Your search found 6264 results.

Descriptors:
Childrens Literature; Science Activities; Books; Science Education; Science Instruction; Literacy; Mathematics Education; Mathematics Instruction; Learning Modules; Teaching Methods; Parent Participation

Abstract:
In the following article, Dr. Seuss's children's books are creatively integrated with science activities through the creation of take-home activity kits. The kits provide families an opportunity to read at home while connecting the enjoyable experience to science content and skill development through associated activities. The kits should be constructed using easy-reading books and aligned to developmentally appropriate academic science standards. Most importantly, they should be designed in a manner so that all family members are participants rather than expecting the adults to teach the expected outcomes. The activity kits can be completed as stand-alone experiences for interested students, used by students who are ready for an additional challenge, or adapted for an entire classroom of students as part of a teacher's normal curriculum. (Contains 1 table, 6 figures, and 3 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Physics; Interdisciplinary Approach; Relevance (Education); Student Motivation; Learner Engagement; Learning Motivation; Learning Modules; Daily Living Skills; Hands on Science; Molecular Structure; Technology; Science Education; Crime; Science Activities; Praxis; Curriculum Development

Abstract:
The question "how to improve the interest of students to study physics" has been discussed in the author's previous papers too. Within the framework of the project, the author prepared various new interdisciplinary projects to demonstrate how inventions in physics are used in everyday life. Now, about one year later, the author found out that students were most addressed with the modules physics and crime scene investigation physics in the kitchen, as usually with non-traditional simple experiments. The aim of this paper is to introduce the modules and discuss possible reasons of this situation. (Contains 3 figures.) [This article was prepared with the support of the European Community.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (343K) |  More Info:
Help Find in a Library

Descriptors:
Laboratories; Laboratory Experiments; Theory Practice Relationship; Pretests Posttests; Grade 12; Genetics; Cognitive Processes; Difficulty Level; Learning Modules; Multivariate Analysis; Prior Learning; Instructional Design; Student Characteristics

Abstract:
This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module "Genetic Fingerprinting" were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students' mental effort (ME) as an index of CL. By clustering the students' module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Professional Development; Mathematics Education; Elementary Secondary Education; Knowledge Base for Teaching; Learning Modules; Number Concepts; Number Systems; Numbers; Program Effectiveness; Achievement Gains; Regular and Special Education Relationship; Control Groups; Experimental Groups; Pretests Posttests

Abstract:
Student performance in mathematics has been linked to the mathematical knowledge of the teacher. Based on this finding, a 5-day professional development module was created to improve teachers' mathematical knowledge and their understanding of number sense. We found no difference prior to the professional development in mathematical content knowledge for teaching mathematics (CKTM) between special education teachers (at the K-12 level) and general education teachers (K-6). Results revealed that participating teachers made significant gains in mathematical CKTM. Implications and recommendations for professional development in mathematics are provided. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Active Learning; Learning Strategies; Learning Modules; Critical Thinking; Science Curriculum; Undergraduate Study; Science Education; Science Instruction; Scores; Statistical Significance

Abstract:
To enhance students' critical thinking in an undergraduate general science course, we designed and implemented active learning modules by incorporating group-based learning with authentic tasks, scaffolding, and individual reports. This study examined the levels of critical thinking students exhibited in individual reports and the students' critical thinking level change over time. Findings indicated that students' average critical thinking level fell in the category of "developing", but students' scores on individual reports revealed a statistically significant increase. The study suggested that the active learning strategies employed in the study were useful to promote student critical thinking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronics; Learning Modules; Man Machine Systems; Computer System Design; Cost Effectiveness; Educational Experiments; Educational Equipment; Science Course Improvement Projects; Computer Software; Program Descriptions; Engineering Technology; Science Laboratories

Abstract:
Experimentation is important for learning and research in the field of power electronics and drives. However, a great deal of equipment is required to study the various topologies, controllers, and functionalities. Thus, the cost of establishing good laboratories and research centers is high. To address this problem, the authors have developed a "Power Electronics and Drives Experimental Bench" (PEDEB), whose details are given in this paper. This unique kit includes reconfigurable hardware modules, which can be interconnected to achieve more than 14 different circuit topologies. Moreover, the software (controller) is accessible to users, thereby facilitating quick verification and testing of new ideas. A 2-kVA prototype of the PEDEB was developed and tested for various possible modes of operation. The kit is being used for a first-semester post-graduate laboratory course on "Power Electronics and Drives." This paper includes observations and learning from experiments on dc-dc buck converter, an induction motor drive, and a grid feeding inverter conducted using the PEDEB. (Contains 10 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Technology Education; Research Tools; Concept Teaching; Scientific Concepts; Hands on Science; Cost Effectiveness; Research Projects; Photography; Program Descriptions; Learning Modules; Laboratory Experiments; Laboratory Procedures; Optics; Laboratory Equipment; Engineering Technology; Intellectual History; Reprography; Printing

Abstract:
A lithography lab course has been developed that is applicable to students from the middle-school level up to college students. It can also be inserted into electronics technology or similar courses in two- and four-year colleges, or used to demonstrate applications of polymers in chemistry classes. Some of these techniques would enable research projects that involve photolithography for those who lack access to a research lab. The major contribution of this course is the innovative methodology, which allows students to have a hands-on experience of lithography without using expensive equipment typically found only in a clean room. Optical lithography, microcontact printing, and embossing can be performed using basic equipment. The appendix of this paper provides a comprehensive list of this equipment. The photolithography results are comparable to those obtained with standard research tools. (Contains 5 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Systems Approach; Science Activities; Educational Experiments; Science Experiments; Learning Modules; Cost Effectiveness; Man Machine Systems; Design Requirements; Undergraduate Students; Undergraduate Study; Science Course Improvement Projects; Behavioral Objectives; Educational Objectives; Educational Resources; Program Descriptions; Laboratory Experiments

Abstract:
This paper presents low-cost experiments for a control systems laboratory module that is worth one and a third credits. The experiments are organized around the microcontroller-based control of a permanent magnet dc motor. The experimental setups were built in-house. Except for the operating system, the software used is primarily freeware or free for academic use. The objective of this module is that students--fresh from a first course in control systems theory, which introduces them to proportional-integral-derivative control and to design using Bode plots and root locus--learn how a simple modern control system is built. Student feedback and a 90-min end-of-semester practical exam show that, although the students find the experiments challenging, this module helps meet this objective. After having taken the first course and this laboratory module, the students feel that they can build control systems in addition to discussing them theoretically. This module is easy to set up and administer using the supporting material provided by the authors. (Contains 2 tables and 10 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Technology; Calculus; Mathematics Education; Lesson Plans; Engineering Technology; Student Centered Curriculum; Science Course Improvement Projects; Engineering Education; Mathematics Activities; Mathematics Curriculum; Curriculum Development; Curriculum Enrichment; Curriculum Evaluation; Learning Modules; Courseware; Teacher Attitudes; Instructional Material Evaluation; Teaching Methods; Educational Change

Abstract:
Engineering technology students can attain a meaningful mathematics learning if they are allowed to actively participate in hands-on activities. However, the current dissemination of knowledge in the classroom still focuses on teacher-centered paradigm of teaching. A study to explore lecturers' views regarding a newly developed integral calculus with Maple software module was conducted. Nine lecturers with at least eight years of teaching experience were involved in the evaluation of the module. They were brought to a computer laboratory at the university to evaluate the activities developed in the module using a newly developed manual. Within six hours, they attempted and evaluated the assigned activity in groups. Each of the lecturers wrote his or her comments on the activities, manual and lesson plans booklets. Their comments were qualitatively analyzed to provide a guideline in producing a meaningful module in teaching and learning of integral calculus. From their written comments, there were two main findings obtained. Firstly, they highlighted the importance of giving reflective questions at the end of each subtopic to train the engineering technology students to critically aware about their thinking skills. Secondly, some of the lecturers believed that by giving counter-examples, these students will develop a better conceptual understanding in each newly learnt topic. Apart from these two main findings, other comments were also considered in modifying the manual, lesson plans and set of six integral calculus activities. As a result, a module which emphasized on student-centered learning based on conceptual and procedural understanding and metacognitive awareness teaching approach will be produced. This module will be used to enhance students' procedural and conceptual understanding in learning integral calculus at the university. (Contains 7 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (421K) |  More Info:
Help Find in a Library

Descriptors:
Computer Assisted Instruction; Physiology; Electronic Learning; Feedback (Response); Conventional Instruction; Learning Modules; Misconceptions; Concept Formation; Animation; Educational Technology; Independent Study; Teaching Methods; Foreign Countries; Pretests Posttests; Color

Abstract:
Anyone who has taught neurophysiology would be aware of recurring concepts that students find difficult to understand. However, a greater problem is the development of misconceptions that may be difficult to change. For example, one common misconception is that action potentials pass directly across chemical synapses. Difficulties may be compounded by explanations using voltage-time graphs, since students are not necessarily familiar with oscilloscope or computer-based representations of neural signals. Several different approaches have been used to overcome such misconceptions and provide simple explanations of complex physiological processes. These range from using groups of students acting out concepts to the use of a "travelling flame" analogy for nerve conduction. E-learning using animations provides an additional method for overcoming physiology misconceptions. Internet-based instruction in the health professions may be similar to traditional instruction in effectiveness, but it is important to clarify when to use e-learning and how to use it effectively. Thus, an online self-directed e-learning module was developed, using best-practice approaches, to engage students and help them overcome some common neurophysiology misconceptions. The essential features of the module were: (1) the use of well-designed and simple (low cognitive load) animations intended to promote good learning outcomes; and (2) the use of multiple-choice questions linked with the animations to provide immediate feedback. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website