into competence and affect components), the present study tests its generalisability among vocational students from mainland China. A Chinese version of self-description questionnaire I was…

Biosimilars and market access: a question of comparability and costs?

PubMed

Simoens, Steven; Verbeken, Gilbert; Huys, Isabelle

2012-12-01

This article discusses specific issues related to the market access of biosimilars. Biopharmaceuticals are complex molecules produced by living cells. Copies of these medicines, called biosimilars, are not identical to their reference medicine and therefore specific regulatory requirements apply. When considering the use of biosimilars, the question of the degree of comparability between a biosimilar and the reference biopharmaceutical needs to be considered for registration, pricing and reimbursement purposes in addition to the cost issue. To date, many key concepts (like clinically meaningful differences) remain undefined and the question of the degree of comparability is not yet resolved.

Explaining errors in children's questions.

PubMed

Rowland, Caroline F

2007-07-01

The ability to explain the occurrence of errors in children's speech is an essential component of successful theories of language acquisition. The present study tested some generativist and constructivist predictions about error on the questions produced by ten English-learning children between 2 and 5 years of age. The analyses demonstrated that, as predicted by some generativist theories [e.g. Santelmann, L., Berk, S., Austin, J., Somashekar, S. & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection, Journal of Child Language, 29, 813-842], questions with auxiliary DO attracted higher error rates than those with modal auxiliaries. However, in wh-questions, questions with modals and DO attracted equally high error rates, and these findings could not be explained in terms of problems forming questions with why or negated auxiliaries. It was concluded that the data might be better explained in terms of a constructivist account that suggests that entrenched item-based constructions may be protected from error in children's speech, and that errors occur when children resort to other operations to produce questions [e.g. Dabrowska, E. (2000). From formula to schema: the acquisition of English questions. Cognitive Liguistics, 11, 83-102; Rowland, C. F. & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181; Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press]. However, further work on constructivist theory development is required to allow researchers to make predictions about the nature of these operations.

Low-speed wind tunnel test results of the Canard Rotor/Wing concept

NASA Technical Reports Server (NTRS)

Bass, Steven M.; Thompson, Thomas L.; Rutherford, John W.; Swanson, Stephen

1993-01-01

The Canard Rotor/Wing (CRW), a high-speed rotorcraft concept, was tested at the National Aeronautics and Space Administration (NASA) Ames Research Center's 40- by 80-Foot Wind Tunnel in Mountain View, California. The 1/5-scale model was tested to identify certain low-speed, fixed-wing, aerodynamic characteristics of the configuration and investigate the effectiveness of two empennages, an H-Tail and a T-Tail. The paper addresses the principal test objectives and the results achieved in the wind tunnel test. These are summarized as: i) drag build-up and differences between the H-Tail and T-Tail configuration, ii) longitudinal stability of the H-Tail and T-Tail configurations in the conversion and cruise modes, iii) control derivatives for the canard and elevator in the conversion and cruise modes, iv) aerodynamic characteristics of varying the rotor/wing azimuth position, and v) canard and tail lift/trim capability for conversion conditions.

Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students

PubMed Central

Khan, Moeen-uz-Zafar; Aljarallah, Badr Muhammad

2011-01-01

Objectives: Developing and testing the cognitive skills and abstract thinking of undergraduate medical students are the main objectives of problem based learning. Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) may both be designed to test these skills. The objectives of this study were to assess the effectiveness of both forms of questions in testing the different levels of the cognitive skills of undergraduate medical students and to detect any item writing flaws in the questions. Methods: A total of 50 MEQs and 50 MCQs were evaluated. These questions were chosen randomly from various examinations given to different batches of undergraduate medical students taking course MED 411–412 at the Department of Medicine, Qassim University from the years 2005 to 2009. The effectiveness of the questions was determined by two assessors and was defined by the question’s ability to measure higher cognitive skills, as determined by modified Bloom’s taxonomy, and its quality as determined by the presence of item writing flaws. ‘SPSS15’ and ‘Medcalc’ programs were used to tabulate and analyze the data. Results: The percentage of questions testing the level III (problem solving) cognitive skills of the students was 40% for MEQs and 60% for the MCQs; the remaining questions merely assessed the recall and comprehension. No significant difference was found between MEQ and MCQ in relation to the type of questions (recall; comprehension or problem solving x2 = 5.3, p = 0.07).The agreement between the two assessors was quite high in case of MCQ (kappa=0.609; SE 0.093; 95%CI 0.426 – 0.792) but lower in case of MEQ (kappa=0.195; SE 0.073; 95%CI 0.052 – 0.338). 16% of the MEQs and 12% of the MCQs had item writing flaws. Conclusion: A well constructed MCQ is superior to MEQ in testing the higher cognitive skills of undergraduate medical students in a problem based learning setup. Constructing an MEQ for assessing the cognitive skills of a student is not

Undergraduate students' initial conceptions of factorials

NASA Astrophysics Data System (ADS)

Lockwood, Elise; Erickson, Sarah

2017-05-01

Counting problems offer rich opportunities for students to engage in mathematical thinking, but they can be difficult for students to solve. In this paper, we present a study that examines student thinking about one concept within counting, factorials, which are a key aspect of many combinatorial ideas. In an effort to better understand students' conceptions of factorials, we conducted interviews with 20 undergraduate students. We present a key distinction between computational versus combinatorial conceptions, and we explore three aspects of data that shed light on students' conceptions (their initial characterizations, their definitions of 0!, and their responses to Likert-response questions). We present implications this may have for mathematics educators both within and separate from combinatorics.

Do We (Still) Need the Concept of "Bildung"?

ERIC Educational Resources Information Center

Masschelein, Jan; Ricken, Norbert

2003-01-01

In this article, the authors deal with the question whether the concept of "Bildung" or "cultivation/edification" is still a concept which one can use to analyse and criticise actual developments in the field of education (both in thought/discourse and in action/technique) which are themselves related to broader social transformations often…

Gender Fair Efficacy of Concept Mapping Tests in Identifying Students' Difficulties in High School Organic Chemistry

ERIC Educational Resources Information Center

Gafoor, Kunnathodi Abdul; Shilna, V.

2014-01-01

In view of the perceived difficulty of organic chemistry unit for high schools students, this study examined the usefulness of concept mapping as a testing device to assess students' difficulty in the select areas. Since many tests used for identifying students misconceptions and difficulties in school subjects are observed to favour one or the…

Student performance on conceptual questions: Does instruction matter?

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2013-01-01

As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

30 CFR 250.1200 - Question index table.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 2 2012-07-01 2012-07-01 false Question index table. 250.1200 Section 250.1200..., Surface Commingling, and Security § 250.1200 Question index table. The table in this section lists...(a) 20. What are the requirements for a periodic well test used for allocation? § 250.1204(b) 21...

30 CFR 250.1200 - Question index table.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 2 2014-07-01 2014-07-01 false Question index table. 250.1200 Section 250.1200..., Surface Commingling, and Security § 250.1200 Question index table. The table in this section lists...(a) 20. What are the requirements for a periodic well test used for allocation? § 250.1204(b) 21...

30 CFR 250.1200 - Question index table.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 2 2013-07-01 2013-07-01 false Question index table. 250.1200 Section 250.1200..., Surface Commingling, and Security § 250.1200 Question index table. The table in this section lists...(a) 20. What are the requirements for a periodic well test used for allocation? § 250.1204(b) 21...

Perceptions and Performance of King Saud University Students' about Concept and Finding Limit of Functions Graphical and Symbolic

ERIC Educational Resources Information Center

El-khateeb, Mahmoud M. A.

2015-01-01

The purpose of this study was to investigate the misperceptions and performance of king Saud University students' about concept and finding the limit of same partial functions given in the form of both graphical and symbolic. In the collection of the data, the researcher employed the open-ended question test consisted of four items. Firstly,…

Executive function impairment in community elderly subjects with questionable dementia.

PubMed

Lam, Linda C W; Lui, Victor W C; Chiu, Helen F K; Chan, Sandra S M; Tam, Cindy W C

2005-01-01

The neurocognitive profile of community-dwelling Chinese subjects with 'questionable' dementia was studied. One hundred and fifty-four ambulatory Chinese subjects were recruited from local social centers for the elderly. Each subject was examined using the Clinical Dementia Rating (CDR), the Cantonese version of the Mini-Mental State Examination (CMMSE), the Chinese version of the Alzheimer's Disease Assessment Scale-Cognitive Subscale (ADAS-Cog), the Category Verbal Fluency Test (CVFT), digit and visual span tests, and the Cambridge Neurological Inventory. The neurocognitive profile of nondemented subjects (CDR 0) was compared with that of subjects with 'questionable' dementia (CDR 0.5). Subjects with 'questionable' dementia were older, and had lower educational levels and global cognitive assessment scores than the controls (CMMSE and ADAS-Cog; t tests, p < 0.001). In addition, they also had significantly lower scores in delayed recall, reverse span, verbal fluency tests and worse performance in complex motor tasks related to executive function (Mann-Whitney tests, p < 0.001). Logistic regression analysis revealed that ADAS-Cog, CVFT, and reverse visual span were significant predictors for the CDR of 'questionable' dementia. Aside from memory impairment, executive function deficits were also present in subjects with 'questionable' dementia. To identify groups cognitively at risk for dementia, concomitant assessments of memory and executive function are suggested.

Patterns of Question Selection and Writing Performance of ESL Students.

ERIC Educational Resources Information Center

Chiste, Katherine Beaty; O'Shea, Judith

1988-01-01

Reports on a study examining the pattern of question selection by English as a Second Language (ESL) students on a writing competence test and the relationship to performance. Results suggest that ESL students heavily favored first and second questions in each set of four questions, and shorter questions in sets. (CB)

Implementation of an Adaptive Controller System from Concept to Flight Test

NASA Technical Reports Server (NTRS)

Larson, Richard R.; Burken, John J.; Butler, Bradley S.; Yokum, Steve

2009-01-01

The National Aeronautics and Space Administration Dryden Flight Research Center (Edwards, California) is conducting ongoing flight research using adaptive controller algorithms. A highly modified McDonnell-Douglas NF-15B airplane called the F-15 Intelligent Flight Control System (IFCS) is used to test and develop these algorithms. Modifications to this airplane include adding canards and changing the flight control systems to interface a single-string research controller processor for neural network algorithms. Research goals include demonstration of revolutionary control approaches that can efficiently optimize aircraft performance in both normal and failure conditions and advancement of neural-network-based flight control technology for new aerospace system designs. This report presents an overview of the processes utilized to develop adaptive controller algorithms during a flight-test program, including a description of initial adaptive controller concepts and a discussion of modeling formulation and performance testing. Design finalization led to integration with the system interfaces, verification of the software, validation of the hardware to the requirements, design of failure detection, development of safety limiters to minimize the effect of erroneous neural network commands, and creation of flight test control room displays to maximize human situational awareness; these are also discussed.

Biology Question Generation from a Semantic Network

NASA Astrophysics Data System (ADS)

Zhang, Lishan

Science instructors need questions for use in exams, homework assignments, class discussions, reviews, and other instructional activities. Textbooks never have enough questions, so instructors must find them from other sources or generate their own questions. In order to supply instructors with biology questions, a semantic network approach was developed for generating open response biology questions. The generated questions were compared to professional authorized questions. To boost students' learning experience, adaptive selection was built on the generated questions. Bayesian Knowledge Tracing was used as embedded assessment of the student's current competence so that a suitable question could be selected based on the student's previous performance. A between-subjects experiment with 42 participants was performed, where half of the participants studied with adaptive selected questions and the rest studied with mal-adaptive order of questions. Both groups significantly improved their test scores, and the participants in adaptive group registered larger learning gains than participants in the control group. To explore the possibility of generating rich instructional feedback for machine-generated questions, a question-paragraph mapping task was identified. Given a set of questions and a list of paragraphs for a textbook, the goal of the task was to map the related paragraphs to each question. An algorithm was developed whose performance was comparable to human annotators. A multiple-choice question with high quality distractors (incorrect answers) can be pedagogically valuable as well as being much easier to grade than open-response questions. Thus, an algorithm was developed to generate good distractors for multiple-choice questions. The machine-generated multiple-choice questions were compared to human-generated questions in terms of three measures: question difficulty, question discrimination and distractor usefulness. By recruiting 200 participants from

Questionnaire design: carry-over effects of overall acceptance question placement and pre-evaluation instructions on overall acceptance scores in central location tests.

PubMed

Bastian, Mauresa; Eggett, Dennis L; Jefferies, Laura K

2015-02-01

Question placement and usage of pre-evaluation instructions (PEI) in questionnaires for food sensory analysis may bias consumers' scores via carry-over effects. Data from consumer sensory panels previously conducted at a central location, spanning 11 years and covering a broad range of food product categories, were compiled. Overall acceptance (OA) question placement was studied with categories designated as first (the first evaluation question following demographic questions), after nongustation questions (immediately following questions that do not require panelists to taste the product), and later (following all other hedonic and just-about-right [JAR] questions, but occasionally before ranking, open-ended comments, and/or intent to purchase questions). Each panel was categorized as having or not having PEI in the questionnaire; PEI are instructions that appear immediately before the first evaluation question and show panelists all attributes they will evaluate before receiving test samples. Postpanel surveys were administered regarding the self-reported effect of PEI on panelists' evaluation experience. OA scores were analyzed and compared (1) between OA question placement categories and (2) between panels with and without PEI. For most product categories, OA scores tended to be lower when asked later in the questionnaire, suggesting evidence of a carry-over effect. Usage of PEI increased OA scores by 0.10 of a 9-point hedonic scale point, which is not practically significant. Postpanel survey data showed that presence of PEI typically improved the panelists' experience. Using PEI does not appear to introduce a meaningful carry-over effect. © 2015 Institute of Food Technologists®

Analysis of the most common concept inventories in physics: What are we assessing?

NASA Astrophysics Data System (ADS)

Laverty, James T.; Caballero, Marcos D.

2018-06-01

Assessing student learning is a cornerstone of educational practice. Standardized assessments have played a significant role in the development of instruction, curricula, and educational spaces in college physics. However, the use of these assessments to evaluate student learning is only productive if they continue to align with our learning goals. Recently, there have been calls to elevate the process of science ("scientific practices") to the same level of importance and emphasis as the concepts of physics ("core ideas" and "crosscutting concepts"). We use the recently developed Three-Dimensional Learning Assessment Protocol to investigate how well the most commonly used standardized assessments in introductory physics (i.e., concept inventories) align with this modern understanding of physics education's learning goals. We find that many of the questions on concept inventories do elicit evidence of student understanding of core ideas, but do not have the potential to elicit evidence of scientific practices or crosscutting concepts. Furthermore, we find that the individual scientific practices and crosscutting concepts that are assessed using these tools are limited to a select few. We discuss the implications that these findings have on designing and testing curricula and instruction both in the past and for the future.

Frequently Asked Questions about Genetic Testing

MedlinePlus

Skip to main content FAQ About Genetic Testing Enter Search Term(s): Español Research Funding An Overview Bioinformatics Current Grants Education and Training Funding Extramural Research News Features Funding Divisions ...

30 CFR 250.1200 - Question index table.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 2 2011-07-01 2011-07-01 false Question index table. 250.1200 Section 250.1200... Measurement, Surface Commingling, and Security § 250.1200 Question index table. The table in this section...? § 250.1204(a) 20. What are the requirements for a periodic well test used for allocation? § 250.1204(b...

10 Years of Student Questions about the Radiation Belts

NASA Astrophysics Data System (ADS)

Gross, N. A.; Hughes, W. J.; Wiltberger, M. J.

2016-12-01

The NSF funded CISM Space Weather Summer School is targeted to graduate students just starting in space physics and provides a comprehensive conceptual background to the field. Insights from this summer school can provide valuable information to graduate instructors and graduate student mentors. During the school, students are invited to submit questions at the end of the lecture component each day. The lecturers then take the time to respond to these questions. We have collected over 3000 student questions over the last 10 years. The radiation belts, solar energetic particles, and the operational impacts of high energy particles are among the topics covered during the summer school, and these topics consistently generate a share of the questions following those lectures. The collection includes questions about: the structure and variability of the radiation belts, the distinction between solar energetic particles (SEPs) and the radiation belts, the distinction between the ring current and the radiation belts, the impact radiation belt particles and SEPs have on the magnetosphere, the risks high energy particles pose to spacecraft and humans, their impact on operations, regulations for human exposure, and others. The presentation will catalog the questions asked by students and provide insight into students prior conceptions and misunderstandings about this topic. We hope this work informs instructors who teach these topics.

Sector Tests of a Low-NO(sub x), Lean, Direct- Injection, Multipoint Integrated Module Combustor Concept Conducted

NASA Technical Reports Server (NTRS)

Tacina, Robert R.; Wey, Chang-Lie; Laing, Peter; Mansour, Adel

2002-01-01

The low-emissions combustor development described is directed toward advanced high pressure aircraft gas-turbine applications. The emphasis of this research is to reduce nitrogen oxides (NOx) at high-power conditions and to maintain carbon monoxide and unburned hydrocarbons at their current low levels at low power conditions. Low-NOx combustors can be classified into rich-burn and lean-burn concepts. Lean-burn combustors can be further classified into lean-premixed-prevaporized (LPP) and lean direct injection (LDI) concepts. In both concepts, all the combustor air, except for liner cooling flow, enters through the combustor dome so that the combustion occurs at the lowest possible flame temperature. The LPP concept has been shown to have the lowest NOx emissions, but for advanced high-pressure-ratio engines, the possibility of autoignition or flashback precludes its use. LDI differs from LPP in that the fuel is injected directly into the flame zone, and thus, it does not have the potential for autoignition or flashback and should have greater stability. However, since it is not premixed and prevaporized, good atomization is necessary and the fuel must be mixed quickly and uniformly so that flame temperatures are low and NOx formation levels are comparable to those of LPP. The LDI concept described is a multipoint fuel injection/multiburning zone concept. Each of the multiple fuel injectors has an air swirler associated with it to provide quick mixing and a small recirculation zone for burning. The multipoint fuel injection provides quick, uniform mixing and the small multiburning zones provide for reduced burning residence time, resulting in low NOx formation. An integrated-module approach was used for the construction where chemically etched laminates, diffusion bonded together, combine the fuel injectors, air swirlers, and fuel manifold into a single element. The multipoint concept combustor was demonstrated in a 15 sector test. The configuration tested had 36

Concept Learning versus Problem Solving: Evaluating a Threat to the Validity of a Particulate Gas Law Question

ERIC Educational Resources Information Center

Sanger, Michael J.; Vaughn, C. Kevin; Binkley, David A.

2013-01-01

Three different samples of students were asked to answer five multiple-choice questions concerning the properties of a sample of helium gas (particle speed, state of matter, sample volume, sample pressure, and particle distribution), including a particulate question first used by Nurrenbern and Pickering (particle distribution). In the first…

Variation of SNOMED CT coding of clinical research concepts among coding experts.

PubMed

Andrews, James E; Richesson, Rachel L; Krischer, Jeffrey

2007-01-01

To compare consistency of coding among professional SNOMED CT coders representing three commercial providers of coding services when coding clinical research concepts with SNOMED CT. A sample of clinical research questions from case report forms (CRFs) generated by the NIH-funded Rare Disease Clinical Research Network (RDCRN) were sent to three coding companies with instructions to code the core concepts using SNOMED CT. The sample consisted of 319 question/answer pairs from 15 separate studies. The companies were asked to select SNOMED CT concepts (in any form, including post-coordinated) that capture the core concept(s) reflected in the question. Also, they were asked to state their level of certainty, as well as how precise they felt their coding was. Basic frequencies were calculated to determine raw level agreement among the companies and other descriptive information. Krippendorff's alpha was used to determine a statistical measure of agreement among the coding companies for several measures (semantic, certainty, and precision). No significant level of agreement among the experts was found. There is little semantic agreement in coding of clinical research data items across coders from 3 professional coding services, even using a very liberal definition of agreement.

Ethics of human testing.

PubMed

Salter, D C

1990-08-01

What should one do, and why? Anyone asking such questions--and everyone does so hundreds of time each day--is concerned with ethics. Product development and testing raise many ethical questions. Particularly since the rise of 'green consumerism', these are of increasing concern to people outside the cosmetics industry, and so should be of interest to those inside it. The major problem seems to be that of reaching agreement on moral and ethical issues. Overcoming this problem involves investigating what is meant by 'ethics', and how decisions depend not on facts but on 'facts-as-perceived'. These in turn depend on many factors, with one's philosophy being the most fundamental. The range of philosophical options is reviewed and it is proposed that wider discussion is the only just way to achieve agreement. Yet some things are not negotiable. There are certain key moral concepts in terms of which discussion must take place for it to be relevant. In ethics of human testing, 'respect for others', that is, avoiding exploitation, is the principal one. Some synthesis of the key moral concepts like that of Immanuel Kant is therefore recommended as the soundest and most widely acceptable basis for the necessary discussion. Defining the responsible use of human subjects covers a range of issues, moral, historical, legal and professional. For example, there may be ethical difficulties in deliberate damage induction as in SPF and irritancy testing. But above all, to avoid exploitation, there is a moral and also a legal requirement that subjects are truly volunteers. This is the basis of the concept of 'informed consent', required but not generally explained in current professional codes of practice. It is unjustified to exploit those who may be under duress, such as 'in-house volunteers' and those with low incomes. Hence in conclusion, criteria for obtaining valid informed consent are briefly reviewed. By considering issues such as these, we can help ensure that cosmetic

Two Conceptions of Virtue

ERIC Educational Resources Information Center

Hill, Thomas E., Jr.

2013-01-01

The general questions are: what is virtue and how can it be cultivated? The specific focus is on the conceptions of virtue in the works of Immanuel Kant and John Rawls. Kant regarded virtue as a good will that is also strong enough to resist contrary passions, impulses, and inclinations. Childhood training can prepare children for virtue, but…

Simulation supported POD for RT test case-concept and modeling

NASA Astrophysics Data System (ADS)

Gollwitzer, C.; Bellon, C.; Deresch, A.; Ewert, U.; Jaenisch, G.-R.; Zscherpel, U.; Mistral, Q.

2012-05-01

Within the framework of the European project PICASSO, the radiographic simulator aRTist (analytical Radiographic Testing inspection simulation tool) developed by BAM has been extended for reliability assessment of film and digital radiography. NDT of safety relevant components of aerospace industry requires the proof of probability of detection (POD) of the inspection. Modeling tools can reduce the expense of such extended, time consuming NDT trials, if the result of simulation fits to the experiment. Our analytic simulation tool consists of three modules for the description of the radiation source, the interaction of radiation with test pieces and flaws, and the detection process with special focus on film and digital industrial radiography. It features high processing speed with near-interactive frame rates and a high level of realism. A concept has been developed as well as a software extension for reliability investigations, completed by a user interface for planning automatic simulations with varying parameters and defects. Furthermore, an automatic image analysis procedure is included to evaluate the defect visibility. The radiographic modeling from 3D CAD of aero engine components and quality test samples are compared as a precondition for real trials. This enables the evaluation and optimization of film replacement for application of modern digital equipment for economical NDT and defined POD.

Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

ERIC Educational Resources Information Center

Grace, Sarah; Langhout, Regina Day

2014-01-01

The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational…

A Disposable Tear Glucose Biosensor—Part 1: Design and Concept Testing

PubMed Central

Bishop, Daniel K.; La Belle, Jeffrey T.; Vossler, Stephen R.; Patel, Dharmendra R.; Cook, Curtiss B.

2010-01-01

Background Tear glucose has been suggested previously as a potential approach for the noninvasive estimation of blood glucose. While the topic remains unresolved, an overview of previous studies suggests the importance of a tear sampling approach and warrants new technology development. A concept device is presented that meets the needs of a tear glucose biosensor. Methods Three approaches to chronoamperometric glucose sensing were evaluated, including glucose oxidase mediated by potassium ferricyanide or oxygen with a hydrogen peroxide catalyst, Prussian blue, and potassium ferricyanide-mediated glucose dehydrogenase. For tear sampling, calcium alginate, poly(2-hydroxyethyl methacrylate), and polyurethane foam were screened as an absorbent tear sampling material. A quantitative model based on the proposed function of concept device was created. Results For glucose sensing, it was found that potassium ferricyanide with glucose dehydrogenase was ideal, featuring oxygen insensitivity, long-term stability, and a lower limit of detection of 2 μM glucose. Polyurethane foam possessed all of the required characteristics for tear sampling, including reproducible sampling from a hydrogel-simulated, eye surface (4.2 ± 0.5 μl; n = 8). It is estimated that 100 μM of glucose tear fluid would yield 135 nA (14.9% relative standard deviation). Conclusion A novel concept device for tear glucose sampling was presented, and the key functions of this device were tested and used to model the performance of the final device. Based on these promising initial results, the device is achievable and within reach of current technical capabilities, setting the stage for prototype development. PMID:20307389

Parental Socio-Economic Status, Self-Concept and Gender Differences on Students' Academic Performance in Borno State Colleges of Education: Implications for Counselling

ERIC Educational Resources Information Center

Goni, Umar; Bello, S.

2016-01-01

This is a survey study, designed to determine gender differences and socio-economic status, self-concept on students' academic performance in Colleges of Education, Borno State: Implications for counselling. The study set two research objectives, answered two research questions and tested two research hypotheses. The target population of this…

Structuring Time and Questioning to Achieve Tactical Awareness in Games Lessons

ERIC Educational Resources Information Center

McNeill, Michael C.; Fry, Joan M.; Wright, Steven C.; Tan, Clara W. K.; Rossi, Tony

2008-01-01

Background: A paradigm shift in educational policy to create problem solvers and critical thinkers produced the games concept approach (GCA) in Singapore's Revised Syllabus for Physical Education (1999). A pilot study (2001) conducted on 11 primary school student teachers (STs) using this approach identified time management and questioning as two…

How should we question young children's understanding of aspectuality?

PubMed

Waters, Gillian M; Beck, Sarah R

2012-09-01

In two experiments, we investigated whether 4- to 5-year-old children's ability to demonstrate their understanding of aspectuality was influenced by how the test question was phrased. In Experiment 1, 60 children chose whether to look or feel to gain information about a hidden object (identifiable by sight or touch). Test questions referred either to the perceptual aspect of the hidden object (e.g., whether it was red or blue), the modality dimension (e.g., what colour it was), or the object's identity (e.g., which one it was). Children who heard the identity question performed worse than those who heard the aspect or dimension question. Further investigation in Experiment 2 (N= 23) established that children's difficulty with the identity question was not due to a problem recalling the objects. We discuss how the results of these methodological investigations impact on researchers' assessment of the development of aspectuality understanding. ©2011 The British Psychological Society.

Identifying and Investigating Difficult Concepts in Engineering Mechanics and Electric Circuits. Research Brief

ERIC Educational Resources Information Center

Streveler, Ruth; Geist, Monica; Ammerman, Ravel; Sulzbach, Candace; Miller, Ronald; Olds, Barbara; Nelson, Mary

2007-01-01

This study extends ongoing work to identify difficult concepts in thermal and transport science and measure students' understanding of those concepts via a concept inventory. Two research questions provided the focal point: "What important concepts in electric circuits and engineering mechanics do students find difficult to learn?" and…

Teacher's Conceptions of Quality in Dance Education Expressed through Grade Conferences

ERIC Educational Resources Information Center

Andersson, Ninnie

2016-01-01

The aim of the study is to illuminate a teacher's conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher's conceptions of quality…

Adolescents, graduated autonomy, and genetic testing.

PubMed

Fox, Susan

2012-01-01

Autonomy takes many shapes. The concept of "graduated autonomy" is conceived as comprising several unique features: (1) it is incremental, (2) it is proportional, and (3) it is related to the telos of the life stage during which it occurs. This paper focuses on graduated autonomy in the context of genetic testing during adolescence. Questions can be raised about other life stages as well, and some of these questions will be addressed by discussing a possible fourth characteristic of graduated autonomy, that is, its elasticity. Further scholarship and analysis is needed to refine the concept of graduated autonomy and examine its applications."There is no steady. . . progress in this life; we do not advance through fixed gradations, and at the last one pause through infancy's unconscious spell, boyhood's thoughtless faith, adolescence' doubt (the common doom), then skepticism, then disbelief, resting at last in manhood's pondering repose of If. But once gone through, we trace the round again; and are infants, boys, and men, and Ifs eternally. Where lies the final harbor, whence we unmoor no more?"Herman Melville.

Validating the Astronomy Diagnostics Test for Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Slater, T. F.; Hufnagel, B.; Adams, J. P.

1999-05-01

The Astronomy Diagnostics Test (ADT) is a standard diagnostic test for undergraduate non-science majors taking introductory astronomy. Serving to compare the effectiveness of various instructional interventions, the ADT has been developed and field-tested over the last year by a multi-institutional team, known as the Collaboration for Astronomy Education Research (CAER). The team includes Jeff Adams, Rebecca Lindell Adrian, Christine Brick, Gina Brissenden, Grace Deming, Beth Hufnagel, Tim Slater, and Michael Zeilik, among others. The need for a nationally normed, valid, and reliable assessment instrument in astronomy has been articulated in a wide variety of forums. This need results from the simultaneous occurrence of several important phenomena over the last decade including: the inclusion of astronomy concepts in national science education standards; documentation of widespread astronomical misconceptions; the influence of the Force Concept Inventory guiding reform in physics; and the call for university faculty to document improvements in instruction. In a triangulated effort to validate the ADT for widespread use, the researchers used on a three-phase strategy. In this context, "validity" means that the ADT measures what it purports to measure. In other words, do students give the correct answer for the scientifically correct reasons or, alternatively, do students give the correct answer even though they have misunderstandings about the phenomena being tested? These three phases were: (1) conduct statistical item-analysis on each test question for a large and diverse student population (n=2000 from 21 institutions); (2) conduct 60 clinical student interviews using the test questions as the script; and (3) conduct an inductive analysis of 30 student supplied written responses to ADT questions posed without the multiple-choices provided. The ADT and its supporting comparative database is available at URL: http://solar.physics.montana.edu/aae/adt/. This research

When is a research question not a research question?

PubMed

Mayo, Nancy E; Asano, Miho; Barbic, Skye Pamela

2013-06-01

Research is undertaken to answer important questions yet often the question is poorly expressed and lacks information on the population, the exposure or intervention, the comparison, and the outcome. An optimal research question sets out what the investigator wants to know, not what the investigator might do, nor what the results of the study might ultimately contribute. The purpose of this paper is to estimate the extent to which rehabilitation scientists optimally define their research questions. A cross-sectional survey of the rehabilitation research articles published during 2008. Two raters independently rated each question according to pre-specified criteria; a third rater adjudicated all discrepant ratings. The proportion of the 258 articles with a question formulated as methods or expected contribution and not as what knowledge was being sought was 65%; 30% of questions required reworking. The designs which most often had poorly formulated research questions were randomized trials, cross-sectional and measurement studies. Formulating the research question is not purely a semantic concern. When the question is poorly formulated, the design, analysis, sample size calculations, and presentation of results may not be optimal. The gap between research and clinical practice could be bridged by a clear, complete, and informative research question.

Hardware-in-the-Loop Rendezvous Tests of a Novel Actuators Command Concept

NASA Astrophysics Data System (ADS)

Gomes dos Santos, Willer; Marconi Rocco, Evandro; Boge, Toralf; Benninghoff, Heike; Rems, Florian

2016-12-01

Integration, test and validation results, in a real-time environment, of a novel concept for spacecraft control are presented in this paper. The proposed method commands simultaneously a group of actuators optimizing a given set of objective functions based on a multiobjective optimization technique. Since close proximity maneuvers play an important role in orbital servicing missions, the entire GNC system has been integrated and tested at a hardware-in-the-loop (HIL) rendezvous and docking simulator known as European Proximity Operations Simulator (EPOS). During the test campaign at EPOS facility, a visual camera has been used to provide the necessary measurements for calculating the relative position with respect to the target satellite during closed-loop simulations. In addition, two different configurations of spacecraft control have been considered in this paper: a thruster reaction control system and a mixed actuators mode which includes thrusters, reaction wheels, and magnetic torqrods. At EPOS, results of HIL closed-loop tests have demonstrated that a safe and stable rendezvous approach can be achieved with the proposed GNC loop.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

PubMed

Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

2016-04-25

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

PubMed Central

Gryka, Rebecca; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; Chen, Aleda M. H.

2016-01-01

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations. PMID:27170817

An evaluation of the pressure proof test concept for thin sheet 2024-T3

NASA Technical Reports Server (NTRS)

Dawicke, D. S.; Poe, C. C., Jr.; Newman, J. C., Jr.; Harris, C. E.

1990-01-01

The concept of pressure proof testing of fuselage structures with fatigue cracks to insure structural integrity was evaluated from a fracture mechanics viewpoint. A generic analytical and experimental investigation was conducted on uniaxially loaded flat panels with crack configurations and stress levels typical of longitudinal lap-splice joints in commercial transport aircraft fuselage. The results revealed that the remaining fatigue life after a proof test was longer than that without the proof test because of crack growth retardation due to increased crack closure. However, based on a crack length that is slightly less than the critical value at the maximum proof test stress, the minimum assured life or proof test interval must be no more than 550 pressure cycles for a 1.33 proof factor and 1530 pressure cycles for a 1.5 proof factor to prevent in-flight failures.

An evaluation of the pressure proof test concept for thin sheet 2024-T3

NASA Technical Reports Server (NTRS)

Dawicke, D. S.; Poe, C. C., Jr.; Newman, James C., Jr.; Harris, Charles E.

1990-01-01

The concept of pressure proof testing of fuselage structures with fatigue cracks to insure structural integrity was evaluated from a fracture mechanics viewpoint. A generic analytical and experimental investigation was conducted on uniaxially loaded flat panels with crack configurations and stress levels typical of longitudinal lap splice joints in commercial transport aircraft fuselages. The results revealed that the remaining fatigue life after a proof test was longer than that without the proof test because of crack growth retardation due to increased crack closure. However, based on a crack length that is slightly less than the critical value at the maximum proof test stress, the minimum assured life or proof test interval must be no more than 550 pressure cycles for a 1.33 proof factor and 1530 pressure cycles for a 1.5 proof factor to prevent in-flight failures.

Concept Inventory Development Reveals Common Student Misconceptions about Microbiology †

PubMed Central

Briggs, Amy G.; Hughes, Lee E.; Brennan, Robert E.; Buchner, John; Horak, Rachel E. A.; Amburn, D. Sue Katz; McDonald, Ann H.; Primm, Todd P.; Smith, Ann C.; Stevens, Ann M.; Yung, Sunny B.; Paustian, Timothy D.

2017-01-01

Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology’s Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students’ prior knowledge and to design appropriate tools for improving instruction in microbiology. PMID:29854046

Hardware test program for evaluation of baseline range/range rate sensor concept

NASA Technical Reports Server (NTRS)

1985-01-01

The Hardware Test Program for evaluation of the baseline range/range rate sensor concept was initiated 11 September 1984. This ninth report covers the period 12 May through 11 June 1885. A contract amendment adding a second phase has extended the Hardware Test Program through 10 December 1985. The objective of the added program phase is to establish range and range measurement accuracy and radar signature characteristics for a typical spacecraft target. Phase I of the Hardware Test Program was designed to reduce the risks associated with the Range/Range Rate (R/R) Sensor baseline design approach. These risks are associated with achieving the sensor performance required for the two modes of operation, the Interrupted CW (ICW) mode for initial acquisition and tracking to close-in ranges, and the CW mode, providing coverage during the final docking maneuver. The risks associated with these modes of operation have to do with the realization of adequate sensitivity to operate to their individual maximum ranges.

Instance-Based Question Answering

DTIC Science & Technology

2006-12-01

answer clustering, composition, and scoring. Moreover, with the effort dedicated to improving monolingual system performance, system parameters are...text collections: document type, manual or automatic annotations (if any), and stylistic and notational differences in technical terms. Monolingual ...forum in which cross language retrieval systems and question answering systems are tested for various Eu- ropean languages. The CLEF QA monolingual task

Prospective Mathematics Teachers' Understanding of the Base Concept

ERIC Educational Resources Information Center

Horzum, Tugba; Ertekin, Erhan

2018-01-01

The purpose of this study is to analyze what kind of conceptions prospective mathematics teachers (PMTs) have about the base concept (BC). One-hundred and thirty-nine PMTs participated in the study. In this qualitative research, data were obtained through open-ended questions, the semi-structured interviews and pictures of geometric figures drawn…

Development of the Biological Experimental Design Concept Inventory (BEDCI)

ERIC Educational Resources Information Center

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gulnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non-expert-like thinking in students and to evaluate the…

Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

ERIC Educational Resources Information Center

Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

2017-01-01

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…

Native Language Self-Concept and Reading Self-Concept: Same or Different?

ERIC Educational Resources Information Center

Arens, A. Katrin; Yeung, Alexander Seeshing; Hasselhorn, Marcus

2014-01-01

In assessing verbal academic self-concept with preadolescents, researchers have used scales for students' self-concepts in reading and in their native language interchangeably. The authors conducted 3 studies with German students to test whether reading and German (i.e., native language) self-concepts can be treated as the same or different…

The effect of an outdoor setting on the transfer of earth science concepts

NASA Astrophysics Data System (ADS)

Simmons, Jerry Marvin

The ability of students to transfer concepts learned in school to future learning and employment settings is critical to their academic and career success. Concept transfer can best be studied by defining it as a process rather than an isolated event. Preparation for future learning (PFL) is a process definition of transfer which recognizes the student's ability to draw from past experiences, make assumptions, and generate potential questions and strategies for problem resolution. The purpose of this study was to use the PFL definition of concept transfer to examine whether a knowledge-rich outdoor setting better prepares students for future learning of science concepts than the classroom setting alone does. The research hypothesis was that sixth-grade students experiencing a geology-rich outdoor setting would be better prepared to learn advanced earth science concepts than students experiencing classroom learning only. A quasi-experimental research design was used for this study on two non-equivalent, self-contained sixth-grade rural public school classes. After a pretest was given on prior geology knowledge, the outdoor treatment group was taken on a geology-rich field excursion which introduced them to the concepts of mineral formation and mining. The indoor treatment group received exposure to the same concepts in the classroom setting via color slides and identification of mineral specimens. Subsequently, both groups received direct instruction on advanced concepts about mineral formation and mining. They were then given a posttest, which presented the students with a problem-solving scenario and questions related to concepts covered in the direct instruction. A t-test done on pretest data revealed that the indoor treatment group had previously learned classroom geology material significantly better than the outdoor treatment group had. Therefore an analysis of covariance was performed on posttest data which showed that the outdoor treatment group was better

Implementation of STEAM Education to Improve Mastery Concept

NASA Astrophysics Data System (ADS)

Liliawati, W.; Rusnayati, H.; Purwanto; Aristantia, G.

2018-01-01

Science Technology Engineering, Art, Mathematics (STEAM) is an integration of art into Science Technology Engineering, Mathematics (STEM). Connecting art to science makes learning more effective and innovative. This study aims to determine the increase in mastery of the concept of high school students after the application of STEAM education in learning with the theme of Water and Us. The research method used is one group Pretest-posttest design with students of class VII (n = 37) junior high school. The instrument used in the form of question of mastery of concepts in the form of multiple choices amounted to 20 questions and observation sheet of learning implementation. The results of the study show that there is an increase in conceptualization on the theme of Water and Us which is categorized as medium (=0, 46) after the application of the STEAM approach. The conclusion obtained that by applying STEAM approach in learning can improve the mastery of concept

Narrative and epistemology: Georges Canguilhem's concept of scientific ideology.

PubMed

Chimisso, Cristina

2015-12-01

In the late 1960s, Georges Canguilhem introduced the concept of 'scientific ideology'. This concept had not played any role in his previous work, so why introduce it at all? This is the central question of my paper. Although it may seem a rather modest question, its answer in fact uncovers hidden tensions in the tradition of historical epistemology, in particular between its normative and descriptive aspects. The term ideology suggests the influence of Althusser's and Foucault's philosophies. However, I show the differences between Canguilhem's concept of scientific ideology and Althusser's and Foucault's respective concepts of ideology. I argue that Canguilhem was in fact attempting to solve long-standing problems in the tradition of historical epistemology, rather than following the lead of his younger colleagues. I argue that Canguilhem's 'refurbishment without rejection' of Bachelard's epistemology, which the concept of scientific ideology was aimed to implement, was necessary to justify the historical narratives that Canguilhem had constructed in his own work as a historian of concepts. A strict acceptance of Bachelard's epistemology would have made it impossible to justify them. Canguilhem's concept of scientific ideology therefore served as a theoretical justification of his practice as a historian. I maintain that the concept of scientific ideology was needed to reconcile Bachelard's normative epistemology with Canguilhem's view of the history of science and its aims, which differed from Bachelard's more than it is generally acknowledged. Copyright © 2015 Elsevier Ltd. All rights reserved.

Fidelity and Validity in Distributed Interactive Simulation: Questions and Answers

DTIC Science & Technology

1992-11-01

future work in (a) collective training (b) the development and evaluation of tactical concepts and doctrine, (c) system test and evaluation, and (d...exercises. 14. SUBJECT TERMS 15. NUMBER OF PAGES distributed interactive simulation, simulation, training, test and evaluation, 37 simulator fidelity...revolutionizing future work in (a) collective training, (b) the development and evaluation of tactical concepts and doctrine, (c) system test and evaluation

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

NASA Astrophysics Data System (ADS)

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

2013-12-01

The greenhouse effect comes up in most discussions about climate and is a key concept related to climate change. Existing studies have shown that students and adults alike lack a detailed understanding of this important concept or might hold misconceptions. We studied the effectiveness of different interventions on University-level students' understanding of the greenhouse effect. Introductory level science students were tested for their pre-knowledge of the greenhouse effect using validated multiple-choice questions, short answers and concept sketches. All students participated in a common lesson about the greenhouse effect and were then randomly assigned to one of two lab groups. One group explored an existing simulation about the greenhouse effect (PhET-lesson) and the other group worked with absorption spectra of different greenhouse gases (Data-lesson) to deepen the understanding of the greenhouse effect. All students completed the same assessment including multiple choice, short answers and concept sketches after participation in their lab lesson. 164 students completed all the assessments, 76 completed the PhET lesson and 77 completed the data lesson. 11 students missed the contrasting lesson. In this presentation we show the comparison between the multiple-choice questions, short answer questions and the concept sketches of students. We explore how well each of these assessment types represents student's knowledge. We also identify items that are indicators of the level of understanding of the greenhouse effect as measured in correspondence of student answers to an expert mental model and expert responses. Preliminary data analysis shows that student who produce concept sketch drawings that come close to expert drawings also choose correct multiple-choice answers. However, correct multiple-choice answers are not necessarily an indicator that a student produces an expert-like correlating concept sketch items. Multiple-choice questions that require detailed

[The function of a general concept of disease from an historical perspective].

PubMed