UPCT-Bloopbusters: A methodology of teaching physics and technology concepts using movie scenes and related experiments

2020 ◽  
pp. 002072092096587
Author(s):  
José-Víctor Rodríguez ◽  
Juan-Francisco Sánchez-Pérez ◽  
Enrique Castro-Rodríguez ◽  
José-Luis Serrano-Martínez
Keyword(s):  
Optical Communications ◽  
Teaching And Learning ◽  
Degree Programs ◽  
Applied Physics ◽  
Educational Project ◽  
Engineering Degree ◽  
Before And After ◽  
And Performance ◽  
Teaching Physics ◽  
Technology Concepts

There is an increasing need for innovative educational methods that can motivate and engage students in subjects that are often perceived as difficult or boring. One such approach is the UPCT-Bloopbusters educational project, developed by a group of professors at the Universidad Politécnica de Cartagena (UPCT), Spain, wherein concepts from the fields of physics and technology are presented and exemplified in the classroom through scenes from different movies in conjunction with experiments. The project was conducted on three subjects, one from each of the three bachelor of electrical engineering degree programs offered at the UPCT, namely Physics I, Applied Physics, and Optical Communications. This paper describes the methodology of the educational project and then presents and discusses the academic results of the students involved in terms of success and performance rates both before and after the application of the new methodology. Moreover, the results of a survey carried out on the students are presented. Finally, some of the exercises used in this methodology for the teaching and learning of science based on different movie scenes are provided as examples. The results of the project show that the students were receptive of the methodology and further indicated that it may lead to increased academic performance due to their enhanced understanding of physics and technology concepts.

scholarly journals Tinjauan Motivasi, Sikap dan Peningkatan Prestasi Murid Sekolah Rendah Melalui Penggunaan Halaman Celik Akal (VLE)

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Sabiq Mohd Noor ◽  
Megat Aman Zahiri Megat Zakaria
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Traditional Learning ◽  
Use Of Technology ◽  
Before And After ◽  
And Performance ◽  
High Level

The implementation of teaching and learning through the use of technology helped in interactive and interesting delivery of knowledge. The transformation from traditional learning now students learn through Virtual Learning Environment (VLE) can attract interest apart from a wide material access by the students. The implementation of learning through Halaman Celik Akal gives positive impact towards students’ motivation, attitude and performance especially in Malay language subject. This purpose of this research is to review students’ motivation and attitude and also investigate the relationshiop between both constructs. This research focused on students’ performance after using this page in teaching and learning. This research involved 31 students of Standard 5 in Primary School. There are four questions being analysed in this research. The finding of this research shows that students’ motivation and attitude are at a high level after learning through this page. From the performance aspect shows that there are differences between students’ score before and after using this page (t= -8.162, df=30, p = 0.00). However, the findings of this research shows that there no relationship between students’ motivation and attitude (R= -0.059, P = 0.752) through this learning. Therefore, this research shows that the implementation of Virtual Learning Environment (VLE) through virtual page has a lot of benefits to the students especially in the aspect of students’ motivation, attitude and performance in learning Malay language.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

scholarly journals Effects of cooled floor pads combined with chilled drinking water on behavior and performance of lactating sows under heat stress

2021 ◽  
Vol 99 (3) ◽  
Author(s):  
Y Zhu ◽  
L J Johnston ◽  
M H Reese ◽  
E S Buchanan ◽  
J E Tallaksen ◽  
...  
Keyword(s):  
Drinking Water ◽  
Heat Stress ◽  
Respiration Rate ◽  
Rectal Temperature ◽  
Time Budget ◽  
Video Recording ◽  
Lactating Sows ◽  
Before And After ◽  
And Performance ◽  
Drinking Frequency

Abstract This study was conducted to evaluate whether cooled floor pads combined with chilled drinking water could alleviate negative impacts of heat stress on lactating sows. Thirty sows (Landrace × Yorkshire, Parity = 1 to 6) were housed in individual farrowing stalls in two rooms with temperatures being controlled at 29.4°C (0700–1900 hours) and 23.9°C (1900–0700 hours). Sows in one room (Cool), but not in the other room (Control) were provided cooled floor pads (21–22°C) and chilled drinking water (13–15°C). Behavior of sows (15 sows/treatment) was video recorded during farrowing, and days 1, 3, 7, 14, and 21 after farrowing. Videos were viewed continuously to register the birth time of each piglet, from which total farrowing duration and birth intervals were calculated. The number of drinking bouts and the duration of each drinking bout were registered for each sow through viewing videos continuously for 2 h (1530–1730 hours) each video-recording day. Postures (lying laterally, lying ventrally, sitting, and standing) were recorded by scanning video recordings at 5-min intervals for 24 h each video-recording day, and time budget for each posture was calculated. Rectal temperature and respiration rate were measured for all sows the day before and after farrowing, and then once weekly. Sow and litter performance was recorded. Data were analyzed using the Glimmix procedure of SAS. The cooling treatment did not affect sow behavior or litter performance. Sows in the Cool room had lower rectal temperature (P = 0.03) and lower respiration rate (P < 0.001), consumed more feed (P = 0.03), tended to have reduced weight loss (P = 0.07), and backfat loss (P = 0.07) during lactation than sows in the Control room. As lactation progressed, sows increased drinking frequency (P < 0.001) and time spent lying ventrally (P < 0.0001), standing (P < 0.001), and sitting (P < 0.0001), and decreased time spent lying laterally (P < 0.0001) in both Cool and Control rooms. While cooled floor pads combined with chilled drinking water did not affect sow behavior, they did alleviate heat stress partially, as indicated by decreased rectal temperature, respiration rate, weight, and backfat loss, and increased feed intake in lactating sows.

scholarly journals Effects of Feeding Time on Markers of Muscle Metabolic Flexibility Following Acute Aerobic Exercise in Trained Mice Undergoing Time Restricted Feeding

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1717
Author(s):  
Aaron Persinger ◽  
Matthew Butawan ◽  
Martina Faietti ◽  
Ashley Pryke ◽  
Kyley Rose ◽  
...  
Keyword(s):  
Exercise Training ◽  
Performance Outcomes ◽  
Metabolic Flexibility ◽  
Feeding Time ◽  
Restricted Feeding ◽  
Physically Active ◽  
Impact Performance ◽  
Before And After ◽  
And Performance ◽  
Access To Food

Time-restricted feeding (TRF) is becoming a popular way of eating in physically active populations, despite a lack of research on metabolic and performance outcomes as they relate to the timing of food consumption in relation to the time of exercise. The purpose of this study was to determine if the timing of feeding/fasting after exercise training differently affects muscle metabolic flexibility and response to an acute bout of exercise. Male C57BL/6 mice were randomized to one of three groups for 8 weeks. The control had ad libitum access to food before and after exercise training. TRF-immediate had immediate access to food for 6 h following exercise training and the TRF-delayed group had access to food 5-h post exercise for 6 h. The timing of fasting did not impact performance in a run to fatigue despite TRF groups having lower hindlimb muscle mass. TRF-delayed had lower levels of muscle HSL mRNA expression and lower levels of PGC-1α expression but displayed no changes in electron transport chain enzymes. These results suggest that in young populations consuming a healthy diet and exercising, the timing of fasting may not substantially impact metabolic flexibility and running performance.

Twenty Years After the Hype

2015 ◽  
Vol 2 (2) ◽  
pp. 1-21 ◽  
Author(s):  
Alois Paulin
Keyword(s):  
Performance Indicators ◽  
The State ◽  
Government Performance ◽  
Before And After ◽  
To Come ◽  
And Performance ◽  
Government Reforms

In this study the authors analyze the effects of e-government reforms that began in mid-90ies by confronting the promises which these reforms made to government performance in the period before and after the reforms took place. The authors use fiscal and performance indicators of the Slovenian government and courts to argue that e-government did not yield any notable effects on the state performance. Finally, the authors analyze the reasons why e-government technology cannot be regarded as sustainable and suggest a different approach towards researching how to sustainably improve governance for generations to come.

PENERAPAN MEDIA PEMBELAJARAN KARTU BERGAMBAR DALAM MENINGKATKAN HASIL BELAJAR SISWA KELAS V SD NEGERI 4 TANJUNG AMAN

2020 ◽  
Vol 1 (1) ◽  
pp. 89-100
Author(s):  
Agung Prihatmojo
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Fifth Grade ◽  
Communication Tool ◽  
Fifth Grade Students ◽  
Before And After ◽  
Teacher Needs ◽  
Picture Card

The media is a communication tool for teacher interaction with students which is a series of teaching and learning activities in schools. In the learning process the teacher has obstacles in conveying knowledge to students. The teacher needs media to be able to help attract the attention of students so that learning objectives are achieved. Picture card learning media can help teachers effectively achieve learning objectives in the teaching and learning process. This study applies a picture card learning media to students in class V SD Negeri 4 Tanjung Aman. The aim is to find out the improvement in student learning outcomes after the teacher applies the pictorial card learning media to fifth grade students of SD Negeri 4 Tanjung Aman. In this study using a design that is the Initial Test - The Final Group Single Test (The One Group Pretest - posttest). The learning outcomes in this study were obtained by the fifth grade students before and after the implementation of the pictorial card media, to find out the improvement in the learning outcomes of the fifth grade students of SD Negeri 4 Tanjung Aman. shows that the mean or posttest average is higher than the pretest. Mean posttest 62.22 and mean pretest 46.25, so there is an increase in learning outcomes after the application of the pictorial card media to fifth grade students of SD Negeri 4 Tanjung Aman.

EFFECT OF REACTION TRAINING ON DURATION AND REACTION TIMES

2021 ◽  
Vol 7 (27) ◽  
pp. 86-92
Author(s):  
Tülin ATAN
Keyword(s):  
Reaction Time ◽  
Normal Distribution ◽  
Training Program ◽  
Reaction Times ◽  
Rank Test ◽  
Tennis Players ◽  
Before And After ◽  
Speed Performance ◽  
And Performance ◽  
Training Exercises

In this study, it was aimed to examine the effects of reaction training on reaction time and speed in tennis players. For this purpose a total of 18 tennis players; 9 male (age; 13.33 ± 1.80 years) and 7 female (13.85 ± 2.19 years) were voluntarily participated the study. In this study, the reaction training program, which was applied for 2 days a week for 12 weeks, was prepared in addition to tennis training. In the reaction training, exercises suitable for visual and auditory reaction were used. Before and after the 12-week reaction training, a 30 m speed running test and reaction time tests were performed. Whether the data showed normal distribution was analyzed with the Shapiro Wilk test and it was determined that the data did not show normal distribution. Mann Whitney U test was used in comparisons between the two groups. Wilcoxan Signd Rank test was used in the comparisons made before and after the training. As a result of the statistical analysis, it was seen that both the physical characteristics and performance parameters of males and females in our study group were not statistically different (p>0.05). For this reason, all subjects were taken into consideration regardless of gender in comparisons before and after tennis training. After the reaction training program applied to the subjects, it was determined that the 30 m speed performance values were shortened in duration compared to the pre-training period, that is, the speed improved (p <0.01). When the reaction time values were compared before and after the training program applied, it was seen that the reaction time values improved significantly after the training (p <0.01). As a result, reaction training performed in tennis players’ increases speed and reaction time performance. Reaction training is recommended in sports branches where this type of motor is important.

Equine hindlimb hoof biomechanics: an evaluation of the effect of routine hoof trimming on force and pressure distribution at midstance

2020 ◽  
Vol 16 (4) ◽  
pp. 333-337
Author(s):  
B. Faramarzi ◽  
M. Polniaszek ◽  
F. Dong
Keyword(s):  
Contact Pressure ◽  
Musculoskeletal Injuries ◽  
Medial Aspect ◽  
P Values ◽  
Pressure Plate ◽  
Before And After ◽  
And Performance ◽  
The Impact ◽  
Hindlimb Lameness ◽  
Paired T Test

Proper hoof function is vital for equine health and performance. Many musculoskeletal injuries in horses originate from the foot. Most studies performed to date have focused on the forehoof while the hindhoof (HH) has received less attention. Our goal was to examine the influence of routine hoof trimming on HH medio-lateral hoof balance. The objective of this study was to examine force (F), contact pressure (CP), and contact area (CA) at the medial and lateral aspects of the HH to evaluate the impact of routine hoof trimming on HH biomechanics. Clinically sound Arabian horses (n=9) were walked across a calibrated pressure plate before and after routine hoof trimming and the F, CP, and CA at the medial and lateral aspects of the HH were recorded at midstance pre- and post-trimming. The differences between these regions were investigated using a paired T-test. P-values <0.05 were considered significant. Among measured variables, force increased by 25% (P=0.007) and contact pressure increased by 13% (P=0.032) at the medial aspect of the HH after routine hoof trimming. Analysing data from hindlimb hoof-surface interaction in sound horses will allow for a better understanding of imbalances that may lead to pathologies and hindlimb lameness in horses.

scholarly journals The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

2017 ◽  
Vol 7 (2) ◽  
pp. 67 ◽  
Author(s):  
Mehmet Fatih Ocal
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Dynamic Geometry ◽  
The Other ◽  
Control Group ◽  
Other Hand ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students’ achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students’ responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students’ scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students’ scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students’ learning these subjects meaningfully and conceptually.

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