scholarly journals Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach

2007 ◽  
Vol 8 (1) ◽  
pp. 28-35
Author(s):  
Carlos Rios-Velazquez ◽  
Lilliam Casillas-Martinez ◽  
Pieter T. Visscher
Keyword(s):  
Undergraduate Students ◽  
Microbial Mats ◽  
Opportunity To Learn ◽  
Multidisciplinary Teams ◽  
Group Discussions ◽  
Educational Backgrounds ◽  
Significant Difference ◽  
Teaching Learning ◽  
Hypersaline Microbial Mats ◽  
Science Disciplines

Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were designed to expose students to the different geomicrobiology subdisciplines (microbiology, molecular biology, geology, and geochemistry). The teaching-learning process was assessed using pre- and posttests, group discussions, activities including Gallery Walks and exquisite cadaver’s, case studies, and focal interviews. While the posttest showed a significant difference in conceptual understanding, the Gallery Walk and the capstone activities demonstrated increase in the depth, coherence, and thoughtfulness in answering questions, including a clear integration of the different subdisciplines during their presentations. Finally, the main themes described by the students as important outcomes of their participation in the Research at Undergraduate Institutions: Microbial Observatory (RUI-MO) program were: (i) the opportunity to study and learn new and different science disciplines, (ii) the microbial mats were excellent tools to learn from and integrate different science disciplines, and (iii) working in multidisciplinary teams gave them the opportunity to learn from their peers’ discipline backgrounds. To our knowledge this is the first educational initiative that uses tropical hypersaline microbial mats to teach geomicrobiology in a multidisciplinary fashion.

scholarly journals Chromium speciation in leather samples: an experiment using digital images, mobile phone and environmental concepts

2019 ◽  
Vol 44 (1) ◽  
pp. 62 ◽  
Author(s):  
Vinícius Costa ◽  
Ariane Neiva ◽  
Edenir Pereira-Filho
Keyword(s):  
Mobile Phone ◽  
Undergraduate Students ◽  
Environmental Chemistry ◽  
Digital Images ◽  
Opportunity To Learn ◽  
Process Data ◽  
Simple Method ◽  
Reference Methods ◽  
Vis Spectroscopy ◽  
Significant Difference

This study proposes a new and simple method for Cr speciation and Cr(VI) determination in leather samples using digital images. The experiments were performed using a mobile phone and a free app called PhotoMetrix that was used to obtain and process data. The results obtained from PhotoMetrix were compared to reference methods using UV−Vis spectroscopy. A statistical evaluation between both proposed and the reference methods using two-sample t-test did not show a significant difference at a 95% confidence level. Bovine leather samples (4 samples) tanned with Cr salts and ovine leather samples (3 samples) tanned with vegetable tannin were analyzed. The proposed method presented limits of detection (LOD) and quantification (LOQ) of 0.6 and 2 mg/kg, respectively. In addition, the proposed method using PhotoMetrix and digital images can provide undergraduate students an opportunity to learn topics such as quantitative analyses, environmental chemistry, speciation chemistry, image processing and treatment of statistical data. The results demonstrated that the proposed method can be applied to routine analyses and in experimental analytical chemistry courses.

scholarly journals Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

2021 ◽  
Vol 31 (1) ◽  
pp. e37105
Author(s):  
Dr. Preethi J Shenoy ◽  
Dr. Rashmi R Rao
Keyword(s):  
Undergraduate Students ◽  
Multiple Choice Questions ◽  
Small Group Teaching ◽  
Self Directed Learning ◽  
Tutorial Group ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Directed Learning ◽  
Teaching Learning ◽  
Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

scholarly journals Comparison of structured interactive lecture (SIL) and flipped classroom method (FCM) in learning ophthalmology topics among undergraduate medical students

2022 ◽  
Vol 8 (3) ◽  
pp. 93-98
Author(s):  
Padma B Prabha ◽  
Jyothi P T
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Undergraduate Medical Students ◽  
Significant Difference ◽  
Interactive Lectures ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
And Performance ◽  
Teaching Learning ◽  
First Time

Structured interactive lectures (SIL) and Flipped classroom methods (FCM) are newer teaching learning methods which utilise pedagogical way of teaching. This study intends to compare efficacy of both methods in the understanding of ophthalmology topics among undergraduate novice. To compare the effectiveness in learning, conduct of classes and perception of students regarding both methods.: Quasi experimental study. Duration – 6 months. Population- 6 sem students, sample size – 45 in each group. Three topics selected (of varying complexities) and taught by SIL and FCM method. Pretest and posttest were conducted to assess the knowledge acquired. Feedback regarding the conduct of both sessions were taken in Likert’s scale. Perception comparing both techniques were also evaluated. Difference between pretest scores were not significant. Difference between pretest and posttest scores were significant. SIL is better than FCM for undergraduate students posted for the first time in ophthalmology department. The students were enthusiastic with both methods. FCM was prefered by the students for motivation, subject retention, topic simplification and subject interest. The students narratives are discussed. Structured interactive lectures are better for improving knowledge. Flipped classrooms kept students active. A hybrid method maybe more effective. Long term followup is needed to evaluate recall and performance in exams.

Workforce Development for Global Aircraft Design

2011 ◽  
Author(s):  
Jean Koster ◽  
Ewald Kraemer ◽  
Claus-Dieter Munz ◽  
Dries Verstraete ◽  
K. C. Wong ◽  
...  
Keyword(s):  
Workforce Development ◽  
Undergraduate Students ◽  
Systems Engineering ◽  
Engineering Students ◽  
Opportunity To Learn ◽  
Aircraft Design ◽  
Multidisciplinary Teams ◽  
Long Distance ◽  
University Of Colorado ◽  
The University

A delocalized international team of Graduate and Undergraduate students conceive, design, implement, and operate a 3 meter wingspan aircraft with the intent to investigate numerous new ‘green’ aircraft technologies. The project, known as Hyperion, teaches essential systems engineering skills through long-distance design collaborations with multidisciplinary teams of engineering students located around the world. Project partners are the University of Colorado at Boulder, USA, the University of Sydney, Australia, and the University of Stuttgart, Germany. The teams on three continents are distributed 8 hours apart; students can relay select work daily so that progress can “Follow The Sun (FTS).” As a result three workdays are packaged in one 24 hour period. The student teams operate as a single, independent entity; structuring themselves as a simulated industry operation. Thus, project management and systems engineering principles are learned through a real-world design and deliver experience. The project also teaches delocalized manufacturing: select components are manufactured by each team and integrated both in Stuttgart and Colorado, giving the students an opportunity to learn multifaceted design for manufacturing. The project incubated many problems which lead to mitigation techniques for global collaboration as well as generating a better educated workforce to enter modern industry.

scholarly journals EFFECTS OF MOBILE INSTRUCTIONAL APP ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN ECONOMICS IN SOKOTO STATE, NIGERIA

2020 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Nura Bawa ◽  
◽  
Asiyatu Bagudo ◽  
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Group 2 ◽  
Teaching Learning ◽  
Experimental Group

Mobile instructional app (MIA) is a set of instructions put together as a program usually installed on mobile devices to facilitate learning and improve academic performance. MIA helps to motivate students for the enhancement of positive academic performance, thus, it could be utilized in an individualized or in a blended learning environment to supplement traditional teaching-learning process. This study investigated the effects of mobile instructional app on undergraduate students’ academic performance in economics in Sokoto State. The study adopted quasi experimental with a pre-test and post-test, non-equivalent comparison involving 2x2 factorial design.All undergraduate students in Sokoto State formed population of the study. A total of 61 undergraduates formed the sample for the study, 34 for experimental group one (23 males and 11 females) from Sokoto State University (SSU) and 27 for experimental group one (22 males and 5 females) from Usmanu Danfodiyo University Sokoto (UDUS). Pilot study was carried out at Federal University Birnin Kebbi using twenty 100 level undergraduates. Economic Principles Test Instrument (EPTI) was used for data collection. Reliability coefficient of 0.78 using Kuder Richardson 20 (K-R, 20) was obtained. Research hypothesis one was tested using analysis of covariance (ANCOVA), while hypothesis two was tested using t-test statistics. The study found among other that the app was academically effective. There was significant difference in the achievement of the undergraduate students exposed to mobile instructional app and those taught using blended approach (F (1, 58) = 13.649, p<0.05) in favour of experimental group 2. There was no significant difference in the academic performance of the undergraduate students taught in a blended learning environment based on gender. The study concluded that the mobile instructional app (MIA) enhanced the academic performance of undergraduates from the two universities (UDUS and SSU) irrespective of gender. It was established by the study that the undergraduates taught in a blended learning environment out-performed those exposed to MIA alone. The study therefore recommended that lecturers should endeavour to develop and utilize mobile instructional apps that are in line with new NUC benchmark to supplement teaching process.

scholarly journals Comparison of small group discussions and didactic lectures in pharmacology for medical undergraduate students

2021 ◽  
Author(s):  
Anupama Desai ◽  
Neeta Banzal
Keyword(s):  
Small Group ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Small Group Discussion ◽  
P Value ◽  
Cross Sectional ◽  
Medical Undergraduate ◽  
Significant Difference ◽  
Teaching Learning ◽  
Perception Analysis

Background: Conventionally, in most medical colleges, didactic lectures form a major part of teaching, however this method of teaching has many limitations. There has been a paradigm shift in teaching learning methods which now favor enhanced student involvement. Small group discussion (SGD) is one such method which has been frequently compared with didactic lectures. This study aims to compare these two teaching learning methods.Methods: This was a randomized prospective cross sectional, comparative study carried out with 120 second MBBS students of Pharmacology. The students were randomly divided into two groups. Group A was taught by conventional didactic method and group B learnt the same topic by SGD method. For the next topic there was a crossover. After a week students appeared for a test and were asked to fill a 5-point Likert scale perception analysis form.Results: The post-test average scores for didactic lecture were 6.42±2.43 and for SGD were 6.15±2.70 (p value 0.4167). About 88% students agree (50% strongly agree and 38% agree) that SGD is motivating, 85% student agree that SGD is interesting form of learning however 26% student feel that some student dominated in the SGD and 33% student felt more comfortable in lectures.Conclusions: The perception analysis showed that majority of the students found SGD better than didactic lectures in terms of learning, involvement, clearing doubts, increasing self-confidence however analysis of the test scores showed no statistically significant difference amongst the marks obtained after didactic lectures or small group discussion.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure?

2021 ◽  
pp. 030573562098729
Author(s):  
Rebecca R Johnston ◽  
Gina M Childers
Keyword(s):  
Undergraduate Students ◽  
Classical Music ◽  
Effective Means ◽  
Affective Response ◽  
Repeated Exposure ◽  
Positive Trend ◽  
Preference Rating ◽  
Significant Difference ◽  
Music Consumption ◽  
Post Test

The purpose of this research was to examine the effects of musical pantophagy, classical music consumption, and initial receptivity to select musical examples on changes in preference rating resulting from a program of repeated exposure. Participants included undergraduate students enrolled in a section of music appreciation at a large Southeastern university ( n = 67). Data were collected using a research designed preference rating measure (PRM) administered during a 5-week period within which there were eight test measures. Participants were divided into quartiles. Pre- to post-test measures resulted in a general positive trend for all participants. Comparisons of Q1 (lowest pantophagy) and Q3 (highest pantophagy) on PRMs 1–8 yielded no differences between groups, and PRM 8 was significantly different from PRM 1 for both groups. The same comparisons for Q1 (non-Classical music consumption) indicated significant difference with large effect size and for Q1 (lowest initial receptivity) indicated significant difference. Results suggest that regardless of musical pantophagy, repetition is an effective means by which to increase affective response to music, and that students who do not currently consume formal art music and who have low initial receptivity may report greater increases in affective response to music over time.

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

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