scholarly journals Study of the implantation of an experiential approach to science teachers’ training in Francophone minority communities: results from the second phase of a three phases design research

2019 ◽  
Vol 1286 ◽  
pp. 012043 ◽  
Author(s):  
L Trudel ◽  
A Métioui
Keyword(s):  
Science Teachers ◽  
Design Research ◽  
Second Phase ◽  
Minority Communities ◽  
Experiential Approach ◽  
Francophone Minority ◽  
Teachers Training ◽  
Three Phases

Listening for the “Still Small Voice” of Mendelssohn’s Domestic Elijah

2015 ◽  
Vol 32 (1) ◽  
pp. 40-77
Author(s):  
Peter Mercer-Taylor
Keyword(s):  
Second Phase ◽  
Divine Presence ◽  
Final Phase ◽  
Public And Private ◽  
The Public ◽  
The Third ◽  
Interpretive Approach ◽  
Will To Live ◽  
Three Phases

The notion that there might be autobiographical, or personally confessional, registers at work in Mendelssohn’s 1846 Elijah has long been established, with three interpretive approaches prevailing: the first, famously advanced by Prince Albert, compares Mendelssohn’s own artistic achievements with Elijah’s prophetic ones; the second, in Eric Werner’s dramatic formulation, discerns in the aria “It is enough” a confession of Mendelssohn’s own “weakening will to live”; the third portrays Elijah as a testimonial on Mendelssohn’s relationship to the Judaism of his birth and/or to the Christianity of his youth and adulthood. This article explores a fourth, essentially untested, interpretive approach: the possibility that Mendelssohn crafts from Elijah’s story a heartfelt affirmation of domesticity, an expression of his growing fascination with retiring to a quiet existence in the bosom of his family. The argument unfolds in three phases. In the first, the focus is on that climactic passage in Elijah’s Second Part in which God is revealed to the prophet in the “still small voice.” The turn from divine absence to divine presence is articulated through two clear and powerful recollections of music that Elijah had sung in the oratorio’s First Part, a move that has the potential to reconfigure our evaluation of his role in the public and private spheres in those earlier passages. The second phase turns to Elijah’s own brief sojourn into the domestic realm, the widow’s scene, paying particular attention to the motivations that may have underlain the substantial revisions to the scene that took place between the Birmingham premiere and the London premiere the following year. The final phase explores the possibility that the widow and her son, the “surrogate family” in the oratorio, do not disappear after the widow’s scene, but linger on as “para-characters” with crucial roles in the unfolding drama.

scholarly journals Teachers’ Misconceptions in Science: Implications for Developing a Remedial Teacher Training Program

2019 ◽  
Vol IV (III) ◽  
pp. 221-228
Author(s):  
Saria Rasul ◽  
Abid Shahzad ◽  
Zafar Iqbal
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Experimental Treatment ◽  
Study Data ◽  
Second Phase ◽  
Future Teachers ◽  
Teacher Training Program ◽  
Third Phase

This study is designed to investigate future teachers’ misconceptions in heat and temperature concepts. The objectives of the study were to find out (i) misconceptions of future teachers in concepts of heat and temperature, (ii) to develop a counteractive teacher-training program for certain misconceptions and (iii) to establish the efficiency of treatment. The study sample was 96 prospective science teachers. Convenient sampling method was used in the study. Data from 96 respondents were collected in phase one of the study. Experimental treatment (lesson) based on the 5Es learning model was prepared in the second phase of the study and implemented in the third phase of research. A two tiers test, consisting of 12 items was used to collect data. Each tier was based on choices. The data were analyzed using ANOVA and t-test. The study explored the misconceptions of prospective teachers’ about heat and temperature concepts and established the importance of experimental treatment.

scholarly journals Design for Difference: Cognitive Enhancement Toys for Children with Developmental Delays

2021 ◽  
Vol 11 (4) ◽  
pp. 5203-5217
Author(s):  
Aditi Deshpande
Keyword(s):  
Design Research ◽  
Developmental Delays ◽  
Cognitive Enhancement ◽  
Learning Difficulties ◽  
Fine Motor ◽  
Early Age ◽  
Second Phase ◽  
Special Schools ◽  
Gross Motor ◽  
Research Findings

Childhood is a phase where children explore, learn and enjoy. For some children, this phase is full of difficulties. These children suffer from either developmental delays or learning difficulties. According to sources, there is a iniquitousness of 1.5-2.5% of advancing delay in kids below 2 years of age in India. Development is described into five different domains - gross motor, fine motor, speech, and language, cognitive and socio-emotional. These children need help at an early age to overcome developmental delays and for cognitive enhancement. Both parents and teachers are involved with children right from an early age, and they can devise ways to help these children. Many schools adopt 'Play' as an important activity to help these children overcome developmental delays and "toys" are mostly central to the design of such activities. The paper describes the design research for designing toys for cognitive enhancement of children with developmental delays between 2 and 5 years. In the first phase of research, the interview method was used to understand what kind of learning difficulties children face and what kind of methods are employed to teach them and understand what types of toys they are using. The sample size of 20 comprising of teachers, therapists, and pediatricians from Special schools and departments for special need children in mainstream schools was used for the interview purpose. Observational studies with children (5 different classrooms with children between 3-5 years age) were carried out to understand how children learn and use the toys. At the end of the first phase, the qualitative analysis led to the shift from learning difficulties to developmental delays. In the second phase, a survey of available products in the market was conducted to understand what types of toys are used to address these children's developmental activity. Mapping the play methods employed by the teachers and therapists to the toys' activities led to finding the Design gap. The design process incorporated the research findings. The product is designed in the form of a Toy Box with a multi-utility set of toys for cognitive enhancement in children with developmental delays. The design (three sets of toys) addresses children's communication, spatial, cognitive, gross motor & fine motor skills with developmental delays. The designed product was put through user testing twice to incorporate the findings from the testing to make the design more user-friendly for the children and the teachers, therapists, and parents.

scholarly journals Development of a Science Module on Temperature and Heat Topics to Improve Critical Thinking and Collaboration Skills

2021 ◽  
Vol 9 (3) ◽  
pp. 285
Author(s):  
Mohamad Nor Aufa ◽  
Sutarto Hadi ◽  
Syahmani Syahmani ◽  
Rusmansyah Rusmansyah ◽  
Muhammad Hasbie ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Small Group ◽  
Science Teachers ◽  
Design Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literature Study ◽  
Educational Design ◽  
Educational Design Research

This study aims to produce a science module based on mobile-collaborative-based science learning (m-CBSL) with the topic of temperature and heat and describe the resulting module's validity and practicality. The research design was Educational Design Research (EDR). The data collection techniques used were literature study, walkthrough, interview, and questionnaire. The instrument used in this study was a questionnaire of validity and practicality. Data analysis techniques include descriptive data analysis, validation sheets, and questionnaires. Module validation sheets were given to 5 validators. In contrast, practicality sheets were given to 9 students of class VII SMP Negeri 12 Banjarmasin (small group) and 62 students and three science teachers at SMP Negeri 6 & 12 Banjarmasin field test. The validity questionnaire analysis results concluded that the validity of the module was 3.71 "very valid" categories. The practicality level based on the teacher's questionnaire scored 87.04 in the "very practical" category. The small group questionnaire scored 85.19 in the "very practical" category, and the field trial questionnaire scored 86.42 in the "very practical" category. It means that the m-CBSL based science module is valid and practical in the learning process to improve critical thinking skills and collaboration.

scholarly journals Codesigning a mobile gamified attention bias modification intervention: research protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. e031897
Author(s):  
Melvyn WB Zhang ◽  
Sandor Heng ◽  
Guo Song ◽  
Daniel Shuen Sheng Fung ◽  
Helen Smith
Keyword(s):  
Participatory Design ◽  
Design Research ◽  
Healthcare Professionals ◽  
Cognitive Biases ◽  
Attention Bias ◽  
Second Phase ◽  
Attention Bias Modification ◽  
Ethical Approval ◽  
Bias Modification ◽  
Modification Intervention

IntroductionAdvances in experimental psychology has highlighted the need to modify underlying automatic cognitive biases, such as attentional biases. While prior research has documented the effectiveness of cognitive bias modification, such interventions tend to be highly repetitive and individuals lack motivation to train over time. Participatory action research methods have been more widely applied in psychiatry to help design interventions that are of relevant to key stakeholders and end users. This study aimed to involve both healthcare professionals and patients in the joint codesign of a gamified mobile attention bias modification intervention.Methods and analysisThe participatory design research method adopted is that of a use-oriented design approach, in the form of a future workshop. 20 participants, comprising 10 healthcare professionals, 5 inpatients and 5 outpatients will be recruited to participate in three separate codesign workshops. In the first phase of the workshop, the participants share their critique of an attention bias modification intervention. In the second phase of the workshop, participants are asked to brainstorm features. The participants are also shown gamification approaches and are asked to consider if gaming elements could enhance the existing application. In the last phase, the participants are asked to sketch a new prototype.Ethics and disseminationEthical approval has been obtained from the National Healthcare Group’s Domain Specific Research Board (approval number 2018/01363). The findings arising from this study will be disseminated by means of conferences and publications.

An exploratory conceptualization of consumer design perception for digital devices

2016 ◽  
Vol 8 (2) ◽  
pp. 143-163
Author(s):  
Abhishek Mishra
Keyword(s):  
Interface Design ◽  
Design Research ◽  
Word Association ◽  
Second Phase ◽  
Semiotic Analysis ◽  
Content Type ◽  
Five Dimensions ◽  
Design Values ◽  
Industrial Designers ◽  
Depth Interviews

Purpose Despite the volume of work on the subject, product design and its conceptualization has remained relatively abstract. There is hardly any discussion about the holistic meaning of design, especially with regards to its meaning for a user. This paper aims to explore consumer design perception to provide it a multidimensional definition and measure that is more relevant to industrial designers. Design/methodology/approach The study was done in two qualitative phases: the first to generate and confirm the design dimensions pre-conceived from literature, corroborated with consumer voices; and the second to include gamified depth interviews triangulated with conventional depth interviews and word association-based correspondence analysis to generate items that can measure each of those dimensions. Findings The first study confirms five dimensions of consumer design perception: visual, functional, kinesthetic, interface and information. Following the second phase, the study proposes five items for visual design, seven for functional design, three for kinesthetic design, four for interface design and five for information design. Research limitations/implications Though through multiple qualitative studies, combined with literary evidence, this work provides reasonable qualitative validity to the findings, a semiotic analysis-based methodologies that can further concretize, if not refute, the findings. Rooted in the theory of design value, the study explores transformation of design values, from the designer’s domain to that of a consumer. While each of the design constructs has gone through a thorough investigation in literature, this work is the first to provide a unified theory of consumer design perception. Practical implications Designers have long struggled to know what consumers want. There is a clear divide in designers and consumers’ meanings of design. This study attempts to bridge this divide. Items measuring each construct should enable them in tweaking their offerings to a consumer’s liking. Originality/value Design is an abstract term and can be applied by a designer or a consumer. Dimensionalization of this complex term for better understanding using innovative qualitative tools serves as an original contribution to field of design research.

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