scholarly journals Students' motivation toward laboratory work in physiology teaching

2016 ◽  
Vol 40 (3) ◽  
pp. 313-318 ◽  
Author(s):  
Niels Bonderup Dohn ◽  
Angela Fago ◽  
Johannes Overgaard ◽  
Peter Teglberg Madsen ◽  
Hans Malte
Keyword(s):  
Self Efficacy ◽  
Classroom Practice ◽  
Laboratory Work ◽  
Academic Learning ◽  
Final Exam ◽  
Biology Students ◽  
Physiological Processes ◽  
Learning Content ◽  
Physiology Laboratory ◽  
Almost All

The laboratory has been given a central role in physiology education, and teachers report that it is motivating for students to undertake experimental work on live animals or measuring physiological responses on the students themselves. Since motivation is a critical variable for academic learning and achievement, then we must concern ourselves with questions that examine how students engage in laboratory work and persist at such activities. The purpose of the present study was to investigate how laboratory work influences student motivation in physiology. We administered the Lab Motivation Scale to assess our students' levels of interest, willingness to engage (effort), and confidence in understanding (self-efficacy). We also asked students about the role of laboratory work for their own learning and their experience in the physiology laboratory. Our results documented high levels of interest, effort, and self-efficacy among the students. Correlation analyses were performed on the three motivation scales and exam results, yet a significant correlation was only found between self-efficacy in laboratory work and academic performance at the final exam. However, almost all students reported that laboratory work was very important for learning difficult concepts and physiological processes (e.g., action potential), as the hands-on experiences gave a more concrete idea of the learning content and made the content easier to remember. These results have implications for classroom practice as biology students find laboratory exercises highly motivating, despite their different personal interests and subject preferences. This highlights the importance of not replacing laboratory work by other nonpractical approaches, for example, video demonstrations or computer simulations.

scholarly journals Ocular Autonomic Nervous System: An Update from Anatomy to Physiological Functions

Vision ◽  
2022 ◽  
Vol 6 (1) ◽  
pp. 6
Author(s):  
Feipeng Wu ◽  
Yin Zhao ◽  
Hong Zhang
Keyword(s):  
Nervous System ◽  
Autonomic Nervous System ◽  
Neural Control ◽  
Entire Body ◽  
Physiological Functions ◽  
Autonomic Nervous ◽  
Parasympathetic Nerves ◽  
Physiological Processes ◽  
New Research ◽  
Almost All

The autonomic nervous system (ANS) confers neural control of the entire body, mainly through the sympathetic and parasympathetic nerves. Several studies have observed that the physiological functions of the eye (pupil size, lens accommodation, ocular circulation, and intraocular pressure regulation) are precisely regulated by the ANS. Almost all parts of the eye have autonomic innervation for the regulation of local homeostasis through synergy and antagonism. With the advent of new research methods, novel anatomical characteristics and numerous physiological processes have been elucidated. Herein, we summarize the anatomical and physiological functions of the ANS in the eye within the context of its intrinsic connections. This review provides novel insights into ocular studies.

scholarly journals Math and science outcomes for students of teachers from standard and alternative pathways in Texas

2020 ◽  
Vol 28 ◽  
pp. 27
Author(s):  
Michael Marder ◽  
Bernard David ◽  
Caitlin Hamrock
Keyword(s):  
Student Performance ◽  
Science Teachers ◽  
Algebra I ◽  
High Stakes ◽  
Alternative Pathways ◽  
Biology Students ◽  
University Preparation ◽  
Alternative Routes ◽  
Almost All ◽  
High Stakes Exams

Texas provides a unique opportunity to examine teachers without standard university preparation, for it prepares more teachers through alternative pathways than any other state. We find two advantages for mathematics and science teachers prepared in the standard way. First, since 2008 they have been staying in the classroom longer than those who pursued alternative routes. Second, we analyze student performance on Algebra 1 and Biology exams over the period 2012-2018. Algebra I students with experienced teachers from standard programs gain .03 to .05 in standard deviation units compared to students whose teachers were alternatively prepared. For Biology students there are fewer statistically significant differences, although when differences exist they almost all favor standard programs. These effects are difficult to measure in part because teachers are not assigned to teach courses with high-stakes exams at random. Nevertheless, we find strong evidence in Algebra I that students learn more when their teachers have standard preparation. In Biology there is also evidence but less compelling. Thus, we recommend that all states bolster traditional university-based teacher certification, that Texas not take drastic action to curtail alternative certification, and that other states not allow it to grow too quickly.

scholarly journals SCFH: A Student Analysis Model to Identify Students’ Programming Levels in Online Judge Systems

Symmetry ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 601 ◽  
Author(s):  
Bin Xu ◽  
Sheng Yan ◽  
Xin Jiang ◽  
Shaoge Feng
Keyword(s):  
Data Model ◽  
Variable Structure ◽  
Analysis Method ◽  
Analysis Model ◽  
Final Exam ◽  
Log Data ◽  
C Language ◽  
Learning Content ◽  
Basic Learning ◽  
Programming Ability

Computer basic teaching is an essential basic learning content in higher education teaching. In order to encourage students and enable them to practice and improve their programming ability, the online judge system has been introduced into the programming course for compiling, executing and evaluating the algorithm source code submitted by students. The asymmetry of students’ programming level is an important issue when teachers guide the programming of online judge system. We used the exploratory factor analysis method to identify the potential variable structure from the log data submitted by the students of the online judge system, and evaluate the programming level of the students to predict the “at risk” learners. We proposed a student participation model, SCFH, based on this variable structure. Using the log data of the students in the C language course and their final exam results, we trained a deep neural network based on SCFH to divide the students into three different grades, namely “risky”, “intermediate” and “advanced”. To verify the validity of the model, we used the prediction model to classify students in another C++ language programming course. The results show that the submission log data model SCFH can be used to predict the programming ability of students, and the validity of these results can be tested by examination results.

Exosomes: Applications in Respiratory Infectious Diseases and Prospects for Coronavirus Disease 2019 (COVID-19)

2020 ◽  
Vol 16 (4) ◽  
pp. 399-418
Author(s):  
Jia Feng ◽  
Ahmed Waqas ◽  
Zhihan Zhu ◽  
Lukui Chen
Keyword(s):  
Infectious Diseases ◽  
Immune Surveillance ◽  
Cell Communication ◽  
Stem Cell Differentiation ◽  
Target Cells ◽  
Physiological Processes ◽  
Global Pandemic ◽  
New Ideas ◽  
Respiratory Infectious Diseases ◽  
Almost All

Exosomes are small extracellular vesicles of 30–150 nm diameter secreted by almost all cells. In recent years, with continuous deeper understanding of exosomes physiological functions, different reports have proven that exosomes can facilitate cell-to-cell communication by binding to target cells and transferring their contents, together with RNAs, DNAs, proteins, and lipids between cells and tissues. With advantages that exosomes can be involved in various types of physiological processes, such as blood coagulation, cellular homeostasis, inflammation, immune surveillance, stem cell differentiation, neuroprotection, and tissue regeneration and angiogenesis. Exosomes have been demonstrated that they can be applied in identification and treatment of multiple disorders such as cancers, cerebral ischemia, and respiratory infectious diseases. Importantly, researchers utilize application of exosomes in the treatment of various respiratory infectious diseases that have made some breakthrough progress. However, with the global pandemic of Coronavirus Disease 2019 (COVID-19), we have focused on applications of exosomes in respiratory infectious diseases and their serious complications, including influenza, TB, ARDS and sepsis. In this review, we explain the use of exosomes in various respiratory infectious diseases and their serious complications, and hope to provide new ideas for the treatment of new coronavirus infections.

scholarly journals Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students

2021 ◽  
Vol 7 (2) ◽  
pp. 315-326
Author(s):  
Mutia Herawati ◽  
Abdul Muhid ◽  
Asep Saepul Hamdani
Keyword(s):  
Social Support ◽  
High School Students ◽  
Self Efficacy ◽  
Math Anxiety ◽  
Sampling Technique ◽  
School Students ◽  
Negative Effect ◽  
Psychological Scales ◽  
Quota Sampling ◽  
Almost All

Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.

scholarly journals Interactive Narrative Simulation as a Method for Preceptor Development

Pharmacy ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 5
Author(s):  
Charlene R. Williams ◽  
Robert Hubal ◽  
Michael D. Wolcott ◽  
Abbey Kruse
Keyword(s):  
Self Efficacy ◽  
Well Being ◽  
Cross Cultural ◽  
Self Report ◽  
Academic Learning ◽  
Interactive Narrative ◽  
Response Options ◽  
Narrative Simulation ◽  
Cultural Interactions

(1) Background: This proof-of-concept study assessed an interactive web-based tool simulating three challenging non-academic learning situations—student professionalism, cross-cultural interactions, and student well-being—as a means of preceptor development. (2) Methods: Three scripts focused on professionalism, cross-cultural interactions, and student well-being were developed and implemented using a commercial narrative tool with branching dialog. Delivered online, this tool presented each challenge to participants. Participants had up to four response options at each turn of the conversation; the choice of response influenced the subsequent conversation, including coaching provided at the resolution of the situation. Participants were invited to complete pre-activity, immediate post-activity, and one-month follow-up questionnaires to assess satisfaction, self-efficacy, engagement, and knowledge change with the tool. Knowledge was assessed through situational judgment tests (SJTs). (3) Results: Thirty-two pharmacist preceptors participated. The frequency of participants reflecting on challenging learning situations increased significantly one-month post-simulation. Participants affirmatively responded that the tool was time-efficient, represented similar challenges they encountered in precepting, was easily navigable, and resulted in learning. Self-efficacy with skills in managing challenging learning situations increased significantly immediately post-simulation and at a one-month follow-up. Knowledge as measured through SJTs was not significantly changed. (4) Conclusions: Preceptors found an interactive narrative simulation a relevant, time-efficient approach for preceptor development for challenging non-academic learning situations. Post-simulation, preceptors more frequently reflected on challenging learning situations, implying behavior change. Self-efficacy and self-report of knowledge increased. Future research is needed regarding knowledge assessments.

scholarly journals Freshman Engineering Students At-Risk Of Non-Matriculation: Self-Efficacy For Academic Learning

2016 ◽  
Vol 7 (1) ◽  
pp. 9-18 ◽  
Author(s):  
Jeremy Ernst ◽  
Bradley D. Bowen ◽  
Thomas O. Williams
Keyword(s):  
At Risk ◽  
Self Efficacy ◽  
Engineering Students ◽  
Risk Indicators ◽  
Academic Learning ◽  
First Year ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Item Level ◽  
Not At Risk

Students identified as at-risk of non-academic continuation have a propensity toward lower academic self-efficacy than their peers (Lent, 2005). Within engineering, self-efficacy and confidence are major markers of university continuation and success (Lourens, 2014 Raelin, et al., 2014).  This study explored academic learning self-efficacy specific to first-year engineering students with at-risk indicators.  The at-risk determination was made through trajectory to matriculate, classified by cumulative grade point average of academic studies. An adapted version of the Self-efficacy for Learning (SEL) scale, modified by Klobas, Renzi and Nigrelli (2007), was administered to freshman engineering students identified at-risk and not at-risk of matriculation. Internal consistency of the SEL was analyzed and once deemed satisfactory (Cronbach alpha = .94), item-level outcome comparisons between student subgroups were made for each of the 22 instrument items.

Entertainment Video Games for Academic Learning: A Systematic Review

2022 ◽  
pp. 073563312110538
Author(s):  
Léa Martinez ◽  
Manuel Gimenes ◽  
Eric Lambert
Keyword(s):  
Systematic Review ◽  
Video Games ◽  
Foreign Language ◽  
Academic Disciplines ◽  
Video Gaming ◽  
Academic Learning ◽  
Game Based Learning ◽  
Young Audiences ◽  
Cognition And Learning ◽  
Almost All

Entertainment video games are very popular among young audiences. Nevertheless, despite their potential to improve cognitive functioning, they are still studied rarely as a tool for digital game-based learning. To better understand video gaming practices’ value in the classroom, this article provides a systematic review of literature on the effect of entertainment video games on academic learning. Our literature search yielded 49 relevant intervention studies published between 2005 and 2019 that integrated entertainment video games into academic curricula from preschool to college. Our review revealed that entertainment video games can be an effective educational tool and are beneficial in almost all academic disciplines, particularly in foreign language and science. However, research on entertainment video gaming’s effects on academic learning is still not extensive enough and remains mostly qualitative. Future studies need to provide a quantitative approach to complete and confirm already-existing literature, particularly in the environmental and social sciences, physical education, and programming. Given entertainment video games’ popularity and benefits on cognition and learning, it seems essential to investigate their practical value further in the education sector and to determine the mechanisms that mediate their effects on academic learning.

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