|
|
Pub Date: |
2003-03-31 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
|
|
|
|
Descriptors:
Adult Education; Cognitive Development; Constructivism (Learning); Feedback; Job Training; Nonverbal Communication; Nuclear Power Plant Technicians; Nuclear Power Plants; Nuclear Technology; Performance Technology; Postsecondary Education; Semiotics; Simulation; Teacher Student Relationship; Technical Education; Verbal Communication; Visual Literacy
Abstract:
To advance nuclear plant simulator training, the industry must focus on a more detailed and theoretical approach to conduct of this training. The use of semiotics is one method of refining the existing training and examining ways to diversify and blend it with new theoretical methods. Semiotics is the study of signs and how humans interpret them. In instructor semiotic analysis, the two most critical areas to be examined are non-verbal feedback and verbal signs. Instructors must attempt to eliminate any non-verbal feedback, since at the moment of execution in the plant, that feedback will not be present. They must choose verbal signs carefully and characterize behavior based on facts with clear, concrete wording to elicit correct behavior. In student semiotic analysis, impact of visual and verbal signs on the student is explored. In instructional application to effectively take advantage of semiotics, one must alter one's thinking to push the bounds of one's own rationality. The goal as related to signs and processing is to produce a correct outcome based on the interpretations and understanding of these interactions. Consistency is required. Whether to train individually or in teams must be examined from the perspective of the end product. A constructivist learning environment provides consistency in operator performance during all operating conditions. (Contains 11 references) (YLB)
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 (230K)
|
|
|
Pub Date: |
1999-00-00 |
Pub Type(s): |
Guides - Classroom - Teacher |
Peer Reviewed: |
|
|
|
|
Descriptors:
Academic Accommodations (Disabilities); Academic Standards; Atomic Structure; Biochemistry; Biophysics; Chemical Bonding; Curriculum; Disabilities; Inclusive Schools; Instructional Materials; Laboratory Experiments; Molecular Structure; Nuclear Technology; Physical Sciences; Science Experiments; Science Instruction; Scientific Methodology; Secondary Education; State Curriculum Guides; Textbooks; Units of Study; Workbooks
Abstract:
This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials are designed to help these students succeed in regular education content courses and include simplified text and smaller units of study. The curriculum correlates to Florida's Sunshine State Standards and is divided into the following 21 units of study: (1) scientific method; (2) scientific measurements; (3) matter; (4) changes in matter; (5) introduction to the atom; (6) atomic theory; (7) structure of matter; (8) chemical equations; (9) solutions and suspensions; (10) acids, bases, and salts; (11) chemical reactions; (12) energy, work, force, and power; (13) forms of energy; (14) forces and motions; (15) machines; (16) magnetism; (17) electricity; (18) nuclear energy; (19) heat; (20) waves; and (21) science, society, and the world. The teacher's guide includes a general description of each unit's content focus, provides suggestions for enrichment, and contains an assessment to measure student performance. Appendices describe instructional strategies, list enrichment suggestions, contain suggestions for specific strategies to facilitate inclusion, and contain a chart describing standards and benchmarks. The student guide includes practices and lab activities. (Contains 32 references.) (CR)
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 (8619K)
|
|
|
Pub Date: |
1999-02-00 |
Pub Type(s): |
Books |
Peer Reviewed: |
|
|
|
|
Descriptors:
Electricity; Elementary Secondary Education; Environmental Influences; Foreign Countries; Higher Education; Nuclear Energy; Nuclear Technology; Physical Sciences; Science Education
Abstract:
Educators must address the need for young people to be informed about both the scientific concepts and the reasons for controversy when dealing with controversial issues. Young people must be given the opportunity to form their own opinions when presented with evidence for conflicting arguments. Previous editions of "Nuclear Electricity" have provided helpful data and references about nuclear energy as well as the production of electrical energy from other sources. This book maintains the educational philosophy of previous editions while providing much more recent data and references. Most importantly it retains the challenge for everyone, especially young people, to be as open-minded and well-informed as possible. Chapters focus on energy use; electricity; nuclear power; the front and back end of the nuclear fuel cycle; environment, health, and safety issues; and avoiding weapons proliferation. (Contains 14 references.) (ASK)
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 (2623K)
|
More Info:
 Help
Find in a Library
|
|
|
Pub Date: |
1998-00-00 |
Pub Type(s): |
Guides - Classroom - Teacher |
Peer Reviewed: |
|
|
|
|
Descriptors:
Case Studies; Critical Thinking; High Schools; International Cooperation; Nuclear Technology; Political Issues; Social Studies; Student Educational Objectives; Units of Study; World Problems
Abstract:
Since the end of World War II and the onset of the "new age," nuclear technology has remained high on the world's agenda as questions regarding sovereignty and the balance of power, control of the development and spread of nuclear weapons, non-military uses for nuclear technology, and nuclear safety are debated among and within nations. The "club" of nuclear nations has grown dramatically and the number of nuclear weapons has grown from zero to over 60,000 in just over 50 years. This curriculum unit examines the development and use of nuclear technology through six main activities. Each activity allows students to explore a case study that looks at possible scenarios for the control of nuclear technology and the challenges that policy makers face with respect to nuclear technology. The unit's activities help students develop a basic understanding and issues of nuclear technology. The unit's goal's are to review the history of the development and spread of nuclear technology; familiarize students with treaties and agreements regarding nuclear technology; consider options for controlling nuclear technology; and make connections between the students' own experiences with nuclear issues and the presentations in the unit. Following preparatory activities, the six activities are: (1) "supranational organizations"; (2) "nation-states"; (3) "everyone"; (4) "physicists/scientists"; (5) "business and nuclear industry"; and (6) "no one." A closing activity, six appendixes, and bibliography and resources conclude the unit. (BT)
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
|
|
