scholarly journals Mono- and Multi-Representational Learning of the Covariational Aspect of Functional Thinking

2021 ◽  
Author(s):  
Tobias Rolfes ◽  
Jürgen Roth ◽  
Wolfgang Schnotz
Keyword(s):  
Experimental Studies ◽  
Multiple Representations ◽  
Higher Learning ◽  
External Representations ◽  
Learning Gains ◽  
Functional Thinking ◽  
Multiple External Representations ◽  
Learning Content ◽  
Concept Of Function ◽  
Quasi Experimental

AbstractUsing multiple external representations is advocated for learning in STEM education. This learning approach assumes that multiple external representations promote richer mental representations and a deeper understanding of the concept. In mathematics, the concept of function is a prototypical content area in which multiple representations are used. However, there are hardly any experimental studies investigating the effect of learning functional thinking with multiple representations compared to learning with only one form of representation. Therefore, this article reports on a quasi-experimental intervention study with students from Grade 7, using three measurement time points. The study compared the multi-representational learning of functional thinking with both tables and graphs with mono-representational learning with either tables or graphs. The results show that multi-representational learning led to advantages in learning qualitative functional thinking. However, in quantitative functional thinking, learning with both graphs and tables did not result in higher learning gains than learning exclusively with graphs. Furthermore, students were better able to transfer their knowledge from graphs to tables than vice versa. The results also indicate that multi-representational learning requires more time than mono-representational learning but can lead to higher learning gains. In sum, the results show that the effect of learning with representations is a complex interaction process between learning content and the forms of representation.

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

PENGARUH PENGGUNAAN MEDIA AUDIO DAN MOTIVASI BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VSDN 001 RUMBAI KOTA PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 158
Author(s):  
Asmardi '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Motivation To Learn ◽  
Quasi Experimental ◽  
High Motivation ◽  
Audio Media ◽  
Low Motivation

This study aims to reveal the influence of the use of Media Audio and Motivation Learning students to the Indonesian student learning outcomes through four formulation of the problem: (1) whether there is any influence student learning outcomes using audio media than the conventional way students learn?, (2) whether the student that have a high motivation using audio media to obtain higher learning outcomes than students to have high motivation to study by conventional means?, (3) whether students who have low motivation to learn by using audio media to obtain higher learning outcomes than students have low motivation to learn with the conventional way?, and (4) whether there is interaction between the use of audio media and students' motivation towards learning Indonesian? This research is a quasi experimental by treatment block. This research was conducted at SDN 001 Rumbai Pekanbaru semester odd years 2010/2011. Samples were taken with Porposive random sampling technique. Data were collected through the initial test and final test. Data were analyzed using t test and analysis of variance.The results of data analysis showed that: Students who studied on the basis of audio media to obtain higher learning outcomes than students who learn by conventional means. Students who have high motivation to learn with audio media to obtain higher learning outcomes than students who have high motivation to study by conventional means. Students who have low motivation to learn based on audio media to obtain higher learning outcomes than students who have low motivation to study by conventional means. There was no interaction between the audio media and students' motivation. It can be concluded that the audio media significantly influence student learning outcomes.

Aplicabilidade clínica das técnicas de liberação manual diafragmática: uma revisão sistemática

2020 ◽  
Vol 18 (3) ◽  
pp. 111-116
Author(s):  
Dulce Marieli Danieli ◽  
Fabíola De Almeida Gomes ◽  
Bruna Eibel ◽  
William Dhein
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Gastroesophageal Reflux ◽  
Randomized Clinical Trials ◽  
Experimental Studies ◽  
Scar Tissue ◽  
Low Back ◽  
Musculoskeletal Manipulations ◽  
Clinical Applicability ◽  
Quasi Experimental

INTRODUÇÃO: O diafragma é o principal músculo respiratório e desempenha um papel importante na respiração e na regulação fisiológica. Uma terapia que visa melhorar essas condições referentes ao diafragma, é a técnica de liberação manual diafragmática. OBJETIVO: O objetivo deste estudo foi verificar a aplicabilidade clínica das técnicas manuais de liberação diafragmática e identificar as principais técnicas, populações investigadas, variáveis avaliadas e seus desfechos. MÉTODOS: Foram pesquisadas as seguintes bases de dados: PubMed, Scielo e Science Direct, com os descritores “Diaphragm [Mesh]” e “Musculoskeletal Manipulations [Mesh]” com seus correspondentes no mesmo idioma. Foram incluídos ensaios clínicos randomizados, não randomizados, estudos semi, quase-experimentais e estudos pilotos ou de caso, que abordaram técnicas de liberação manuais diafragmáticas.RESULTADOS: Há variadas técnicas de liberação diafragmática, sendo as mais mencionadas: normalização dos pilares do diafragma, alongamento e estiramento do diafragma, relaxamento dos pilares do diafragma. Além disso, as técnicas de liberação diafragmática vêm sendo associadas a protocolos de terapia manipulativa osteopática (TMO). As principais populações estudadas foram de pacientes saudáveis, com lombalgia, cervicalgia, osteoartrite, asmáticos, doença pulmonar obstrutiva crônica, constipados, cardiopatas e com refluxo gastroesofágico. Os principais desfechos avaliados são variáveis musculoesqueléticas (dor, flexibilidade, amplitude, espessura diafragmática), variáveis cardiorrespiratórias (pressão inspiratória/expiratória máxima (PImax e Pemax), mobilidade torácica, frequência cardíaca e respiratória), qualidade de vida e disfunções gastrointestinais/gastroesofágicas. CONCLUSÃO: A aplicabilidade clínica das técnicas de liberação diagramática está sendo investigada associado com outras técnicas osteopáticas, em protocolos de TMO em pacientes saudáveis, pneumopatas, cardiopatas, gestantes, em cicatriz pós-cirúrgica, constipados, com refluxo gastroesofágico, osteoartrite, cervicalgia e com lombalgia. Evidencia-se: diminuição ou eliminação das dores musculoesqueléticas, aumento da flexibilidade, ADM, Pimáx e Pemáx, aumento da mobilidade torácica, aumento da qualidade de vida, diminuição do inchaço e dor abdominal e sem efeito em cardiopatas.ABSTRACT. Clinical applicability of manual diaphragmatic release techniques: a systematic review.BACKGROUND: The diaphragm is the main respiratory muscle and plays an important role in breathing and physiological regulation. A therapy that aims to improve these conditions regarding the diaphragm, is the manual diaphragmatic release technique.OBJECTIVE: The aim of this study was to verify the clinical applicability of manual diaphragmatic release techniques and searching the main techniques, population, evaluated variables, and outcomes. METHODS: The following electronic databases were searched: PubMed, Scielo, and Science Direct, with the descriptors “Diaphragm [Mesh]” and “Musculoskeletal Manipulations [Mesh]” with their correspondents in the same language. There were included randomized clinical trial, non-randomized clinical trials, semi, and quasi-experimental studies, and pilot or case studies, which addressed manual diaphragmatic release techniques.RESULTS: There are various diaphragmatic release techniques, the most mentioned are: normalization of the diaphragm pillars, stretching of the diaphragm, relaxation of the diaphragm pillars, and protocols for osteopathic manipulative therapy (OMT) for the diaphragm. The main populations studied were healthy patients, with low back pain, asthmatics, chronic pulmonary obstructive disease, constipated, cardiac patients, and gastroesophageal reflux. The main outcomes assessed are musculoskeletal variables (pain, flexibility, range of motion, diaphragmatic thickness), cardiorespiratory variables (maximal inspiratory/expiratory pressure (MIP and MEP), chest mobility, heart, and respiratory rate), quality of life, and gastrointestinal/ gastroesophageal disorders.CONCLUSION: The clinical applicability of diagrammatic release techniques is being investigated in association with other osteopathic techniques, in protocols of OMT in healthy subjects, patients with lung diseases, heart disease, pregnant women, scar tissue, constipated, with gastroesophageal reflux, osteoarthritis, cervicalgia and with low back pain. There is evidence of reduction and elimination of musculoskeletal pain, increased MIP, increased chest mobility, an increase in health quality, a decrease of bloating and abdominal pain related to constipation, and a decrease of reflux symptoms.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

Relation between understanding and agreeing in response to one-sentence assertion*

2014 ◽  
Vol 7 (1) ◽  
pp. 36-67 ◽  
Author(s):  
YASUHIRO OZURU ◽  
DAVID BOWIE ◽  
GIULIA KAUFMAN
Keyword(s):  
Cognitive Processes ◽  
Experimental Studies ◽  
Cognitive Response ◽  
Response Options ◽  
Evaluative Response ◽  
Quasi Experimental ◽  
The Relationship

abstractThree quasi-experimental studies were conducted to investigate the relationship between the evaluative (i.e., agree/true) and the meta-cognitive (i.e., understand) response, and to determine which type of response people are more likely to provide when responding to one-sentence assertive statements. In Studies 1 and 2, participants performed two separate tasks in which they were asked to indicate the levels of: (i) understanding and (ii) agreement / perceived truthfulness of 126 one-sentence statements. The results indicated that participants were likely to provide a negative evaluative response (i.e., disagree/false) to a statement that they did not understand. In Study 3, participants were asked to evaluate the same 126 statements and choose between four response options: agree, disagree, understand, do not understand. The results indicated that people are more likely provide an evaluative response regardless of the understandability of a statement. The results of these studies are discussed in relation to (i) pragmatic perspective of how people infer speakers’ meaning, and (ii) cognitive processes underlying evaluative and meta-cognitive response.

Pediatric Integrated Care Models: A Systematic Review

2019 ◽  
Vol 59 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Kimberly Burkhart ◽  
Kenneth Asogwa ◽  
Nida Muzaffar ◽  
Mary Gabriel
Keyword(s):  
Mental Health ◽  
Primary Care ◽  
Health Outcomes ◽  
Collaborative Care ◽  
Experimental Studies ◽  
Mental Health Outcomes ◽  
Care Models ◽  
Quasi Experimental ◽  
Behavioral Health Treatment ◽  
Integrated Care Models

Psychiatric disorders are becoming more frequently diagnosed within the pediatric primary care setting. Despite increased diagnosis within primary care, only a minority of patients receive further psychiatric or specialty care. The integrated/collaborative care treatment model was designed to improve access within primary care. The purpose of this review is to identify randomized controlled trials and quasi-experimental studies that have investigated whether increased access improves treatment engagement, satisfaction, and improved mental health outcomes. Six studies met inclusion criteria. Studies reviewed indicated increased access to behavioral health treatment through use of the integrated/collaborative care model and improved mental health outcomes. Recommendations for screening and treatment are provided. Limitations of the reviewed studies include lack of generalizability to urban populations, minority youth, and youth younger than 4 years of age. Practice recommendations to address these limitations are identified.

scholarly journals Do employees participate in workplace HIV testing just to win a lottery prize? A quantitative study

2016 ◽  
Vol 15 ◽  
Author(s):  
Martin Weihs ◽  
Anna Meyer-Weitz
Keyword(s):  
Hiv Testing ◽  
Experimental Studies ◽  
Hiv And Aids ◽  
Chi Square ◽  
Cross Sectional ◽  
Small Effect Size ◽  
Hiv Counselling And Testing ◽  
Quasi Experimental ◽  
Managerial Implications ◽  
Permanent Workers

Orientation: To encourage workers to participate in workplace HIV testing, some SouthAfrican automotive companies use lotteries. However, there is a lack of empirical evidence on how lottery incentives may influence employees’ workplace HIV counselling and testing behaviour.Research purpose: Determine whether workers intend to test for HIV only to win a lottery prize.Motivation for the study: The positive and also negative influences of lotteries on workers’ HIV testing behaviour need to be understood to avoid undue coercion in workplace HIV testing participation.Research design, approach and method: Post-test only quasi-experimental studies were conducted the day HIV testing and lotteries were announced to staff in four companies using a cross-sectional, self-administered survey that measured workers’ workplace HIV testing behaviour intentions. Intention to participate in workplace HIV counselling and testing was used as the main outcome of respondents’ behaviour and investigated via the statement: ‘If the company would organise its on-site Wellness Day tomorrow, I would go testing for HIV tomorrow’. In a first setting, two companies’ workers had to test for HIV to be entered in the lottery (n = 198). In the second setting, two other companies’ workers did not have to test to be entered in the lottery (n = 316). Chi-square tests were conducted to measure significant differences between the two conditions distinguishing between permanent and non-permanent staff.Main findings: No significant association was found between behaviour intention in the two settings for permanent workers’ workplace HIV testing intention ( χ2 = 1.145, p = 0.285, phi = -0.097). However, a significant association with a small effect size was found for non-permanent workers ( χ2 = 8.04, p = 0.005, phi = -0.279).Practical/managerial implications: Results show that lotteries to encourage workplace HIV testing are very likely to help workers ‘do the right thing’ and unlikely to have a coercive effect if all staff attending HIV testing has participated in standardised HIV and AIDS workplace programme activities and is informed about the consequences of testing positive.Contribution: A better understanding of how lotteries influence workplace HIV testing among workers of different work status and informed related recommendations.

Evaluating Intensive Family Preservation Programs: A Methodological Review

PEDIATRICS ◽  
1996 ◽  
Vol 97 (4) ◽  
pp. 535-542
Author(s):  
Amy M. Heneghan ◽  
Sarah M. Horwitz ◽  
John M. Leventhal
Keyword(s):  
At Risk ◽  
English Language ◽  
Data Extraction ◽  
Experimental Studies ◽  
Outcome Data ◽  
Family Preservation ◽  
Children At Risk ◽  
Quasi Experimental ◽  
Family Based ◽  
Family Preservation Program

Objectives. To determine the adequacy of evaluations of family preservation services (FPS), which are designed to support families and prevent out-of-home placements of children at risk of abuse or neglect, and to assess the effectiveness of FPS at reducing out-of-home placements of children. Data Sources. References published from 1977 to 1993 were identified from a computerized search of databases for English-language publications using the key phrases "family preservation," "child abuse," and "family-based services." Unpublished references were identified by mail or phone from a listing of more than 200 programs in a national directory. Selection of Studies. Of 802 references initially identified, 46 program evaluations were reviewed. Ten studies met the following inclusion criteria: (1) evaluated an intensive family preservation program, (2) included outcome data in the report, and (3) used a comparison group. Five were randomized trials, and 5 were quasi-experimental studies (nonrandomized). Data Extraction. Descriptive information about the programs and evaluations was collected. To determine methodological quality, two independent raters used a 15- item questionnaire to examine the assignment of families to treatment groups, the interventions provided, and the outcomes assessed. A composite score of 11 or greater represented an acceptable study, 6 to 10 represented an adequate study, and 5 or less represented an unacceptable study. Results. Only two studies were rated acceptable, four were adequate, and four were unacceptable. Methodological shortcomings included poorly defined assessment of risk, inadequate descriptions of the interventions provided, and nonblinded determination of the outcomes. Rates of out-of-home placements were 21% to 59% among families who received FPS and 20% to 59% among comparison families. The relative risk of placement was significantly reduced by FPS in only two studies (one randomized trial and one quasi-experimental study). Conclusions. Despite current widespread use of FPS to prevent out-of-home placements of children, evaluations of FPS are methodologically difficult and show no benefit in reducing rates of out-of-home placements of children at risk of abuse or neglect in 8 of 10 studies. Consistent, methodologically rigorous evaluations are needed to determine the effectiveness of FPS and to guide social policy for high-risk children and their families.

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