Using word associations for assessing non major science students’ knowledge structure before and after general chemistry instruction: the case of atomic structure

2008 ◽  
Vol 9 (4) ◽  
pp. 309-322 ◽  
Author(s):  
Canan Nakiboglu
Keyword(s):  
General Chemistry ◽  
Atomic Structure ◽  
Knowledge Structure ◽  
Science Students ◽  
Word Associations ◽  
Chemistry Instruction ◽  
Before And After

scholarly journals Student Concepts after a Didactic Experiment in Heritage Education

2020 ◽  
Vol 12 (7) ◽  
pp. 3046 ◽  
Author(s):  
Mónica Trabajo-Rite ◽  
Jose María Cuenca-López
Keyword(s):  
Statistical Analysis ◽  
Social Science ◽  
Science Students ◽  
Citizen Education ◽  
Critical Knowledge ◽  
Heritage Education ◽  
Before And After

This work highlights the importance of heritage education as a vehicle for citizen education. We present an analysis of concepts of heritage, citizenship, and territory held by third-year social science students. The results are obtained from statistical analysis of a questionnaire given before and after a didactic intervention and the application of a table of categories drawn up based on heritage education in terms of the parameters we consider desirable, from a holistic, socio-critical, motivating, and participatory perspective. The outcomes show the success of the intervention, with the students presenting better reflective and critical knowledge of their environment, showing appreciation, respect, protection, and dissemination of heritage as a symbol of identity and favoring the commitment to sustainable actions.

scholarly journals The Effects of Whole Body Vibration Application on Jump and Balance Performance in University Students

2019 ◽  
Vol 8 (6) ◽  
pp. 110
Author(s):  
Barış Gürol ◽  
Gülsün Güven ◽  
Elvin Onarıcı Güngör
Keyword(s):  
Whole Body ◽  
Control Group ◽  
Science Students ◽  
Balance Performance ◽  
Squat Jump ◽  
Balance Tests ◽  
Significant Difference ◽  
Before And After ◽  
Control Application ◽  
And Control

The aim of this research was to investigate the effect of vibration applications on muscle strength and balance. As the subjects to the research, nineteen male sport science students (age: 21.45±2.16 years, height: 177.55±7.24 cm, body mass: 71.62±11.02 kg) voluntarily participated in the study. The students were exposed to vibration in squat exercise position before they were exposed to vibration at 25Hz, 50Hz frequency and control (no-vibration) on three different application days. Before and after the vibration exposure, jump tests and balance tests were administered right after the 5th, 10th and 15th min in the wake of the vibration. A statistically significant difference was found in active and squat jump heights administered following the 25Hz and 50 Hz frequency applications (p≤0.05). No significant differences were found in the jump heights in control group (p>0.05). While there was no significant difference found in balance tests performed after 25Hz and 50Hz vibration applications (p>0.05), a significant difference was found after the control application (p≤0.05). As a result, there was an increase in jump heights following the acute vibration application however, no change was seen in balance scores. Practicing acute vibration applications can be recommended to increase jump height especially before the competitions and applications.

scholarly journals The Effect of Learning Factory Approach on Technology Management Education for Social Science Students

2021 ◽  
Vol 12 (3) ◽  
pp. 4927-4937
Author(s):  
Kuei-ChienChiu Et. al.
Keyword(s):  
Technology Management ◽  
Prior Knowledge ◽  
Management Education ◽  
Appropriate Technology ◽  
Learning Performance ◽  
Learning Technology ◽  
Science Students ◽  
Technology Students ◽  
Before And After ◽  
Almost All

To cultivate technology management talents for industry, higher education institutions have developed technology management education since the 1990s. The purpose of introducing technology management course into non-technology discipline, especially Business School, aims to help enterprises foster talents to make appropriate technology-related decisions. This work addresses students’ conception performance of learning technology management. This research employs a modified Importance-Performance Analysis method to analyze the course contents’ understandability before and after learning by a questionnaire survey. As the results show, the mean scores of almost all themes before learning are below average and median. However, after class, the scores show minor deviation and notable progress, almost twice the scores before learning. That is to say; a scenario-based learning factory approach is effective for the non- technology students to learn technology management knowledge. Besides, there are two teaching themes with low prior knowledge creating major performance and nine teaching units with little prior knowledge creating less improvement. The teaching effort should be addressed in these nine teaching units to improve learning performance in technology management.

Self-explaining effect in general chemistry instruction: eliciting overt categorical behaviours by design

2014 ◽  
Vol 15 (4) ◽  
pp. 530-540 ◽  
Author(s):  
Adrian Villalta-Cerdas ◽  
Santiago Sandi-Urena
Keyword(s):  
General Chemistry ◽  
Problem Solving Skills ◽  
College Chemistry ◽  
College Science ◽  
Making Sense ◽  
Chemistry Instruction ◽  
Learning Tasks ◽  
Causal Connections ◽  
Research Findings ◽  
Method Approach

Self-explaining refers to the generation of inferences about causal connections between objects and events. In science, this may be summarised as making sense of how and why actual or hypothetical phenomena take place. Research findings in educational psychology show that implementing activities that elicit self-explaining improves learning in general and specifically enhances authentic learning in the sciences. Research also suggests that self-explaining influences many aspects of cognition, including acquisition of problem-solving skills and conceptual understanding. Although the evidence that links self-explaining and learning is substantial, most of the research has been conducted in experimental settings. There remains a need for research conducted in the context of real college science learning environments. Working to address that need, the larger project in which this work is embedded studied the following: (a) the effect of different self-explaining tasks on self-explaining behaviour and (b) the effect of engaging in different levels of self-explaining on learning chemistry concepts. The present study used a multi-condition, mixed-method approach to categorise student self-explaining behaviours in response to learning tasks. Students were randomly assigned to conditions that included the following: explaining correct and incorrect answers, explaining agreement with another's answer, and explaining one's own answer for others to use. Textual, individual data was gathered in the classroom ecology of a university, large-enrolment general chemistry course. Findings support an association between the self-explaining tasks and students' self-explaining behaviours. Thoughtful design of learning tasks can effectively elicit engagement in sophisticated self-explaining in natural, large-enrolment college chemistry classroom environments.

Undergraduate student attitudes and perceptions toward low- and high-level inquiry exercise physiology teaching laboratory experiences

2011 ◽  
Vol 35 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Kim Henige
Keyword(s):  
Student Attitudes ◽  
Exercise Physiology ◽  
Science Students ◽  
Teaching Laboratory ◽  
Before And After ◽  
Negative Effect ◽  
Realistic View ◽  
High Level ◽  
Laboratory Experiences ◽  
Scientific Attitudes

The purpose of this investigation was to compare student attitudes toward two different science laboratory learning experiences, specifically, traditional, cookbook-style, low-inquiry level (LL) activities and a high-inquiry level (HL) investigative project. In addition, we sought to measure and compare students' science-related attitudes and attitudes toward science. Students participated in 5 wk of LL activities followed by a 5-wk HL project. An open-ended survey administered at the end of the semester and analyzed by a χ2-test revealed that 1) students enjoyed the HL project more than the LL activities, 2) high-level inquiry did not have a negative effect on student motivation in the laboratory, and 3) students perceived that they learned more about physiology principles with the LL activities. Most students liked the HL project, particularly the independence, responsibility, freedom, and personal relevance. Of the students who did not like the HL project, many reported being uncomfortable with the lack of structure and guidance. Many students gained a more positive and realistic view about scientific research, often reporting an increased respect for science. Likert scale surveys administered before and after each 5-wk period showed no significant changes in student attitudes to scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, or motivation toward science when the three time points were compared. The findings in this study have helped to provide suggestions for better implementation of HL projects in the future.

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