Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

Chemistry Education Research and Practice ◽

10.1039/d0rp00339e ◽

2021 ◽

Author(s):

Solange Wagner Locatelli ◽

Bette Davidowitz

Keyword(s):

Undergraduate Students ◽

Chemical Reaction ◽

Chemistry Education ◽

Self Regulation ◽

Real Life ◽

Explanatory Models ◽

Explanatory Model ◽

Future Application ◽

Correct Figure ◽

Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

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Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

LSP International Journal ◽

10.11113/lspi.v7.16310 ◽

2020 ◽

Vol 7 (2) ◽

pp. 19-36

Author(s):

Nurhamimi Togimin ◽

Haliza Jaafar

Keyword(s):

Undergraduate Students ◽

Role Play ◽

Real Life ◽

Target Language ◽

Innovative Approach ◽

Positive Effects ◽

Real Life Situation ◽

English Speaking ◽

Esl Classroom ◽

Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

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Discussion Upon the Constructed Limits of Design Studios

Open House International ◽

10.1108/ohi-02-2015-b0002 ◽

2015 ◽

Vol 40 (2) ◽

pp. 5-11

Author(s):

Yiğit Acar

Keyword(s):

Undergraduate Students ◽

Architectural Design ◽

Real Life ◽

Design Practice ◽

Sociological Study ◽

Design Problems ◽

Actual Design ◽

Real Life Situation ◽

Studio Practice

We can define architectural design studios as environments of simulation. Within this simulation limitations of real life architectural problems are constructed, yet the constructed reality is far from the reality of existing practice. In Architecture: Story of Practice, Dana Cuff, makes a sociological study of the architectural design practice and in the volume she discusses design studios as limited versions of the actual design practice. As compared to the actual practice in the studio the students are alone, there isn’t a multiplicity of actors involved in the process, and the design problems are clearly defined. Cuff points out to these shortcomings and provides guidelines to overcome them. One of the shortcomings mentioned in Cuff’s study is that: design studios do not represent the variety of actors that are present in a real life situation. Cuff suggests to include representatives of different actors in the studio practice to overcome this. If the studio fails to support itself with a variety of actors, to compensate the short coming of actors, the instructors start taking the role of many possible participants of a design process. The instructors simulate: the user, the owner, the engineer, the contractor and so on so forth. This type of an approach in the design studios leads to a certain result: the ideological construct of the instructors becomes the foundation of the constructed reality of the studio. This study explores the ideological construction of the design studio through active involvements with undergraduate students. Through the findings of two discussion sessions, students’ own ideological positions, their relationship with the external realities and limits imposed on such relations by the studio instructor’s own ideological stances are explored.

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DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY

Journal of Baltic Science Education ◽

10.33225/jbse/14.13.351 ◽

2014 ◽

Vol 13 (3) ◽

pp. 351-360

Author(s):

Meng-Fei Cheng ◽

Jang-Long Lin ◽

Ying-Chi Chang ◽

Hsiao-Wen Li ◽

Tsung-Yu Wu ◽

...

Keyword(s):

Computer Simulation ◽

Undergraduate Students ◽

Explanatory Models ◽

Microscopic Level ◽

Explanatory Model ◽

Scientific Models ◽

Scientific Modeling ◽

Scientific Evaluation ◽

Student Centered ◽

Magnetic Phenomena

The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students’ understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning. Key words: explanatory models, magnetism, modeling, scientific inquiry, undergraduate students.

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The Efficacy of Syllabi of General English Courses at Undergraduate Level in Bangladesh: An Evaluation

Journal of Language Teaching and Research ◽

10.17507/jltr.1206.14 ◽

2021 ◽

Vol 12 (6) ◽

pp. 979-989

Author(s):

Amina Rashid ◽

Md. Masud Rana

Keyword(s):

Learning Outcomes ◽

Undergraduate Students ◽

Teaching And Learning ◽

English Language ◽

Real Life ◽

Undergraduate Level ◽

Quantitative And Qualitative Research ◽

Real Life Situation ◽

Almost All

A good syllabus contributes to achieving better learning outcomes. Academic institutions often invest huge amounts in preparing the so-called 'panacea' of a syllabus hoping they could meet the demand of the highly competitive world. Now, however, educationists often get divided on what is instrumental to gaining a higher level of learning outcomes: Is it the quality of syllabus, or the kind of teaching approaches, or quality of teachers and learners, or good academic environment with a proper support system or a combination of all the above? While the academic process around the globe continues amidst these unresolved questions, teaching and learning English in Bangladeshi tertiary institutions for undergraduate students is no exception. Although almost all the students at undergraduate level take some sort of English language course like general English Language (GEL), or foundation English (FE) course, they fail to function when it comes to using the language in a real-life situation. This paper strives to trace out why the students cannot communicate in English properly even after 10 plus years of exposure to the language – 1/2 years at the tertiary level and 8 to 10 years at the primary and secondary levels. The research has adopted both quantitative and qualitative research methods and used two different questionnaires to collect data for the study. Delving into a thorough analysis of the existing syllabuses, the study contends that the syllabus cannot quite prepare the students to be able to function in English in a real-world scenario and, therefore, recommends a revamping of the syllabuses is necessary to produce pragmatic and pedagogical efficacy.

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An Undergraduate Course in Behavior Modification

Psychological Reports ◽

10.2466/pr0.1977.40.1.159 ◽

1977 ◽

Vol 40 (1) ◽

pp. 159-164 ◽

Cited By ~ 1

Author(s):

Samuel M. Cameron ◽

Frank J. Schmauk

Keyword(s):

State Hospital ◽

Undergraduate Students ◽

Behavior Modification ◽

Real Life ◽

Abstract Concepts ◽

Abnormal Psychology ◽

Life Situation ◽

Real Life Situation ◽

Student Projects

A semester-long program in which 12 advanced undergraduates planned and executed a behavior-modification program for chronically hospitalized, psychotic patients is described. The course evolved out of an attempt to provide undergraduate students with a relevant, meaningful application (to a real-life situation) of theoretical and abstract concepts learned in experimental and abnormal psychology. The course also provided a needed service to patients in an understaffed state hospital. Illustrative student projects are presented.

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