Teaching Programming Skills in Methods Courses Is an Opportunity, Not a Burden

2021 ◽  
Vol 55 (1) ◽  
pp. 221-224
Author(s):  
Rob Williams
Keyword(s):  
Methods Courses ◽  
Programming Skills

Visualizing 3D Molecular Structures Using an Augmented Reality App

2019 ◽  
Author(s):  
Kristina Eriksen ◽  
Bjarne Nielsen ◽  
Michael Pittelkow
Keyword(s):  
Augmented Reality ◽  
Small Molecules ◽  
Computer Modelling ◽  
Simple Procedure ◽  
3D Structure ◽  
Molecular Structures ◽  
Free Software ◽  
Programming Skills ◽  
2D Space ◽  
Made In

<p>We present a simple procedure to make an augmented reality app to visualize any 3D chemical model. The molecular structure may be based on data from crystallographic data or from computer modelling. This guide is made in such a way, that no programming skills are needed and the procedure uses free software and is a way to visualize 3D structures that are normally difficult to comprehend in the 2D space of paper. The process can be applied to make 3D representation of any 2D object, and we envisage the app to be useful when visualizing simple stereochemical problems, when presenting a complex 3D structure on a poster presentation or even in audio-visual presentations. The method works for all molecules including small molecules, supramolecular structures, MOFs and biomacromolecules.</p>

Teaching for conceptual change in elementary and secondary science methods courses

1999 ◽  
Vol 83 (3) ◽  
pp. 275-307 ◽  
Author(s):  
Robin Marion ◽  
Peter W. Hewson ◽  
B. Robert Tabachnick ◽  
Kathryn B. Blomker
Keyword(s):  
Conceptual Change ◽  
Secondary Science ◽  
Science Methods ◽  
Methods Courses ◽  
Science Methods Courses

scholarly journals AB0210 ACREULAR: AN R PACKAGE FOR THE CALCULATION AND VISUALISATION OF ACR/EULAR RELATED RHEUMATOID ARTHRITIS MEASURES

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1405.1-1406
Author(s):  
F. Morton ◽  
J. Nijjar ◽  
C. Goodyear ◽  
D. Porter
Keyword(s):  
Rheumatoid Arthritis ◽  
Functional Status ◽  
Rheumatic Diseases ◽  
Web Application ◽  
R Package ◽  
Diagnostic Classification ◽  
Microsoft Excel ◽  
Link Type ◽  
Large Joint ◽  
Programming Skills

Background:The American College of Rheumatology (ACR) and the European League Against Rheumatism (EULAR) individually and collaboratively have produced/recommended diagnostic classification, response and functional status criteria for a range of different rheumatic diseases. While there are a number of different resources available for performing these calculations individually, currently there are no tools available that we are aware of to easily calculate these values for whole patient cohorts.Objectives:To develop a new software tool, which will enable both data analysts and also researchers and clinicians without programming skills to calculate ACR/EULAR related measures for a number of different rheumatic diseases.Methods:Criteria that had been developed by ACR and/or EULAR that had been approved for the diagnostic classification, measurement of treatment response and functional status in patients with rheumatoid arthritis were identified. Methods were created using the R programming language to allow the calculation of these criteria, which were incorporated into an R package. Additionally, an R/Shiny web application was developed to enable the calculations to be performed via a web browser using data presented as CSV or Microsoft Excel files.Results:acreular is a freely available, open source R package (downloadable fromhttps://github.com/fragla/acreular) that facilitates the calculation of ACR/EULAR related RA measures for whole patient cohorts. Measures, such as the ACR/EULAR (2010) RA classification criteria, can be determined using precalculated values for each component (small/large joint counts, duration in days, normal/abnormal acute-phase reactants, negative/low/high serology classification) or by providing “raw” data (small/large joint counts, onset/assessment dates, ESR/CRP and CCP/RF laboratory values). Other measures, including EULAR response and ACR20/50/70 response, can also be calculated by providing the required information. The accompanying web application is included as part of the R package but is also externally hosted athttps://fragla.shinyapps.io/shiny-acreular. This enables researchers and clinicians without any programming skills to easily calculate these measures by uploading either a Microsoft Excel or CSV file containing their data. Furthermore, the web application allows the incorporation of additional study covariates, enabling the automatic calculation of multigroup comparative statistics and the visualisation of the data through a number of different plots, both of which can be downloaded.Figure 1.The Data tab following the upload of data. Criteria are calculated by the selecting the appropriate checkbox.Figure 2.A density plot of DAS28 scores grouped by ACR/EULAR 2010 RA classification. Statistical analysis has been performed and shows a significant difference in DAS28 score between the two groups.Conclusion:The acreular R package facilitates the easy calculation of ACR/EULAR RA related disease measures for whole patient cohorts. Calculations can be performed either from within R or by using the accompanying web application, which also enables the graphical visualisation of data and the calculation of comparative statistics. We plan to further develop the package by adding additional RA related criteria and by adding ACR/EULAR related measures for other rheumatic disorders.Disclosure of Interests:Fraser Morton: None declared, Jagtar Nijjar Shareholder of: GlaxoSmithKline plc, Consultant of: Janssen Pharmaceuticals UK, Employee of: GlaxoSmithKline plc, Paid instructor for: Janssen Pharmaceuticals UK, Speakers bureau: Janssen Pharmaceuticals UK, AbbVie, Carl Goodyear: None declared, Duncan Porter: None declared

scholarly journals Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ezgi Yesilyurt ◽  
Hasan Deniz ◽  
Erdogan Kaya
Keyword(s):  
Elementary Teachers ◽  
Self Efficacy ◽  
Elementary Science ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Relative Importance ◽  
Cognitive Content ◽  
Methods Courses ◽  
Content Mastery ◽  
Engineering Intervention

Abstract Background The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs. Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit. Results The participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers. Conclusion Our study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

Using Frameworks of Social Desirability to Teach Subjectivity in Interviews

2021 ◽  
pp. 0092055X2110171
Author(s):  
Emily K. Carian ◽  
Jasmine D. Hill
Keyword(s):  
Qualitative Methods ◽  
Social Desirability ◽  
Presentation Of Self ◽  
Methods Courses

Qualitative methods courses lack tools for teaching students how to capture and analyze the nuanced ways participant subjectivity shows up in interviews. This article responds to the call for greater depth in qualitative methods instruction by offering teachers a series of discussion questions and an in-class worksheet that will help students more deeply probe and understand their data. These practical in-class tools leverage one theoretical lens that we find is well suited for unpacking participant subjectivity: social desirability. In this article, we present four speculative questions for instructors and students to more fully consider interviewees’ working frameworks: (1) What does your respondent consider a sensitive subject? (2) What does your respondent perceive to be norms of socially desirability? (3) Which audiences are the target audiences for your respondent’s presentation of self? and (4) How do you think your respondent’s relationship to the interview context influenced the account created during the interview?

The Trouble with Methods Courses

1968 ◽  
Vol 19 (2) ◽  
pp. 197-200
Author(s):  
John A. Zahorik
Keyword(s):  
Methods Courses
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